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EDUCATION AND WORLD ORDER: THE THOU...

WOOLMAN, DAVID CLARK.

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EDUCATION AND WORLD ORDER: THE THOUGHT OF JOHAN GALTUNG AND NINE AMERICAN RECONSTRUCTIONISTS (PEACE, DEVELOPMENT, FUTURE).

Record Type:	Electronic resources : Monograph/item
Title/Author:	EDUCATION AND WORLD ORDER: THE THOUGHT OF JOHAN GALTUNG AND NINE AMERICAN RECONSTRUCTIONISTS (PEACE, DEVELOPMENT, FUTURE)./
Author:	WOOLMAN, DAVID CLARK.
Description:	471 p.
Notes:	Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1068.
Contained By:	Dissertation Abstracts International45-04A.
Subject:	Education, Philosophy of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8416112

EDUCATION AND WORLD ORDER: THE THOUGHT OF JOHAN GALTUNG AND NINE AMERICAN RECONSTRUCTIONISTS (PEACE, DEVELOPMENT, FUTURE).
WOOLMAN, DAVID CLARK.

EDUCATION AND WORLD ORDER: THE THOUGHT OF JOHAN GALTUNG AND NINE AMERICAN RECONSTRUCTIONISTS (PEACE, DEVELOPMENT, FUTURE). - 471 p.

Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1068.

Thesis (Ph.D.)--University of Connecticut, 1984.

This item must not be sold to any third party vendors.

This study of the educational thought of Johan Galtung, a leader of the peace research movement, considers the problem of what socio-structural changes in education are needed to sustain a future world based on peace and human development. Galtung's ideas are compared with the thought of nine American educational reconstructionists: Harold O. Rugg, George S. Counts, William O. Stanley, Theodore Brameld, William H. Boyer, Maxine Greene, David R. Conrad, James J. Shields, Jr., and Nobuo Shimahara.Subjects--Topical Terms:

783746
Education, Philosophy of.

EDUCATION AND WORLD ORDER: THE THOUGHT OF JOHAN GALTUNG AND NINE AMERICAN RECONSTRUCTIONISTS (PEACE, DEVELOPMENT, FUTURE).
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035 $a (MiAaPQ)AAI8416112
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040 $a MiAaPQ $c MiAaPQ
100 1 $a WOOLMAN, DAVID CLARK. $3 3172121
245 1 0 $a EDUCATION AND WORLD ORDER: THE THOUGHT OF JOHAN GALTUNG AND NINE AMERICAN RECONSTRUCTIONISTS (PEACE, DEVELOPMENT, FUTURE).
300 $a 471 p.
500 $a Source: Dissertation Abstracts International, Volume: 45-04, Section: A, page: 1068.
502 $a Thesis (Ph.D.)--University of Connecticut, 1984.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This study of the educational thought of Johan Galtung, a leader of the peace research movement, considers the problem of what socio-structural changes in education are needed to sustain a future world based on peace and human development. Galtung's ideas are compared with the thought of nine American educational reconstructionists: Harold O. Rugg, George S. Counts, William O. Stanley, Theodore Brameld, William H. Boyer, Maxine Greene, David R. Conrad, James J. Shields, Jr., and Nobuo Shimahara.
520 $a Research methodology includes logical-conceptual analysis of Galtung's scholarly writing since 1958. Works by reconstructionists were studied for comparison. Additional data were obtained in interviews with Galtung, Conrad, Shields, and Shimahara and correspondence with Greene and Boyer.
520 $a It was found that Galtung considers nine socio-structural conditions essential in education for peace; these include opportunity for personal growth, pluralism, equality, socio-economic growth, equity, solidarity, participation, an alternative way of life, and high entropy. Galtung holds that these conditions require education based on multilinear programs, social diversity, equal access, equal program status, training for proficiency in basic needs production, self-reliance, liberation from center-periphery exploitation, holistic knowledge, unification of the periphery, awareness of global realities, action for social change, pursuit of non-material values like creativity and sharing, and dialogic open learning environments.
520 $a Reconstructionists generally agree on these educational needs and reflect Galtung's concern that schools are not fostering self-realization, social transformation, creativity, equality, democratic interaction, integrated knowledge, and political commitment to social change.
520 $a Reconstructionists differ from Galtung in other respects. Galtung favors alternative culture and education, structural disequilibrium as a prerequisite for change, non-compulsory education, discontinuation of educational transfer between center and periphery countries to avoid exploitation, and alternatives to formal curriculum which resists new ideas. Reconstructionists, by contrast, advocate cultural reform through existing institutions, individual action, change with continuity, compulsory education compatible with learning, educational transfer based on equity, and use of curriculum as a means for change. Galtung shares more goals than means with reconstructionists.
520 $a The study concludes with practical applications of Galtung's theory to educational development between and within center and periphery societies.
590 $a School code: 0056.
650 4 $a Education, Philosophy of. $3 783746
650 4 $a Biography. $3 531296
690 $a 0998
690 $a 0304
710 2 $a University of Connecticut. $3 1017435
773 0 $t Dissertation Abstracts International $g 45-04A.
790 $a 0056
791 $a Ph.D.
792 $a 1984
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8416112