Posts Tagged education
Closing the Distance in Distance Learning
Closing the Distance in Distance Learning
Distance Learning is one of those concepts that seems to mean different things to different people. At its most basic level, Distance Learning is no more than learning about something without moving out of your office or home. Someone, somewhere, sends you materials by post and you’re expected to wade through it and tackle the various assignments. You might have access to a tutor or adviser but, there again, you might not.
In today’s hi-tech, computerised world, emails and the internet have taken the place of the postman so, at the very least, you can expect to access your learning materials faster, whether they arrive by email or you access them through an internet site. You’re also likely to find out, maybe by return email, that you’ve failed your assignment, giving you plenty of time to have another go before the deadline expires.
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Early Glance: Education companies
Texas Shuts Door on Millions in Education Grants
Texas has opted out of the competition for a $700 million Race to the Top federal education grant, calling the program an intrusion on states’ control over education.
Read more on New York Times
County education supt. held on $100,000 bond
Charles Flowers, the superintendent of the Suburban Cook County Regional Office of Education who was arrested yesterday on theft and official misconduct charges, made his first court appearance this morning in the Maywood courthouse.
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Should We And Can We Develop An African Philosophy Of Education?: Pedagogy Of Sagacity
MICHAEL KARIUKI – 0721 666 098, mickariuki@yahoo.com
Should we and can we develop an African philosophy of education?: Pedagogy of Sagacity
In 1986, Njoroge and Bennaars, published Philosophy and education in Africa; an introductory text for students of education. Since the publication of this textbook there has been an intellectual aridity in this area of educational philosophizing in Kenya. This is in spite of the said textbook being merely introductory or prolegomenon. More importantly is the model proposed and formulated in this textbook intended as a conceptual framework for developing an African philosophy of education (1986; 92). This model has remained un-attempted.
My paper will argue in the affirmative while distinguishing should as a non-moral normative imperative and can as a question of ability. While indeed we should develop African philosophy of education this imperative remains unachievable until we have experts with requisite scholarly abilities.
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