Titlebook: Rethinking Work and Learning; Adult and Vocational Peter Willis,Stephen Mckenzie,Roger Harris Book 2009 Springer Science+Business Media B.V

带来的感觉

Social Sustainability and Activation Strategies with Unemployed Young Adultser the intended and unintended consequences of strategies that we term “reflexive” and “restrictive” activation. We analyze some of these findings against the backdrop of changing policy orientations in present day welfare states.

谁在削木头

Book 2009 for a “more peaceful, prosperous and just world” that were set by the United Nations in the wake of its inspirational Millennium Dec- 1 laration in 2000. These goals range from combating poverty, hunger, and disease, to empowering women, and ensuring environmental sustainability. However Ban Ki-Moo

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Education, Religion, Sustainability, and Dialogueseeing, or different decision frames. If we understand religious difference in that way, it may be possible to develop educational tools that are as simple and straightforward as others that have been developed to equip people for bargaining over interests.

灾难

碎石头

An Ecology for the Fourth Pillar: Imaginal Learning for Social Sustainability in AVEropriate pedagogic ways to evoke and nourish what Jon Hawkes calls social sustainability’s “fourth pillar,” namely “cultural vitality and life enthusiasm” (2004, p. 263). This life enthusiasm is a key factor in the health of any society as it interacts with the biological and social world. Drawing o

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The Historical Contribution of AVE to Social Sustainability in Australiactive means for society to develop its members’ potentials to respond to the challenges of the future,” yet “not much information and documentation on TVET for sustainable development is currently available.” In this chapter I begin with the assumption that this claim is particularly applicable to t

maintenance

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Transformative Learning and AVE for Social Sustainabilityeducation emphasizes instrumental knowledge in meeting its goals of transmitting technical knowledge and developing specific skill sets and competencies. Yet when individuals acquire new technical skills this knowledge easily spirals into the communicative and emancipatory domains. In this chapter,

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Education, Religion, Sustainability, and Dialoguetments. To equip people for such dialogue requires understanding of how it differs from scientific discussion, on the one hand, and from bargaining over interests, on the other hand. It is possible to understand religious difference as a sort of cognitive difference that resembles different ways of

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The Role of Religion in Education for Social Sustainabilityarely static, but adapt and change with the differing needs of the environments in which they operate. It is this process of change and adaptation that enables them to sustain communities, as well as to be sustained as living systems. Religions do this by creating symbolic systems of shared meaning