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Ettore Gelpi 《International Journal of Lifelong Education》2013,32(4):329-334
This paper argues that scientific and technological change are interrelated with lifelong education. It asserts that these changes should not exclude consideration of human values and it concludes by illustrating the position adopted by the author from the work of three educational organizations with which he is involved in different European countries. 相似文献
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Ettore Gelpi 《International Journal of Lifelong Education》2013,32(1):53-62
Abstract English Since there should be no gap between initial education and productive work, it is essential that the latter is not divorced from the curriculum of the former. Similarly the educational content of productive work should not be overlooked. Therefore the relationship between the two is explored and the concepts of work and educational space expanded. Finally, factors leading to resistance and receptiveness between the two systems are discussed. 相似文献
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Ettore Gelpi 《Higher Education in Europe》1991,16(1):4-12
The author's basic thesis is that all properly conceived education is in fact continuing or lifelong education. It is democratic and liberating because it responds to the real needs of real people in society. Higher education today throughout the world is beset by crises and contradictions. While universities have so often served the interests of selfish self‐perpetuating élites, their implied or explicit educational message is all‐encompassing and democratic. Nothing better furthers the democratic aims of university education than open‐access continuing education that enriches culture and production while interlinking the two in a creative relationship. In fact, properly conceived and functioning continuing education encompasses all other forms of education, including initial training which has so often been viewed as a finality in itself and as a means for ensuring educational selection in the interests of the dominant class. If applied at the international level, continuing education properly conceived will lead to a far greater democratization of the relations among universities of different countries, one which will end the dominant/dominated syndrome; it will likewise permit a positive rather than a negative assimilation by the university of educational technology.
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Ettore Gelpi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1985,31(1):429-438
Résumé On a souvent essayé de confiner les jeunes à une forme de participation taillée à leur mesure par la partie adulte de la société. Cet article traite de la situation des jeunes en lutte perpétuelle entre leur potentiel de création et la rhétorique officielle, l'épouventail de la crise, l'incapacité des adultes à se faire une identité et à remettre en cause les mécanismes de balkanisation et d'exclusion mis en place par les sociétés désireuses de se protéger et inaptes à se réinventer. Malgré les contraintes bâties souvent de manière très subtile, les jeunes découvrent dans la vie internationale, les réalités éducatives institutionnelles, le travail et la culture, des formes alternatives d'action, d'échange et de solidarité capables soit de répondre directement soit d'apporter des solutions de rechange aux problèmes de la société.
Young people are very often confined to a form of participation tailored for them by the adult section of society. This article deals with the situation of youth who are constantly caught up between their creativity potential and official rhetoric about youth, the nightmarish spectre of the crisis, and the inability of adults to create for themselves an identity and to question the mechanisms of division and exclusion set up by societies in order to protect themselves. Despite these constraints, often structured in a very subtle way, young people are discovering in international life, in existing educational institutions, in work and in the cultural sphere alternative forms of action, communication and solidarity which are able to respond or to provide solutions to the problems of society.
Zusammenfassung Häufig ist der Versuch unternommen worden, Jugendliche auf eine Art der Partizipation zu beschränken, die für sie von den Erwachsenen in der Gesellschaft maßgeschneidert ist. Dieser Artikel behandelt die Situation der Jugendlichen, im ständigen Kampf zwischen ihrem Wunsch, etwas zu schaffen und den offiziellen Klischees, dem Schreckgespenst der Krise, der Unfähigkeit der Erwachsenen, sich eine Identität zuzulegen und die Mechanismen der Aufspaltung der Gesellschaft und des Ausschlußes aus ihr in Frage zu stellen. Diese werden von Gesellschaften errichtet, die sich schützen wollen und unfähig sind, sich neu zu finden. Trotz der häufig sehr subtilen Einschränkungen entdecken die Jugendlichen im internationalen Leben, in den tatsächlich bestehenden Erziehungseinrichtungen und in der Arbeit und Kultur alternative Formen der Aktionen, der Kommunikation und der Solidarität. Diese machen es möglich, direkt auf gesellschaftliche Probleme einzugehen oder entsprechende Lösungen anzubieten.相似文献
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Ettore Gelpi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(3):357-366
Résumé Science et technologie sont présentées comme instruments nécessaires pour participer à la gestion politique d'une société, pour comprendre la problématique contemporaine et la prospective, pour faire face aux nécessités concernant le vécu quotidien (travail, habitat, consommation, etc.) — de là, l'élargissement du public de l'éducation scientifique au-delà des professionnels de la science. Formation initiale, éducation des adultes, autoformation: il s'agit en effect d'intégrer l'éducation scientifique dans les politiques et les activités d'éducation permanente. Pour répondre à la demande émergente d'éducation scientifique, il est demandé la coopération des scientifiques, du monde du travail et du grand public dans la définition des objectifs de la politique scientifique et technologique. L'article s'achève par une série de questions concernant le contenu et les méthodes de l'éducation scientifique.
Science and technology are presented as necessary tools for participating in the political management of a society, for understanding contemporary problems and the prospect of confronting the exigencies of daily life (work, accommodation, food, etc.) — hence the increase in the number of people with a scientific education, over and above professional scientists. Initial training, adult education, the training of oneself: it is a question of actually integrating science education into the principles and practice of Lifelong Education. In order to respond to the emerging demand for science education, the co-operation of scientists, of the world of work and of the public at large is required in defining the objectives of policies in science and technology. The article ends with a series of questions concerning the content and methods of science education.
Zusammenfassung Naturwissenschaft und Technologie werden als notwendige Mittel dargestellt, um an dem politischen Geschehen einer Gesellschaft teilzunehmen, um die Problematik der Zeit und die Perspektive zu verstehen, um mit den Notwendigkeiten, die das tägliche Leben (Arbeit, Wohnung, Nahrung, usw.) betreffen, konfrontiert zu werden. Deshalb ist ein größeres öffentliches Interesse an der naturwissenschaftlichen Bildung über die naturwissenschaftliche Fachwelt hinaus zu vermerken. Grundbildung, Erwachsenenbildung, Selbstbildung: es geht in der Tat darum, die naturwissenschaftliche Bildung in die Theorie und Praxis des Lebenslangen Lernens zu integrieren. Um der wachsenden Anforderung an die naturwissenschaftliche Bildung gerecht zu werden, ist die Zusammenarbeit der Wissenschaftler, der Arbeitswelt und der breiten Öffentlichkeit an der Definition der Ziele der Politik in den Naturwissenschaften und der Technologie erforderlich. Der Artikel schließt mit einer Reihe von Fragen über Inhalt und Methode der naturwissenschaftlichen Bildung.相似文献
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Malgorzata?ZiebaEmail author Ettore?Bolisani Marco?Paiola Enrico?Scarso 《知识管理研究与实践》2017,15(2):282-293
The paper analyses the activity of research for “innovation knowledge”—here defined as knowledge that can lead to the introduction of service innovations—by Knowledge-Intensive Business Services (KIBS) companies. It proposes a classification of the possible search approaches adopted by those companies based on two dimensions: the pro-activity of search efforts and the source primarily used. Such classification is then discussed on the basis of the findings of a multiple case-study investigation involving 15 Italian and Polish KIBS companies. The study confirms that KIBS firms follow various approaches to acquire knowledge for innovation: some companies adopt a passive behaviour (i.e. innovative ideas come as a kind of side effect of their daily business activities), while others an active one (namely, they actively search for new ideas originating from various sources); some rely more on internal resources (employees, in-house R&D, internal documents, etc.), while others on external sources (clients, suppliers, service providers, universities, etc.). The results of the study have implications both for research and management that are discussed in the conclusions. 相似文献