This is an international study of the organization of educational knowledge in educational policy concerning official curricula. The study investigates how government institutions structure the learning opportunities offered to pupils, such as the basic categories of official curricula; how this structure varies over time and from country to country; and how different countries evaluate pupils’ scholastic work.
In the daily educational process, families and preschools are two agents of socialization that mold “social beings” who can function in society. The notions of the “social being” held by various cultures are translated by these agents of socialization and shape the practices and educational messages they convey to the younger generation. The study will examine the similarities and differences between the family and the preschool with regard to concepts and modes of socialization aimed at creating a social being.
This is an intervention study aimed at providing teachers with ways to analyze the social and political environment in which their pupils live and to teach them to draw a connection between this situation and behavior patterns in the classroom; to reach agreement about the definition of “violence” (verbal, physical, and other) and to make all parties in the school aware of its sources; to develop a humane educational approach that is based on a belief in the pupils’ abilities; to provide teachers with nonviolent means for dealing with violent behavior; to teach nonviolent con
De-Groot Reuma, Dr ; Drachman Raul, Dr ; Schwarz Baruch, Prof
European Union, Project Argunaut.
The contribution of discussion to learning, negotiating, decision-making, and other social contacts has been demonstrated, but the contribution is ensured only with appropriate guidance. Project Argunaut seeks to develop computer-based tools and methods to help the moderator (a teacher or pupil assigned this job) of online discussion forums (such as those supported by the Digalo software).
De-Groot Reuma, Dr ; Drachman Raul, Dr ; Schwarz Baruch, Prof
European Union, Project Escalate.
Argumentative interaction has been increasingly incorporated in science education in recent years. Project Escalate brings state-of-the-art technology to the classroom and informal learning settings (science centers, museums, etc.), chiefly in joint experiments and critical discussions, with graphical support provided by software. As part of the project, teachers are trained to incorporate argumentative interaction in their teaching.
