Militant memories: family, gender and politics under Pinochet’s dictatorship

The purpose of this thesis is to analyse political memories, through the life stories of people who participated in political parties or movements during the time of Pinochet’s dictatorship. The analysis focuses on two aspects of activism which have usually been neglected, namely family and gender relations

Improving a country’s education: PISA 2018 Results in 10 Countries

This book is probably one of the first to be published, or even the first, about the results of the Programme for International Student Assessment (PISA) 2018. It discusses how PISA results in ten different countries have evolved and what makes countries change. Information on each country’s educational system contextualizes the discussion about PISA and other Large-Scale International Assessments’ results, such as TIMSS, Trends in International Mathematics and Science Studies. One reason only made it possible for us to present this work to the reader with such a short delay after PISA results were published in December 2019: we were very fortunate to be able to gather an exceptionally knowledgeable and generous group of international experts. The ten countries discussed in this volume represent a wide variety of educational systems, from Australia and Taiwan, in the East, to England, Estonia, Finland, Poland, Portugal and Spain, in Europe, and to Chile and the USA, in the Americas. We have high-performing countries, countries that are around the OECD average, and countries that are struggling to attain the OECD average. Each country has its history that reflects efforts to improve educational achievement. The book is organized as follows. Each chapter is a data-based essay about the evolution of a specific country, discussed and supported by PISA results and other data, and represents the personal stance of the authors. Thus, each author represents his or her own views and not those from his or her institution or government. Each author draws on published data, as well as on a vast set of information and supports his or her view with data and reliable information. The introductory chapter gathers my reading of the ten chapters. It follows the same principles: I express my views freely, but support them with the best information available. I do not claim to voice the opinion of the authors, and I am the sole responsible for what I wrote. A final chapter introduced following a Springer referee suggestion provides the necessary background in order to understand what PISA measures and how. It shows examples of PISA and TIMSS questions that convey a better idea on what the results of these surveys mean about students’ knowledge and skills. I am honored to edit this book, and I am sure it will be useful to all those interested in understanding what it takes to improve a country’s education system.info:eu-repo/semantics/publishedVersio

Improving a Country’s Education

This open access book compares and contrasts the results of international student assessments in ten countries. The OECD’s Programme for International Student Assessment (PISA) released the results of its 2018 assessment in December 2019. This book reflects the debates that typically follow the release of these results and focuses on the causes of differences between countries. Such causes include continuous decline in one country, improvement combined with increasing internal inequalities in another country, or rapid improvement in spite of an outdated curriculum in yet another. In addition, the book discusses a number of general questions: Is knowledge outdated? Are computers taking over and replacing teachers? Are schools killing creativity? Are we adequately preparing the next generation? Are schools failing to educate our kids? The book starts out with a summary of PISA’s evolution and PISA results, and an explanation of the major factors that play a role in changes in countries’ results. The next ten chapters are devoted to ten specific countries, offering a summary of data and an explanation of the major drives for changes in education results for each one. Each chapter includes a short description of the country’s educational system as well as the impact of PISA and other ILSA studies on the country’s educational policies. The chapters also include a timeline of policy measures and main hallmarks of the country’s educational evolution, discussing the impact of these measures on its PISA results. A final reference chapter explains what PISA is, what it measures and how. While highlighting the 2018 results, the book also takes into consideration previous results, as well as long-term initiatives. This book gathers the contribution of well-known and respected experts in the field. Specialists such as Eric Hanushek, for the US, Tim Oates, for England, Montse Gomendio, for Spain, Gunda Tire, for Estonia, and all other contributors draw on their vast experience and statistical analysis expertise to draw a set of rich country lessons and recommendations that are invaluable for all of those who care about improving a country’s education system

Improving a Country’s Education

This open access book compares and contrasts the results of international student assessments in ten countries. The OECD’s Programme for International Student Assessment (PISA) released the results of its 2018 assessment in December 2019. This book reflects the debates that typically follow the release of these results and focuses on the causes of differences between countries. Such causes include continuous decline in one country, improvement combined with increasing internal inequalities in another country, or rapid improvement in spite of an outdated curriculum in yet another. In addition, the book discusses a number of general questions: Is knowledge outdated? Are computers taking over and replacing teachers? Are schools killing creativity? Are we adequately preparing the next generation? Are schools failing to educate our kids? The book starts out with a summary of PISA’s evolution and PISA results, and an explanation of the major factors that play a role in changes in countries’ results. The next ten chapters are devoted to ten specific countries, offering a summary of data and an explanation of the major drives for changes in education results for each one. Each chapter includes a short description of the country’s educational system as well as the impact of PISA and other ILSA studies on the country’s educational policies. The chapters also include a timeline of policy measures and main hallmarks of the country’s educational evolution, discussing the impact of these measures on its PISA results. A final reference chapter explains what PISA is, what it measures and how. While highlighting the 2018 results, the book also takes into consideration previous results, as well as long-term initiatives. This book gathers the contribution of well-known and respected experts in the field. Specialists such as Eric Hanushek, for the US, Tim Oates, for England, Montse Gomendio, for Spain, Gunda Tire, for Estonia, and all other contributors draw on their vast experience and statistical analysis expertise to draw a set of rich country lessons and recommendations that are invaluable for all of those who care about improving a country’s education system

The End-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problems

The most recent scientific literature on the treatment of social problems or controversial social questions in the Social Sciences classroom, and their inclusion into curricula, emphasizes the need to introduce students into large-scale social debates where different points of view exist, different interests are at stake, and where it is desirable that they construct their own opinions in that respect from a critical and reasoned perspective. Work with social problems permits a typology of analysis that includes the relative experience of the past and the expectations for the future in a present that is lived, and to consider the temporal relation on the basis of an analysis of changes and continuities that are observable from a comparative perspective. In the comprehension and interpretation of the historicity of the present and in planning the social future, social problems would have to represent a fundamental curricular tenant that gives relevance to the contemporaneousness of the student. In view of the scarcity of studies in this area, this monograph offers a rich collection of studies aimed at answering two structural research questions: What are the purposes of teaching history and social sciences at today’s schools? What is the place of social thought formation and social problems in learning/teaching in Social Sciences

The End-Purpose of Teaching Social Sciences and the Curricular Inclusion of Social Problems

The most recent scientific literature on the treatment of social problems or controversial social questions in the Social Sciences classroom and their inclusion into curricula emphasizes the need to introduce students into large-scale social debates where different points of view exist, different interests are at stake, and where it is desirable that they construct their own opinions in that respect from a critical and reasoned perspective. Work with social problems permits a typology of analysis that includes the relative experience of the past and the expectations for the future in a present that is lived, and to consider the temporal relation on the basis of an analysis of changes and continuities that are observable from a comparative perspective. In the comprehension and interpretation of the historicity of the present and in planning the social future, social problems would have to represent a fundamental curricular tenant that gives relevance to the contemporaneousness of the student

Expectations Unfulfilled: Norwegian Migrants in Latin America, 1820-1940

In Expectations Unfulfilled scholars from Argentina, Belgium, Brazil, Mexico, Norway, Spain and Sweden study the experiences of Norwegian migrants in Latin America between the Wars of Independence and World War II

The Spirit and the Church:A Redaction-Historical and Theological-Historical Analysis of the Pneumatological Renewal in Lumen Gentium

The Spirit and the Church. A Redaction-Historical and Theological-Historical Analysis of the Pneumatological Renewal in Lumen Gentium For Christians, the very core of their faith is the belief in God Father, Son, and Spirit, yet generally, that common conviction is poorly translated into faith practice and theological reflection. Theologians capture that situation with the term Geistvergessenheit: too often, the Spirit is either forgotten, or pneumatology functions as an ‘appendix’ to Christology (Otto Dilschneider). Major theologians consider the Second Vatican Council (1962-1965) as a pneumatological break through. Initially, the 2.500 bishops, theological advisors, and observers who gathered in Rome to discuss important faith matters were unsure what to expect, as the Vatican had not exactly welcomed the renewal movements that had emerged before the Council. Would the spirit of concern and condemnation also dominate the conciliar deliberations? Ultimately, openness and renewal prevailed, including pneumatological renewal. Amongst other things, the Spirit was said to work in other religions and to build up the Church not only through the hierarchy but also through charisms given to all the faithful. In my research, I explore the positive evaluation of the conciliar pneumatology. What does the Council’s pneumatological renewal actually consist of? Limiting myself to the Dogmatic Constitution on the Church Lumen gentium, I focus on the fundamental conception of the Holy Spirit rather than pneumatological topics such as charisms, or the Spirit’s working in other religions. How does Lumen gentium portray the Holy Spirit? And what is new in that portrayal, both in redaction historical perspective – the text underwent dramatic changes – and in comparison to preconciliar pneumatology? To this end, I have done three things. Firstly, to ensure that my evaluation of Lumen gentium’s pneumatology is based on facts, not first impressions, I have developed and applied a method of ‘close reading’, consisting of a structural, theological and argumentative analysis. The structural analysis reveals amongst other things that most articles in the document feature references to the Spirit, but also that these are unevenly divided. Further, the argumentative analysis reveals that Lumen gentium’s references to the Spirit are in most cases part of the clarification of the ecclesiological reflection, not the core. In the second place, I have scrutinized the redaction history of two articles, no. 4 and 48, both of which underwent substantial pneumatological amendments. Yet in both cases, these were realised by a very small number of Council participants, so that it can hardly be claimed that pneumatology was a common concern. Finally, I have made a comparison with earlier magisterial teaching, namely Pius XII’s 1943 encyclical Mystici corporis and noted both similarities and differences with Lumen gentium. In conclusion, Lumen gentium represents a promising step forward in overcoming Geistvergessenheit. The Spirit is more consistently part of the reflection than in earlier drafts and than in Mystici corporis, and some text fragments clearly witness to an active conception of the Spirit’s role in the Church. Still, the Spirit is often conceived as Christ’s instrument rather than as Himself actively involved in the Church, so that arguably Lumen gentium’s pneumatological renewal is more modest than commonly assumed. Therefore, I recommend that the Creed’s confession that the Spirit is "Lord and Giver of life" (Dominum et vivificantem) be taken more seriously, expecting that this would result in a more affective, discerning, open and receptive faith practice and theology. ABOUT THE AUTHOR Jos Moons SJ (1980) studied theology in Utrecht and Paris. After four years of parish ministry in the diocese of Rotterdam he entered the Jesuits. Over the past years he worked as a student chaplain and PhD student at the Tilburg School of Theology, where he also taught homiletics. Currently, Moons combines chaplaincy work for the University Parish at the KU Leuven with a post-doc assignment at Tilburg University

Bowdoin College Catalogue and Academic Handbook (2022-2023)

https://digitalcommons.bowdoin.edu/course-catalogues/1320/thumbnail.jp