Una oportunitat per reflexionar: participació de l'escola en el projecte Comenius

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Why general education?: Peters, Hirst and history

Richard Peters argued for a general education based largely on the study of truth-seeking subjects for its own sake. His arguments have long been acknowledged as problematic. There are also difficulties with Paul Hirst's arguments for a liberal education, which in part overlap with Peters'. Where justification fails, can historical explanation illuminate? Peters was influenced by the prevailing idea that a secondary education should be based on traditional, largely knowledge-orientated subjects, pursued for intrinsic as well as practical ends. Does history reveal good reasons for this view? The view itself has roots going back to the 16th century and the educational tradition of radical Protestantism. Religious arguments to do with restoring the image of an omniscient God in man made good sense, within their own terms, of an encyclopaedic approach to education. As these faded in prominence after 1800, old curricular patterns persisted in the drive for ‘middle-class schools’, and new, less plausible justifications grew in salience. These were based first on faculty psychology and later on the psychology of individual differences. The essay relates the views of Peters and Hirst to these historical arguments, asking how far their writings show traces of the religious argument mentioned, and how their views on education and the development of mind relate to the psychological arguments

Responding to student diversity : tutor's manual

The handbook was conceived during a meeting in Malta in 2003 among an international group of teacher educators spanning from Sweden to Malta and Greece and to the U.S. The concept was then worked out as a Comenius 2.1 Project DTMp (Differentiated Teaching Module – primary) over three years from 2004 to 2007 (see Box 1, p. viii, and www.dtmp.org). The DTMp Project team consisted of an even wider and more diverse group coming from seven EU countries, namely Malta (Coordinator), Czech Republic, Germany, Lithuania, Netherlands, Sweden, and United Kingdom. The background of each partner varied as well: one from an inclusive education concern, one from differentiated teaching, two from issues of disability and one from issues of disaffected students, one from socio-emotional development concerns, and one each from the pedagogy of language and mathematics. We also listened to teachers from the seven countries who were trying to reach out to the diversity of their children in the classroom, and you will find the text peppered with the experiences they related to us. We felt that this diversity enriched our teamwork and our products.peer-reviewe

Jan Amos Comenius’s Trinitarian and conciliar vision of a united Europe:Christ as the universal ‘centre of security’

This article explores Jan Amos Comenius’s vision of a Christian united Europe and its connection to his theological programme of reform. This is manifest first of all in his linguistic projects, in which he sought to break down the language barriers separating Christians both from each other and from the mission field of the New World, but it came to fruition especially in his comprehensive reform project of pansophia, especially as this was represented in his massive Consultatio catholica. For it is here that Comenius expands on his dream of a union of nations under one Christian religion. In this, Christ who transcends time and space, uniting in himself all the diverse aspirations of the nations, is revealed as the global ‘centre of security.’ Importantly, Comenius’s expression of this is profoundly indebted to Nicholas of Cusa and the article concludes by highlighting Comenius’s own Trinitarian and conciliar vision of Christian Europe

Search for large extra dimensions in final states containing one photon or jet and large missing transverse energy produced in p anti-p collisions at s**(1/2) = 1.96-TeV

The authors present the results of searches for large extra dimensions in samples of events with large missing transverse energy E{sub T} and either a photon or a jet produced in p{bar p} collisions at {radical}s = 1.96 TeV collected with the CDF II detector. For {gamma} + E{sub T} and jet + E{sub T} candidate samples corresponding to 2.0 fb{sup -1} and 1.1 fb{sup -1} of integrated luminosity respectively, they observe good agreement with standard model expectations and obtain a combined lower limit on the fundamental parameter of the large extra dimensions model, M{sub D}, as a function of the number of extra dimensions in the model

Search for Standard Model Higgs Boson Production in Association with a W Boson at CDF

We present a search for standard model Higgs boson production in association with a W boson in proton-antiproton collisions (p{bar p} {yields} W{sup {+-}}H {yields} {ell}{nu}b{bar b}) at a center of mass energy of 1.96 TeV. The search employs data collected with the CDF II detector which correspond to an integrated luminosity of approximately 1 fb{sup -1}. We select events consistent with a signature of a single lepton (e{sup {+-}}/{mu}{sup {+-}}), missing transverse energy, and two jets. Jets corresponding to bottom quarks are identified with a secondary vertex tagging method and a neural network filter technique. The observed number of events and the dijet mass distributions are consistent with the standard model background expectations, and we set 95% confidence level upper limits on the production cross section times branching ratio ranging from 3.9 to 1.3 pb for Higgs boson masses from 110 to 150 GeV/c{sup 2}, respectively