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Boxley, Simon – Policy Futures in Education, 2019
When we "learn nature," do we encounter her as 'free' in the sense of having neither cost nor price? Is she something 'given'? And is that which nature offers us 'gratis'? In the UK, many schoolchildren have been encouraged to 'give thanks' for nature's gifts. But why, if she is free, give thanks; and thanks to whom? If one learns to…
Descriptors: Natural Resources, Ecology, Foreign Countries, Environmental Education
Fielding, Michael – FORUM: for promoting 3-19 comprehensive education, 2014
A key contributor to the 1948 New Education Fellowship "The Teacher and World Peace" submission to UNESCO, Alex Bloom is one of the most remarkable pioneers of radical democratic education of the twentieth century. In many important respects, Bloom's internationally renowned work from 1945-55 at St George-in-the-East Secondary Modern…
Descriptors: Democratic Values, Democracy, Educational Change, War
Schoon, Ingrid; Cheng, Helen; Gale, Catharine R.; Batty, G. David; Deary, Ian J. – Intelligence, 2010
We examined the prospective associations between family socio-economic background, childhood intelligence ("g") at age 11, educational and occupational attainment, and social attitudes at age 33 in a large (N = 8804), representative sample of the British population born in 1958. Structural equation Modeling identified a latent trait of…
Descriptors: Social Status, Employment Level, Trust (Psychology), Social Attitudes
Fiehn, Julia – Learning and Skills Network (NJ1), 2007
Citizenship education is an important part of the development of young people. By enabling them to learn about their rights and responsibilities, to understand how society works, and develop knowledge and understanding of social and political issues, citizenship prepares them for dealing with the challenges they face in life. Through citizenship…
Descriptors: High School Students, Foreign Countries, Values Education, Citizenship Education
Erricker, Clive – International Journal of Children's Spirituality, 2006
This article discusses the implications of difference in relation to religious education, multiculturalism and contemporary "terrorist" global activity. It argues that the model for religious education in England and Wales has not been sufficient in addressing children's spiritual development. Religious education has been pursued through…
Descriptors: Cultural Pluralism, Foreign Countries, Spiritual Development, Religious Education