Кто боится большого злого дракона? Почему в Китае лучшая (и худшая) система образования в мире
The author of the preface to the monograph by Zhao Yong showes, that the working in the USA Chinese professor uses the criticism to the Chinese high and higher school as the "politically correct" cause to warn the Western public against such trends of the educational system in the West as unification and formalization of educational process. The author of the preface supposes that these trends reflect the common intentions of the Western managemet to uiversal models and deviation from the technocratic principles.
The article analyzes early (16-17th c.) German printed primers and textbooks to find out who were their supposed users. The authors of these textbooks - mostly Protestant teachers - simetimes specified in the titles, prefaces, and the main text whom they imagined as their audience. This might include their colleagues as well as students (children as well as adults), and people who wanted to learn to read on their own. Knowing the biographies of some of the authors and the attitude of Martin Luther and other Church reformers to literacy, we can conclude that the most likely primer users were Lutherans. Based of the language it can further be assumed that the audience were High German rather than Low German speakers.
Interpretations of historic events are an important part of the contemporary political discourse in the EU countries. Politics of memory have become a key issue in identity politics in “new” Europe in the process of nation building and are on the rise in “old” Europe where nation-states, regions aspiring for autonomy and supranational structures promote diverse historic narratives. Attempts to bring together and reconcile different interpretations of the past in school textbooks are undertaken on the EU level and sponsored by several member states. The leader here is Germany, a country where politics of memory are an inherent part of the political discourse. A revision of national“big narratives” and attempts to take in positions of various groups of the contemporary multicultural societies is a phenomenon of the 21st century. A persistent need for effective mechanisms to maintain social stability is enhanced by mass discontent over the prospects of the European integration process and by a rise of “new nationalism” in some of the better off regions of “old” Europe. Education plays a key role in the formation of the European memory culture, but a consensus on values needed to promote a shared culture is undermined by the current difficulties of integration processes due to Brexit and to contention over migration regulation. This brings in diverse and sometimes non-compatible priorities of memory politics onto the national agenda (as in the case of Catalonia and Spain), and the “struggle for identity” becomes a key political issue for communities aspiring for more autonomy and independence. Opinion polls, questionnaire surveys, school curricula and expert assessments of textbook contents provide the empirical basis for this study. The author demonstrates how reinterpretations of history and newly constructed images of the past are used to reconsider the governance agenda and to legitimize “new nationalism” in the European public opinion.
The paper addresses the questions of data science education of current importance. It aims to introduce and justify the framework that allows flexibly evaluate the processes of a data expedition and a digital media created during it. For these purposes, the authors explore features of digital media artefacts which are specific to data expeditions and are essential to accurate evaluation. The rubrics as a power but hardly formalizable evaluation method in application to digital media artefacts are also discussed. Moreover, the paper documents the experience of rubrics creation according to the suggested framework. The rubrics were successfully adopted to two data-driven journalism courses. The authors also formulate recommendations on data expedition evaluation which should take into consideration structural features of a data expedition, distinctive features of digital media, etc.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.