Educational Development Technology by Thakur K R (14 results)

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: New. pp. 268 Index 1st Edition.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: New. pp. 268.

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

Condition: New. pp. 258 1st Edition.

Condition: New. pp. 258.

Paperback. Condition: new. Paperback. Education for Sustainable Development (ESD) has emerged as a paradigm for revising and reorienting today's education. ESD consists of new forms of knowing and learning how to be human in a different way. This education aims to contribute to the sustainability of personal integrity, or in the words of Sterling (2001), to the integrity of the spirit, heart, head and hands. As argued by Dewey and the educational reconstructionists, it is often not enough to do things according to custom or habit, that is, to reproduce the existing social system. Instead, new answers must be sought. If we are to imagine new ways of living and acting, then we must be capable of assessing and bringing about social change, because successfully achieving sustainable development requires the following principles: being aware of the challenge, taking action voluntarily, assuming collective responsibility and forming a constructive partnership, and believing in the dignity of all human beings without exception. These principles for lasting human development, formulated at the 2002 World Summit on Sustainable Development in Johannesburg, imply lessons that largely coincide with the four pillars of education set out in the Delors Report: learning to know, learning to do, learning to live together and learning to be. In the context of ESD, UNESCO (2008) suggested the inclusion of a fifth pillar: learning to transform oneself and society. - See more at: *://#sthash.vk0OP6Bz.dpuf ESD promotes new ways of learning to foster sustainable personal integrity and social change. Principles include awareness, voluntary action, collective responsibility, and partnership. UNESCO suggests a fifth pillar: learning to transform oneself and society. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Condition: New. pp. 268.

pbk. The educational structure in the Brahmanic Age was to a very great extent only a refined and developed from of Vedic education However during this age various forms began to emerge in the institutions of education Various institutions such as shakha charana parished kul and gotra began to emerge at the various levels of education 258 pp.…

PAP. Condition: New. New Book. Shipped from UK. Established seller since 2000.

The educational structure in the Brahmanic Age was to a very great extent only a refined and development from a Vedic education However during this age various forms began to emerge in the institutions of education Various institutions such as shakha charana parishad kul and gotra began to emerge at the various levels of education Besides the Aaranyaka Brahman and other classical texts were created in this period Famous ashramas or monastries came to be established in the forests It was in this period that the Sutra literature was created along with the development of the six systems of Indian philosophical thought-Samkhya Yoga Nyaya Vaisheshika Karma or Purva Mimamsha and Vedanta or Uttara Mimamsa.…

Condition: New. pp. 258.

Paperback. Condition: new. Paperback. Education for Sustainable Development (ESD) has emerged as a paradigm for revising and reorienting today's education. ESD consists of new forms of knowing and learning how to be human in a different way. This education aims to contribute to the sustainability of personal integrity, or in the words of Sterling (2001), to the integrity of the spirit, heart, head and hands. As argued by Dewey and the educational reconstructionists, it is often not enough to do things according to custom or habit, that is, to reproduce the existing social system. Instead, new answers must be sought. If we are to imagine new ways of living and acting, then we must be capable of assessing and bringing about social change, because successfully achieving sustainable development requires the following principles: being aware of the challenge, taking action voluntarily, assuming collective responsibility and forming a constructive partnership, and believing in the dignity of all human beings without exception. These principles for lasting human development, formulated at the 2002 World Summit on Sustainable Development in Johannesburg, imply lessons that largely coincide with the four pillars of education set out in the Delors Report: learning to know, learning to do, learning to live together and learning to be. In the context of ESD, UNESCO (2008) suggested the inclusion of a fifth pillar: learning to transform oneself and society. - See more at: *://#sthash.vk0OP6Bz.dpuf ESD promotes new ways of learning to foster sustainable personal integrity and social change. Principles include awareness, voluntary action, collective responsibility, and partnership. UNESCO suggests a fifth pillar: learning to transform oneself and society. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…