Table Of ContentTWENTY -FIVE YEARS OF EDUCATIONAL PRACTICE
AND THEORY: 1955-1977
TWENTY-FIVE YEARS OF
EDUCATIONAL PRACTICE
AND THEORY
1955-1979
International Review of Education
Jubilee Volume
Edited by
LEO FERNIG AND JAMES BOWEN
Reprinted from IRE vol. XXV (1979), Nos. 2-3
•
1980
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Library of Congress Cataloging in Publication Data
Main entry under title:
Twenty-five years of educational practice and theory.
"Reprinted from I [nternational] R[eview of] E[ducationJ, vol. 25. nos. 2-3
[1979]."
Includes index.
CONTENTS: The last twenty-five years in education: a record and an evaluation.
edited by L. Fernig. - Contemporary education theory: an analysis and assessment,
edited by J. Bowen.
I. Education-Philosophy-Addresses. essays. lectures. 2. Education-Adresses.
essays. lectures. I. Fernig, Leo. n. Bowen. James, 1928- III. Interna-
tional review of education.
LB41. T9 370.1 79-26419
ISBN-13:978-94-009-8833-0 e-ISBN-13:978-94-009-8831-6
DOl: 10.1007/978-94-009-8831-6
Copyright © 1980 by Martinus Nijhoff Publishers by, The Hague
S{dt(,(JI'er reprillt qf the hardcover 1st edition 1980
All rights resen'ed. No part qf this publication may be reproduced, stored ill a retriel'al
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ding, or otherwise, without the prior written permission oft he publisher, Martinlls Nijhqff
Publishers bv, P.O. Box 566.2501 CN The Hague. The Netherlands.
PREFACE
In 1979 the International Rel'iel1' of Education celebrated its twenty-fifth
anniversary. This book which now reproduces the two Jubilee issues of that
Review has been published for a number of reasons. One is the importance
of the topics dealt with. The last twenty-five years have seen unprecedented
developments in education right across the world, in industrialised countries
no less than in those which are still approaching that phase.
From time to time it is essential to look back over the past and take stock
of how the present situation has come about, to disentangle the trends and
sort out from the welter of ideas those which turned out to be non-starters,
those which died in their tracks, and those which came to stay. This is only
possible after a certain passage of time has set events in proportion and in
perspective. The twenty-five years which have elapsed since the IRE was
started ten years after the ending of World War II would seem to be just long
enough to make this possible, though when the IRE celebrates its fiftieth
Jubilee in the year 2004 some of the trends which now seem so definite may
themselves have died away to be replaced by others which can now be only
dimly conceived.
Another reason for this publication is the quality and standing in the
world of education and scholarship of the two editors and their contributors.
Martinus Nijhoff, the publishers of the IRE, have rightly felt that such
authors writing on such topics deserve to reach a wider public than the
readers of the IRE alone.
Part 1 of this book is Vol. XXV/2 of the IRE, for which the theme and
title are: "The Last Twenty-five Years in Education: a Record and an
Evaluation." It is edited by Leo Ferning who focusses on the action of the
period treated historically and statistically. The wide scope of part 1 reflects
the experience that Leo Ferning accumulated during almost 30 years of
association with Unesco.
Part 2, which is Vol. XXV/3 of the IRE, has the theme of
"Contemporary Educational Theory: an Analysis and Assessment." Here
the editor is James Bowen, whose familiarity with the theoretical trends of
education in the remote as well as the recent past enables him and his team
of authors not only to summarize the situation of educational theory as it
[v]
appears today. but also to peer cautiously into the future.
More than this need not be said by way of introduction, for the editors
will now introduce their authors themselves, but it may be added that these
past twenty-five years of publishing the IRE have been made possible
through the joint efforts of many associates.
First should be mentioned the members of the Editorial Board, men and
women outstanding for their experience and knowledge of education. They
are and have been drawn from many countries in different regions of the
world. Their counsel in the selection of themes and their suggestions as to
scholars who may contribute are of the greatest importance to the interna
tional'perspective of the Review.
Publication of a journal which relies on scholars and specialists from all
over the world is subject to particular constraints. To Martinus Nijhoff who
for twenty-five years have remained faithful to their commitments for
production and world wide distribution of the journal we express our thanks.
May I also say a word of appreciation to the Editorial Office which has
ensured not merely the quarterly production of the journal but more
particularly its standards.
I am sure that the editors and contributors will allow me on this occasion
also to extend appreciation to the large number of unnamed scholars who
give most generously of their time and talents in advising on the quality of
manuscripts submitted. Without them the preparation and publication of the
100 issues which now make up the first 25 volumes of the IRE would scarely
have been possible.
M. DINO CARELLI
Director
Unesco Institute for Education, Hamburg
[vi]
TWENTY-FIVE YEARS OF EDUCATIONAL PRACTICE AND
THEORY: 1955-1979
THE LAST TWENTY -FIVE YEARS IN EDUCA TION:
A RECORD AND AN EVALUATION
edited by Leo Fernig
CONTEMPORARY EDUCATION THEORY:
AN ANALYSIS AND ASSESSMENT
edited by James Bowen
CONTENTS - INHAL T
THE LAST TWENTY-FIVE YEARS IN EDUCATION:
A RECORD AND AN EVALUATION
A QUARTER CENTURY OF EDUCATIONAL PRACTICE:
AN INTRODUCTORY VIEW
Leo Femig ................. . 7
DEVELOPMENT OF EDUCATION IN THE WORLD:
A SUMMARY STATISTICAL REVIEW
Gabriel Carceles 21
EQUALITY, QUALITY AND QUANTITY:
THE ELUSIVE TRIANGLE IN INDIAN EDUCATION
J. P. Naik 41
EDUCA TION AND DEVELOPMENT IN LATIN AMERICA (1950-1975)
German W. Rama and Juan Carlos Tedesco 61
FROM INTERNATIONAL AID TO INTERNATIONAL COOPERATION
(I) Malcolm S. Adiseshiah 87
(II) A. R. MacKinnon 105
ON EDUCATIONAL TECHNOLOGY
Ferenc Genzwein ...... . 123
STRUCTURAL CHANGES IN EDUCATION SINCE 1954:
A SLOW-MOTION EXPLOSION
Arthur Gillette 141
Notes on Contributors -Die Autoren -Index des Collaborateurs 171
[2]
-TABLE DES MATIERES
CONTEMPORARY EDUCATIONAL THEORY:
AN ANALYSIS AND ASSESSMENT
FOREWORD
The Editor 175
TOWARDS AN ASSESSMENT OF EDUCATIONAL THEORY:
James Bowen . . . . . . . . . . . 177
GENERAL THEORIES IN EDUCATION:
A TWENTY FIVE YEAR PERSPECTIVE
Torsten Husen 199
PHILOSOPHY AND EDUCA TION
Bogdan Suchodolski . . . . 221
PSYCHOLOGY OF EDUCA TION
William Wall 241
SOCIOLOGY OF EDUCATION
Michiya Shimbori .. . . 267
ECONOMICS OF EDUCA TION
Raymond Lyons 289
PHILOSOPHY OF EDUCATION IN THE WESTERN WORLD:
DEVELOPMENTAL TRENDS DURING THE LAST TWENTY-FIVE YEARS
Sven Erik Nordenbo 307
INTERNA TIONAL UNDERSTANDING
Lionel Elvin 335
Notes Oil Contriblltors -Die Alltornl -Index des Co//abof(ltellrs ......... 351
INDEX OF SUBJECTS . . . . . . . 353
[3]
THE LAST TWENTY-FIVE YEARS IN EDUCATION:
A RECORD AND AN EV ALUA TION
edited by Leo Fernig
A QUARTER CENTURY OF EDUCATIONAL
PRACTICE:
AN INTRODUCTORY VIEW
When I was frrst asked by the Hamburg Institute Director to serve as editor
for one of the special anniversary issues of the International Review of
Education in 1979, my eye rested on that word "anniversary". So the
Review has reached 25 years of age. Which took me back in time to a
morning in Paris - presumably by subtraction somewhere in 1953 - when
Walter Merck, the founding director of that strange new animal, the
"Unesco Institute for Education" , came to Unesco with a proposal to start a
new journal.
What Merck had in mind was in fact an effort to preserve and continue the
earlier comparative education periodical started by Friedrich Schneider in
1931: Internationale ZeitschriJt fiir Erziehungswissenschaft. Published in
Salzburg until 1933, the journal disappeared during the Nazi era, to come
back to life for three more years from 1947 to 1950. This early venture into
comparative education was associated with several outstanding scholars in
Germany itself - Schneider, Hylla, Hilker and of course Merck - besides
Kandel, Nicolas Hans and others abroad. So Merck, who served both as
professor of comparative education in the University of Hamburg and as
director of the young Unesco Institute, quite naturally tried to continue the
work. He easily gained support in Unesco for his purpose, since the
Organization in those days had no general periodical in the field of
education.
When the new International Review appeared, it bore a striking re
semblance to its predecessor - in the German title, cover design and
probably also in editorial policy and the way it is published. For the Institute
did not directly publish the Review; instead, it set up an editorial board of
distinguished scholars, and the entire publishing process" from receipt of
copy through to distribution and sales, was handled by the Dutch firm of
Martinus Nijhoff. I mention these facts simply to demonstrate how a part of
