Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

The four Visegrad states — Poland, the Czech Republic, Slovakia (until 1993 Czechoslovakia) and Hungary — form a compact area between Germany and Austria in the west and the states of the former USSR in the east. They are bounded by the Baltic in the north and the Danube river in the south. They are cut by the Sudeten and Carpathian mountain ranges, which divide Poland off from the other states. Poland is an extension of the North European plain and like the latter is drained by rivers that flow from south to north west — the Oder, the Vlatava and the Elbe, the Vistula and the Bug. The Danube is the great exception, flowing from its source eastward, turning through two 90-degree turns to end up in the Black Sea, forming the barrier and often the political frontier between central Europe and the Balkans. Hungary to the east of the Danube is also an open plain. The region is historically and culturally part of western Europe, but its eastern Marches now represents a vital strategic zone between Germany and the core of the European Union to the west and the Russian zone to the east.

Economy and Society

The conflict between science and the Bible, between Science and Christianity, or between “reason” and “faith” in broader terms, is an old one. Ever since the middle of the nineteenth century and the publication of Origin of Species, Christians have been on the defensive. And they have been on the defensive because they have accepted and believed the myth that science furnishes truth. Sad to say, most Christians have not kept up with the battle and still cling to the idea that there are at least two roads to truth: science and the Scripture. Consequently, they spend most of their time trying to reconcile science and Scripture in such a way as not to offend the “reason” of the natural man. In so doing, in accepting the premise that science is a cognitive enterprise that, properly pursued, leads to truth, these Christians have been doing a disservice to truth and to Christianity.

Criticism and the Growth of Knowledge. Edited by I. Lakatos and A. Musgrave. Pp. viii, 282. £3·50, paperback £1. 1970. (Cambridge University Press.)

By Pierre Bourdieu (London: Routledge, 2010), xxx + 607 pp. £15.99 paper. A combination of social theory, statistical data, illustrations, and interviews, Distinction: A Social Critique of the Judg...

Distinction: A Social Critique of the Judgement of Taste

The Elusive Embryo: How Women and Men Approach New Reproductive Technologies

Hepatoprotective potency of Litsea glutinosa (L.) C.B. Rob. leaf methanol extract on H2O2-induced toxicity in HepG2 cells.

Looking at our knowledge of the risks associated with nanotechnology, one wonders to what degree should its products and applications be regulated? Do we need any governing body to regulate nanotechnology research and development? Do individuals have a right to know to make informed decisions through labelling mechanism? The question of regulation and responsibility in the interaction between science, technology and society is one of the most pressing issues Risks and regulations regarding nanoscience and nanotechnology are mostly debated amongst policy-makers and not amongst the nanoscientists, who actually produce the new science Thus, the paper makes an attempt to contribute significantly to an increased body of knowledge regarding how scientists think and talk about science Little has been documented about perceptions of nanotechnology regulation and responsibility in developing countries Given the importance of perceptions in the genetically-modified foods debate, the way nanotechnology is perceived holds serious repercussions for the framing of its ethical, legal and social implications Through a field-survey that records the opinions of leading Indian nanoscientists, the paper examines scientists' perceptions about nanotech-regulation Such discussion is imperative to address technological risks and uncertainties The paper further explores whether scientists have different views on what responsibility amounts to and under what conditions one is responsible Though the study has considered Indian nanoscientists due to access issues, the research questions raised and addressed in this study are universal in nature

Would You Mind, If We Record This? Perceptions on Regulation and Responsibility among Indian Nanoscientists

Polymerization-Induced Self-Assembly (PISA) Generated Cholesterol-Based Block Copolymer Nano-Objects in a Nonpolar Solvent: Combined Experimental and Simulation Study

Histories of modern science in India have been written in which Ambedkar receives barely a mention or in which he appears as a latecomer to ideas about the social function of science that others ha...

Recast(e)ing Scientific Temper in a Democracy: The Eccentricities of Ambedkarian Science:

Synthesis of PVDF-Based Graft Copolymeric Antifouling Membranes Showing Affinity-Driven Immobilization of Nucleobases

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