By Lewis Mumford
Lewis Mumford — architectural critic, theorist of know-how, urbanist, cultural critic, historian, biographer, and thinker — was once the writer of just about thirty books, a lot of which expounded his perspectives at the perils of city sprawl and a society captivated with “technics.”
In those lectures brought at Columbia collage in 1951, Mumford explores the moral difficulties that drove all of his writings on artwork, know-how and urbanism: the severing of the bonds of fellowship and neighborhood in complex business society; the waning experience of a public sturdy and the ensuing ethical concern of contemporary lifestyles; the cultural divide keeping apart an instrumental language of strategy from the symbolic language of aesthetic event; and the plight of ‘personality’ in a bureaucratic age.
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The initiation of professional development comes from several sources: • • • • • • • central government in orienting teachers to curriculum or examination changes and in upgrading qualiﬁcation levels; provincial or state governments in upgrading qualiﬁcation levels or selecting priorities for improvement; district education authorities for locally identiﬁed priorities or local interpretation of policies; donor-funded projects; professional teachers’ associations in developing subject teaching (such as mathematics or science), or sometimes teachers’ unions; school or community level groups in the implementation of school improvement plans; individual teachers aiming to improve their qualiﬁcations or career prospects or just wanting to be a better teacher.
Net> within a newly established Korea Multi-media Education Centre. Since then, teachers and institutions from all sixteen provinces have been able to access training materials and courses. Individual teachers’ autonomy in selecting their own training courses based on personal need has increased. Source: Jung 2001 The variety of distance education programmes on offer for teachers is wide. uk> in 2001 listed over 1,000 distance education courses for teachers, trainers and non-formal adult educators.
What organizational models have been used? This chapter provides an overview of uses and models as a background for more detailed examination of different aspects in later chapters. OPEN AND DISTANCE EDUCATION FOR TEACHERS Distance education has been deﬁned as an educational process in which teachers and learners are separated in space and/or time for some or all Uses and models 29 of the time of study and in which the learning materials take over some of the traditional role of the teacher. Learning materials play a central role, incorporating a variety of media and, in most systems, provision is made for students to interact with tutors and other students as a means of support.