They are respected Africans. If there are differences on the panel, you will know whose views you ought to accept-- those of the other panelists. That said, what follows are some candid thoughts by a friend of all African peoples on the topics assigned to this panel: Poverty Permit me to start by expressing support for former UN secretary-general Kofi Annan who reminded us this week on his way to the World Economic Forum in Davos that in the face of current world economic crisis, " W e need to ensure the poorest in the planet—who will be hardest hit by the financial crisis—are not forgotten.
Central Ideas of the Work In Being and Becoming in the Classroom, Wolff-Michael ROTH develops a way of reflecting on teaching that goes from practice to theory, returning to the practice and, in a continual movement, supplying the theory.
He makes an effort to reveal the concrete conditions, which involve the teacher's work in the light of a theoretical framework centered on praxis and praxeology, a dialectical relation.
He creates an alternative to current theories that restrict themselves to the chronological dimension of time, erring by over-generalizing, reflecting an inability to describe reality as it unfolds in a teacher's day-to-day activities.
The author points to limitations in the understanding of the time dimension showing the fragility of such theories. Here, there is only one dimension to the past, the present and the future, thus revealing the limits of interpretation.
ROTH expresses the gap between theories and practice when he describes his feelings during the time he had to go back to studies at the university after teaching for a year: This gap exists, in part, because theories based only on chronological time tend to consider events as reversible.
It means that those theories presuppose the possibility of obtaining formulas of translating realities into other realities independent of the differences in their respective situational configuration. In this sense, these words, which ROTH shared with his teacher, were more than a simple complaint: In this passage, ROTH clearly showed that such theories are unsustainable: Subsequently, ROTH articulates another element to be considered: It unfolds in time, is non-linear, and remains irreversible.
Its temporal structure—rhythm, tempo, directionality, and irreversibility—is not only constitutive of its meaning but also the central element that distinguishes praxis as a lived experience from praxis as re-presented made present again in theory.
In other words, praxis as lived experience takes place at a level of immediacy that does not allow stepping back and talking time out to either reflect or construct a theoretical understanding of the situation before making a rational decision" p.
In my way of understanding, these attempts at generalization imply and are directed toward the possibility of control over educational action starting from the adoption of some standardization of resources and behaviors. I intend to discuss, further on, the ideological character of that need for control.
These forms of knowledge concern the production of tools that aid teachers in their work, in the here and now, where there is no time for reflection, for dealing with continually emerging unexpected events. These forms of knowledge are not acquired in theoretical readings, or in the study of prescriptions, but in facing the real conditions of work, and it differentiates an experienced teacher from a beginner.
The author calls it "Spielraum. These chapters are entitled: Once he articulated the multiplicity of the temporal dimension, ROTH shows us how it works in and on practice.
Subsequently, in the second part of the book, he describes some consequences of his proposals in showing how it is possible to take advantage of them in the formation of new teachers.
ROTH also assumes improvement as inherent in the profession, and by this he shows how teachers can help one another to understand more about practice by acting as well as reflecting together.
Identities and Differences in Perspectives I identified with the positions presented by ROTH in his introductory pages, when he writes about his intentions as a beginning teacher and what he endured learning in the context of praxis.CHALLENGES AND OPPORTUNITIES FACING AFRICA.
Remarks by Hon. David Kilgour Conference on Building Peace and Global Solidarity "coping with obstacles that would have flattened the spirits of others". He sees bad governance as the largest of the obstacles to better days for many across the continent.
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Published: 23rd March, 23% of the total was contributed equally by UK, Brazil, Australia, Canada and South Africa (Datamonitor, ).
In the year , US economy had suffered slowdown. This affected the consumption pattern of the US people. Opportunities. 3) Human Resources. Year in and year out, western companies in China rate human resources as among the biggest challenges of doing business here.