Thesis (Ph. D.)--Columbia University. / Vita. On verso of t.-p.: Copyright 1915. Pub. also as Contributions to education, Teachers college, Columbia University, no. 73. "References": p. 26. Also available in digital form on the Internet Archive Web site.

Environmental education faces special challenges in areas of acute conflict over resource use. This thesis assesses the role of popular environmental education workshops carried out by an external non-governmental organization in a forest-based community in Morelos, Mexico. Factors investigated as possible influences on the impact of workshops included: the pedagogy employed; local perceptions of environmental problems; obstacles to participation; and motivations of participants. The research indicates that the potential role of environmental education for collective action is enhanced when workshops not only increase access to, and sharing of, relevant information, but encourage organizational capacity and inspiration through group work. Furthermore, environmental education must be relevant to major local concerns and forms of communication. Initial workshops on the forest have demonstrated local desire for community management to solve deforestation problems. A political ecology approach could be useful in workshops for in-depth analysis of the decision-making levels affecting the local environment.

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The present study is centered on understanding the gender concepts teachers have, and the form in which their gender perspective is related to the way teachers of a Mexican Montessori elementary school interact with their students according to the child's gender in the early elementary school years. The type of messages teachers are sending to children when they are in the classroom in relation to the concepts of masculinity and feminity are discussed. The analysis is rooted in qualitative research methodology and the gender category. Gender is seen as a social phenomenon. / The paper deals with the work that has been done in gender and schools, especially related to the role teachers have when dealing with gender in the classroom. It discusses how a different method of education, in this case the Montessori method, differs from the traditional system of education when dealing with gender issues. / The way teachers deal with gender issues at school is deeply connected to the viewpoint of gender they have. The narratives of the teachers help us understand this relation. It is hoped that by examining their own practice toward gender issues teachers will take a first step towards a non-sexist education. It is true that the Montessori system breaks from many of the conventional gender-biased practices of traditional schools; even so, a total change cannot be seen until our own perspectives on gender evolve.

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The growth of medical anthropology as a distinct sub-discipline has opened up many new roles for anthropologists within the medical field, and identified an ever wider range of mutual interests. In this study the anthropologists role as a teacher in the basic medical curriculum is examined in order to determine whether "broad and general relevance" exists between the two fields. / Field data is analyzed from 2 1/2 years active participation teaching at a newly founded medical school in the North Mexican industrial of Monterrey, Nuevo Leon. Information on institutions history and social structures, student values and attitudes toward the professional medical milieu, and responses to specific teaching material is discussed as components of the decision making process which led to role definition. The differences between classroom and field teaching of anthropology were explored in connection with an urban vaccination campaign and an experimental field course in a bi-ethnic rural community of the sierra tarahumara (Chihuahua). The medical school is seen as a reflection of the community and professional context which surrounds it, and the need to make anthropological teaching congruent to its particular needs and circumstances is stressed. / The study concludes that general relevance has not yet been achieved due to the lack of a definable clinical role for the anthropologist, and unresolved conflicts between the biological and anthropological models of man.

Este informe es el resultado de datos conseguidos mediante investigaciones realizadas en México. Las visitas y los períodos de residencia en México en otros años despertaron mi primer interés en el sistema educativo de ese país. Durante el verano de 1964 me dediqué a examinar a fondo el sistema educativo de México y específicamente el de la capital de Jalisco. Para dar los primeros pasos hacia una comprensión del actual sistema educativo mexicano me fue necesario hacer investigaciones sobre sus antecedentes históricos, los cuales son esenciales a una comprensión clara de la situación actual. Así es que presentó primero un capítulo que trata del fondo histórico del desenvolvimiento de la educación mexicana, y más detalladamente la de Jalisco. En lo tocante al sistema educativo de Jalisco me limito a informaciones sobre los siguientes aspectos: el desarrollo del actual sistema jalisciense de educación secundaria y normal; los planes de estudios de las escuelas secundarias y normales de Jalisco, con énfasis sobre los de la enseñanza de la lengua y literatura castellanas; y la capacitación del magisterio con condiciones profesionales actuales. En cuanto a la información de estos aspectos del sistema educativo jalisciense la saque de varias fuentes. Constituyeron interesantes e informativas las entrevistas que sostuve con maestros y administradores en todos los sectores educativos de Guadalajara. Las visitas de observación que hice a la Normal de Jalisco durante su Curso Intensivo de Verano para la capacitación de magisterio me proveían de oportunidades magníficas para “experimentar” el verdadero funcionamiento del actual sistema educativo. Hice las demás investigaciones en las bibliotecas universitaria y municipal de Jalisco.

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