Martin Luther succinctly summarized his theology in sola statements, such as sola scriptura, viewing the Bible (scriptura) as the only valid source of information about God rather than what he viewed as the extraneous, corrupting church doctrine of the time. As a secular side effect of this focus on individual reading skills, the Protestant territories were the first to acquire high literacy rates, which subsequently fostered health, economic growth, and good governance. Here I argue that a similar priority focus on empowerment of all segments of all populations through education and health (sola schola et sanitate) is needed today for sustainable development. According to decades of research, education and health are essential prerequisites for ending poverty and hunger, for improving institutions and participation in society, for voluntary fertility declines and ending world population growth, for changing behavior and adoption of new and clean technologies, and for enhancing adaptive capacity to already unavoidable climate change. This approach avoids paternalistic imposition of development policies by focusing external aid on enabling people to help themselves, their families, and communities. Prioritizing education and health also helps move more industrialized, aging societies from a focus on material consumption to one on quality of life. Sola schola et sanitate suggests that well-being will increasingly be based on health, continued mental stimulation, and consumption of cultural products, rather than fossil fuels and materials. Thus, cognition - or brain power - can be viewed as the zero-emissions energy for sustainable development.

Here we show the extent to which the expected world population growth could be lowered by successfully implementing the recently agreed-upon Sustainable Development Goals (SDGs). The SDGs include specific quantitative targets on mortality, reproductive health, and education for all girls by 2030, measures that will directly and indirectly affect future demographic trends. Based on a multidimensional model of population dynamics that stratifies national populations by age, sex, and level of education with educational fertility and mortality differentials, we translate these goals into SDG population scenarios, resulting in population sizes between 8.2 and 8.7 billion in 2100. Because these results lie outside the 95% prediction range given by the 2015 United Nations probabilistic population projections, we complement the study with sensitivity analyses of these projections that suggest that those prediction intervals are too narrow because of uncertainty in baseline data, conservative assumptions on correlations, and the possibility of new policies influencing these trends. Although the analysis presented here rests on several assumptions about the implementation of the SDGs and the persistence of educational, fertility, and mortality differentials, it quantitatively illustrates the view that demography is not destiny and that policies can make a decisive difference. In particular, advances in female education and reproductive health can contribute greatly to reducing world population growth.

12 Abstract My thesis "Access to education through dramatic literary education" focuses on creative educational process of literary education which uses the methods and principles of drama education at the level of primary school education. The theoretical part deals with a possibility to integrate the area of human knowledge, interdisciplinary relationships and the presence of creative component into RVP. Theoretical part also points out the effectiveness of linking drama education with literary education. In the main part (practical part) we can find an ensemble of literary-drama lessons which analysis creatively a different literary genres. Well thought through lessons provides students with deeper understanding on literary work (text) not only in term of rational meanings, but emotional as well. The set of lessons is in line with the new concept of primary education (vis. RVP) which goal is child development in cognitive area (especially acquisition of tools for exploring and developing thought flow), in skill area, attitudes and values. The set of lessons emphasizes on interdisciplinary relationships and creativity. Part of the lessons was tested (reflected) with children in primary school during the school year 2012/2013

Hållbar utveckling är ett område som skall ingå i grundskolans samtliga ämnen. De globalamålen i Agenda 2030 visar dock en komplexitet som kan vara svår att integrera i alla ämnen.Denna studie fokuserar på hem- och konsumentkunskapsundervisning i grundskolan. Syftet äratt belysa lärares erfarenheter av att arbeta med detta i sin undervisning. Studien omfattar sexsemistrukturerade intervjuer med lärare i hem- och konsumentkunskap. Centrala tankegångar istudien är baserade på Deweys resonemang om undervisning där meningsskapande, inquiry,demokratiska arbetssätt samt praktik och teori knyts samman till en helhet.Resultatet visar på en bredd i arbetssätt och de sätt ämnet integreras i undervisningen.Sammanfattningsvis visar studien att lärare tenderar undervisa om hållbar utveckling än attskapa ett lärande för hållbar utveckling. Lärarna arbetar främst med aspekterna hälsa, ekonomioch miljö där praktik och teori skapar en helhet. / Sustainable development is an area that must be included in all secondary school subjects.However, the global goals in Agenda 2030 show a complexity that can be difficult to integrateinto all subjects. This study focuses on Home Economics in secondary school. The purpose isto highlight teachers' experiences of working with this in their teaching. The study comprisessix semi-structured interviews with teachers of Home Economics. Central lines of thought inthe study are based on Dewey's reflection about teaching where meaning-making, inquiry,democratic methods as well as practice and theory are linked to form a holistic approach.The result shows a breadth of methods and the way the subject is integrated into teaching. Insummary, the study shows that teachers tend to teach sustainable development rather than createlearning for sustainable development. The teachers mainly work with the aspects of health,economic, and environmental issues where practice and theory form a holistic approach.

The purpose of this research was to explore the subject of integrating philosophy of education and the goals of education in education practice at the high schools in Kenya. It is stated that the impact of education practice is hinged in the statement of philosophy of education and the goals of education which has been neglected by researchers and scholars in Kenya. An intensive literature review which was undertaken revealed that philosophy of education and the goals of education are flouted in education practice. The sources of literature review were books, journals, policy documents, dissertations, theses, newspapers, and websites. In this qualitative research, phenomenology was selected as suitable theoretical framework to situate education practice as a human activity which is shaped by philosophy of education and the goals of education. A qualitative design was used, and purposive sampling was identified to select the schools and the respondents. The respondents in this research included the school principals, teachers, education officers, board of governors, and the parents-teachers’ representatives. The main qualitative research methods involved literature review and interviews. In this study, ideograms were utilized in the process of analysing the responses acquired from the respondents. According to the respondents, the statement of philosophy of education is foreign in the high schools, but the goals of education are printed in the syllabi, and this explains why the study focused on the goals as the familiar items. The views obtained from the respondents emphasized on what is envisioned to occur at the high schools, and this explains that the students are estranged from philosophy of education. It was concluded that high school pedagogy is exposed to conflicts in relation to integrating philosophy of education and the goals of education. In this case, the study recommended the following insights to improve the process of integrating philosophy of education, the goals of education, and education practice in Kenya: The necessity of revising the content and material resources of high school syllabi to comprise the attributes of philosophy of education in pedagogical activities.  Another suggestion emphasized on restructuring evaluation strategies to integrate the attributes of social cohesion, human progress and economic development.  The final recommendation is that the teaching and learning activities are necessary to intensify knowledge transfer which articulates the attributes of philosophy of education and the goals of education. / Teacher Education / D. Ed. (Philosophy of Education))

The thesis on topic "Development of Metacognitive Thinking of Pupils by RWCT Practices" asks a research question: "How does RWCT develop the metacognitive thinking of pupils at elementary school and what are the outputs?" The aim is to find out the possibilities and the limits of the pupils' metacognition using the RWCT (Reading and Writing for Critical Thinking). In the theoretical part, this thesis deals with the definition of metacognition, relation among metacognition and autoregulation, metacognition and self-reflection, metacognition and teaching, and last but not least the RWCT procedures in terms of the objectives of the program itself and the objectives of the RVP ZV (Framework Educational Program for Basic Education). The possibilities of using the RWCT procedures in connection with the development of metacognitive thinking of pupils at elementary school level were examined using the action research that took place in a fifth grade, where RWCT procedures are being regularly used. During searching answer on the research question is used analysation and description on basis of participated observation, pupils' products, written reflection and pupils' self-reflection. Furthermore with non-structural interview. From action research results that RWCT practices initiate discussion between...

Made available in DSpace on 2016-04-29T13:18:07Z (GMT). No. of bitstreams: 1 Marcio de Cassio Juliano.pdf: 722260 bytes, checksum: 476fc7c9d07ba895f133e64d6bbc55f4 (MD5) Previous issue date: 2008-04-30 / This study was proposed to examine the process of develop, implement and evaluate a instructional design based on the contributions of the behavior analysis for education, in order to reverse a history of poor performance in a given content covered in a discipline, given by the researcher, in an institution of higher education in the capital of São Paulo State. For both, was performed a literature review on the education planning from the viewpoint of the experimental analysis of behavior and, on the sequence, of the programming of contingencies of education, when they were addressed topics on behavioral goals. An explanation on methodologies of education grounded in contributions from the behavior analysis was also displayed. The results of the implementation ratified that the instructional design, is well-designed, is a window of opportunity to improve the efficiency and effectiveness of teaching learning process. Finally, discussed the results with the implementation of instructional design prepared for this study and the ways in which it would be reviewed / Este estudo se propôs a analisar o processo de elaborar, aplicar e avaliar uma programação de ensino fundamentada nas contribuições da análise do comportamento para a educação, com o objetivo de reverter o histórico de desempenho insatisfatório, em um dado conteúdo abrangido em uma disciplina, ministrada pelo pesquisador, em uma instituição de ensino superior da capital do Estado de São Paulo. Para tanto, foi realizada uma revisão da literatura sobre a programação de ensino sob a perspectiva da análise experimental do comportamento e, em seguida, a programação das contingências de ensino, momento em que foram abordados tópicos sobre objetivos comportamentais. Uma explanação sobre metodologias de ensino fundamentadas nas contribuições da análise do comportamento também foi apresentada. Os resultados da aplicação ratificaram que a programação de ensino, se bem concebida, é uma possibilidade de solução para melhorar a eficiência, a eficácia e a efetividade do processo ensino aprendizagem. Finalmente se discutiram os resultados obtidos com a aplicação da programação de ensino elaborada para este estudo e os aspectos em que ela precisaria ser revisada

The purpose of this research was to explore the subject of integrating philosophy of education and the goals of education in education practice at the high schools in Kenya. It is stated that the impact of education practice is hinged in the statement of philosophy of education and the goals of education which has been neglected by researchers and scholars in Kenya. An intensive literature review which was undertaken revealed that philosophy of education and the goals of education are flouted in education practice. The sources of literature review were books, journals, policy documents, dissertations, theses, newspapers, and websites. In this qualitative research, phenomenology was selected as suitable theoretical framework to situate education practice as a human activity which is shaped by philosophy of education and the goals of education. A qualitative design was used, and purposive sampling was identified to select the schools and the respondents. The respondents in this research included the school principals, teachers, education officers, board of governors, and the parents-teachers’ representatives. The main qualitative research methods involved literature review and interviews. In this study, ideograms were utilized in the process of analysing the responses acquired from the respondents. According to the respondents, the statement of philosophy of education is foreign in the high schools, but the goals of education are printed in the syllabi, and this explains why the study focused on the goals as the familiar items. The views obtained from the respondents emphasized on what is envisioned to occur at the high schools, and this explains that the students are estranged from philosophy of education. It was concluded that high school pedagogy is exposed to conflicts in relation to integrating philosophy of education and the goals of education. In this case, the study recommended the following insights to improve the process of integrating philosophy of education, the goals of education, and education practice in Kenya: The necessity of revising the content and material resources of high school syllabi to comprise the attributes of philosophy of education in pedagogical activities.  Another suggestion emphasized on restructuring evaluation strategies to integrate the attributes of social cohesion, human progress and economic development.  The final recommendation is that the teaching and learning activities are necessary to intensify knowledge transfer which articulates the attributes of philosophy of education and the goals of education. / Teacher Education / D. Ed. (Philosophy of Education))