Cultural anthropology and education / C. Camilleri.

Por:

Camilleri, Carmel

Tipo de material: Texto

TextoSeries Educational SiencesDetalles de publicación: Paris : Kogan Page-UNESCO, 1986.Descripción: 171 pISBN:

92-3-102339-X

Tema(s):

Resumen: After the Second World War, the field of cultural anthropology underwent an explosive development. Sociologists, psychologists, educators, and economists all added to the increasing interest in a discipline which began by assuming that culture is the foundation of social structures and that every institution manifests itself as a system of behavior imposed on individuals, which they must share, learn, and transmit. Since learning and transmission form the basis of any educational activity, it is not difficult to understand the International Bureau of Education's interest in this discipline. It has far-reaching consequences for the education systems of countries where cultural confrontations or social adaptation of colonial origin are still familiar.

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Existencias
Tipo de ítem	Biblioteca de origen	Signatura	Materiales especificados	Estado	Fecha de vencimiento	Código de barras
Monografía impresa	Biblioteca Nacional de Maestros	UNESCO 37.012 C183 (Navegar estantería(Abre debajo))		No para préstamo a domicilio		11006079

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Previo								Siguiente
Previo	UNESCO 37:001 U54 (50) 1946 UNESCO : 50 años en pro de la educación /	UNESCO 37.01 C172 Saoir co-devenir : Contribution a une nouvelle philosophie de l'education a l'aube du 3õ millenaire /	UNESCO 37.01 H11 Solving educacional problems : the theory and reality of innovation in developing countries /	UNESCO 37.012 C183 Cultural anthropology and education /	UNESCO 37.012 O25 U54 Investing in Education : Analysis of the 1999 World Education Indicators. Education and Skills /	UNESCO 37.012 P969 2rr Informe final.	UNESCO 37.012 R363 c Confronting Future Challenges : Educational Information, Research and Decision-Making /	Siguiente

After the Second World War, the field of cultural anthropology underwent an explosive development. Sociologists, psychologists, educators, and economists all added to the increasing interest in a discipline which began by assuming that culture is the foundation of social structures and that every institution manifests itself as a system of behavior imposed on individuals, which they must share, learn, and transmit. Since learning and transmission form the basis of any educational activity, it is not difficult to understand the International Bureau of Education's interest in this discipline. It has far-reaching consequences for the education systems of countries where cultural confrontations or social adaptation of colonial origin are still familiar.