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Design thinking draws upon two realms-the realm of knowledge and the realm of ethics. The purpose of this article is to examine the relationship between these two realms within the context of environmental design practice and education. The essence of our argument is the necessity for applying the teleological approach in ethics to the justification of design decisions. This requires the use of the best available source in the realm of knowledge to justify the attitudes or decisions taken in the design process. This position has major implications for the nature of the cooperative process between environmentbehavior studies researchers and architects in both the design practice and the architectural education process.

The European university market in land surveying and land management is diversified. In many countries MSc programmes have a strong geomatic profile. In the Nordic countries the BSc and MSc engineering programmes integrate geomatics, land legislation, land policies, planning, real estate economics and property management. Such diversity is attractive for youngsters in choosing their university studies. The European Bologna Process is challenging the national educational systems, aiming at a more integrated educational market in Europe. The mobility of students is encouraged, by changing universities from the BSc to the MSc level, as well as for the PhD level. The university market has also become diversified at a national level, with an increase of new universities and university colleges. In Sweden the market was deregulated in 1993, leading to a diversification of BSc and MSc programmes in GIS, land surveying and land management. Five universities are today offering such programmes, compared to one before the 1990's. Each university has to find its recruitment area and educational profiles. Examples are given of current changes in the Swedish university systems.

Globalization challenges, which affected the geopolitical and economic processes, labor market transformation and education internationalization have shaped the urgency of the problem. The purpose of the article is to compare vocational education systems in Germany and Turkey (using the dual system as an example) in order to identify the possibilities of transferring ideas and practices of the dual education system. A comparative analysis is the leading research method, which uses the context, transfer and forecasting methodology. Description and comparison of the context main elements allow determining the possibilities and conditions of the dual education system transfer. The findings provide an opportunity to identify transfer risks and predict the consequences of borrowing. The research results significance consists in context, transfer, and forecasting substantiating as the comparative analysis elements and applying this methodology to the processes of professional education.

This article seeks to re-conceptualise the notion of state capacity in order to develop a formulation that better approximates the realities of contemporary developing states. Four strands of argument are developed in the article. First, it identifies the critical factors shaping contemporary processes of state transformation, centred on analysing the significance of globalisation, democratisation, liberalisation and the new security agenda. Second, it interrogates the limitations of the dominant technocratic approach to state reform. Third, the article examines the limitations of approaches to state capacity building predicated on the 'command-hierarchy' approach, contrasting this with the 'influence-network' model centred on forms of engagement with multiple actors and institutions operating outside the boundaries of centralised, national states. Fourth, and in contrast to the influence-network approach, the article advances the notion of a spectrum of hybrid state forms, each associated with differing types of capacity that relate to the structural characteristics of contemporary states that are changing in response to globalisation and other exogenous factors.

In the course of the long 18th century, basic conceptual and discursive changes took place in the western world. Even words which remained the same took on new meanings.The new concepts indicate how the social reality is comprehended in the modern era. Various segments of the population relied on them to act, to understand, interpret and reform reality.These concepts are crucial to the discursive constitution of the world. They take part in the dissolution of the 'old' world and the emergence of a 'new' one.They do not merely reflect structural patterns; they accompany and stimulate an ongoing transition process.This article deals with a small aspect of the historical co-evolution of concepts and structures in education. It examines the non-random character of the variations in the discourses on the social function of education. It offers an analysis of the changing relationship between education, politics and economy in that period. It analyzes how different conceptualizations of the function of education are both a factor in, and an indicator of, the morphogenesis of the modern educational system.

The relationship between urban and rural areas cannot be considered a territorial antagonism. Not any more. The urban growth, the density of both building and population pushes the rural world into a dependent position commonly expressed in terms of lacking technology and scarce resources on political action. Additionally, for the first time in human history, the bulk of population occupies the urban areas. Nevertheless, since the «non-urban» type has conquered privileges as environmental reserve, the emergence of environmental issues has changed the social value of both rural and non-urbanized areas. Besides that the "rural world" now seems to be the holder of the traditions as well as the local identity values. In the present paper the main question can be sketched out in the following terms: in which way the urban growth has shifted the opposite urban-rural relationship into city-hinterland integration? This question is one step ahead of the dichotomy "modernity-tradition" and leads us to think in terms of "change-conservation" dichotomy. We must regard a city as a macro-organism that achieves and maintains its balance through an equitable distribution of functions: residence, public/private services, and leisure. To rule a city is to develop policies that promote the well-being and its citizen involvement. A city without participation is not sustainable and a city threatened by the scarcity of resources or by environmental risks becomes a frightened city. The public participation can't be a result of collective fear. We must think about the urban planning as a territorial planning of land uses. There is a democratic form of doing that: public participation and environmental concern as a civil value. We discuss in this work some questions on environmental ethics, contents to public campaigns of Sustainability education and we present a reflection about urban areas subjected to quick growth in Portugal. ; 4 figs ; 1 ; 10 pp ; DED/NESO ; 2008 ; Setembro

In this study our aim was to investigate (a) how the awareness of one's self-image reveals itself as a phenomenon, and (b) if self-image is influenced by physical education in a social context with teachers and pupils. Six pupils, aged 15 and 16 years, attending compulsory school were interviewed with the use of an empirical phenomenological psychological method. The Empirical Phenomenological Psychological (EPP) analysis of the interviews resulted in two main themes in terms of self-concepts: self-image as self-contemplation and the factors of influence upon a pupil's self-image in physical education each with three subthemes. We end with a discussion about the different aspects on the noetic and the noematic perspectives on self-image and self-contemplation.

An inclusive research culture is vital towards the maturity of Health and Education Precincts into an active innovation ecosystem. To date, substantial investments have been made in 13 upcoming Health and Education Precincts in varying stages of development in the Greater Sydney region, New South Wales. The political commitment to create an innovative environment for teaching and a vibrant research culture is noticeable. However, it is unclear to what extent government policy engages the breadth of clinical personnel in teaching and research-related activities and contributes towards improving research culture. Based on a study conducted at the central river district of the Greater Sydney region, we argue that better engagement of clinical personnel in teaching/research-related activities and inclusion of research-related roles within the job description of clinical personnel can substantially drive a positive research culture and thereby contribute towards the overall development of Health and Education Precincts. Opportunities for continued education and training of clinical personnel and involvement in graduate research programs also substantially drives research culture. We argue that future policy and practice solutions for upcoming Health and Education Precincts need to foster an inclusive research culture and should be tailored to meet the needs of an innovative ecosystem. Future solutions will need to contribute towards improving research culture as well as the health and wellbeing of people in the region.

As we enter the twenty-first century, the outcomes, consequences, and results of teacher education have become critical topics in nearly all of the state and national policy debates about teacher preparation and licensure as well as in the development of many of the privately and publicly funded research agendas related to teacher and student learning. In this article, I argue that teacher education reform over the last fifty years has been driven by a series of questions about policy and practice. The question that is currently driving reform and policy in teacher education is what I refer to as "the outcomes question." This question asks how we should conceptualize and define the outcomes of teacher education for teacher learning, professional practice, and student learning, as well as how, by whom, and for what purposes these outcomes should be documented, demonstrated, and/or measured. In this article, I suggest that the outcomes question in teacher education is being conceptualized and constructed in quite different ways depending on the policy, research, and practice contexts in which the question is posed as well as on the political and professional motives of the posers. The article begins with an overview of the policy context, including those reforms and initiatives that have most influenced how outcomes are currently being constructed, debated, and enacted in teacher education. Then I identify and analyze three major "takes" on the outcomes question in teacher education—outcomes as the long-term or general impacts of teacher education, outcomes as teacher candidates' scores on high stakes teacher tests, and outcomes as the professional performances of teacher candidates, particularly their demonstrated ability to influence student learning. For each of these approaches to outcomes, I examine underlying assumptions about teaching and schooling, the evidence and criteria used for evaluation, units of analysis, and consequences for the profession. I point out that how we construct outcomes in teacher education (including how we make the case that some outcomes matter more than others) legitimizes but also undermines particular points of view about the purposes of schooling, the nature of teaching and learning, and the role of teacher education in educational reform. In the second half of the article, I offer critique across the three constructions of outcomes, exploring the possibilities as well as the pitfalls involved in the outcomes debate. In this section, I focus on the tensions between professional consensus and critique, problems with the inputs-outputs metaphor, the need to get social justice onto the outcomes agenda, problems with the characterization of teachers as either saviors or culprits, and the connection of outcomes to educational reform strategies that are either democratic or market-driven.

Notions of citizenship and citizenship education that were traditionally related to mainly nation-centric agendas are increasingly inadequate in preparing young citizens for the dynamism of societies and complexities of social issues stimulated by globalization. Depending on the political and social ideologies within and across societies, different citizenship education curricula are designed differently to achieve these goals. This article uses the cases of Australia and Singapore to discuss how different forms of citizenship education can contribute to an ongoing construction of a more just and peaceful world. Through the analysis of the social science curricula in the two countries, three key factors that can influence the value of democratic citizenship education in developing 'active' and 'informed' citizens were identified. First, the extent to which democratic values are referenced as the basis for citizenship, hence supporting an understanding of 'politics' in contexts of diversity. Second, the balance to be sought between development of competencies to achieve nationalistic goals and responding effectively to the dynamism of contemporary societies. Third, the extent to which curriculum arrangements support democratic citizenship development.