Includes bibliographical references and index.

Preface -- 1 Introduction -- 1 Pedagogical Approaches to Community -Based Learning -- 2 Traditions of Educational Aims -- 3 Aims and Their Value Dimensions -- 4 Continuity and Fundamental Change in Education -- 5 Educational Reforms in a Changing Social Context -- 6 Dimensions of School Culture -- 7 Key Features of the Learning Environments -- 8 Society and Education -- 9 Historical-Hermeneutic Comparative Education -- 2 Ideals for Learning in Communities in the United States of America -- 1 Philosophical Views -- 2 Essentialism and American Educational Reform -- 3 Revival of Conservatism in American Education -- 4 Community-Based Pedagogical Ideas in the United States -- 3 Ideals for Learning in Communities in the Republic of India -- 1 Philosophical Views -- 2 Indian Modernization and Educational Reform -- 3 Resistance to Educational Change in India -- 4 Community-Based Pedagogical Ideas in India -- 4 Ideals for Learning in Communities in the Russian Empire -- 1 Philosophical Views -- 2 Community-Based Pedagogical Ideas in the Russian Empire -- 5 Ideals for Learning in Communities in the Soviet Union -- 1 The Narkompros Years -- 2 Joseph Stalin and the Totalitarian System -- 3 Nikita Khrushchev and Educational Reform -- 4 Leonid Brezhnev and Modernization-Inclined Ideas -- 5 Yuri Andropov, Konstantin Chernenko, and the Brezhnevian Policies -- 6 Mikhail Gorbachev Reforms with Perestroika and Glasnost -- 7 Community-Based Pedagogical Ideas in the Soviet Union -- 6 Ideals for Learning in Communities in the Russian Federation -- 1 Implications under Boris Yeltsin -- 2 Implications under Vladimir Putin -- 3 Community-Based Pedagogical Ideas in the Russian Federation -- 7 Ideals for Learning in Communities in the People's Republic of China -- 1 Philosophical Views -- 2 Chinese Modernization and Its Educational Reforms -- 3 Borrowing Educational Ideas in China -- 4 Community-Based Pedagogical Ideas in China -- 8 Conclusions -- 1 Implications of Centralized and Decentralized School Systems -- 2 Future Reforms, Challenges, New Pedagogics and Views -- Afterword -- References -- Index.

This book examines the interplay between education and society in the 20th and early 21st centuries and addresses philosophical views and educational aims with their associated values for community-based learning in the U.S.A., India, Russia, and China. The philosophical background of community-based learning in these countries relies both on national philosophical traditions and on reformist ideas in international schools of thought-over time opposition to certain international pedagogical ideas surfaced in these countries. The authors offer a comprehensive picture of community-based learning in education and demonstrate how teachers can make learning more functional and holistic so that students can work in new situations within their complex worlds. School-specific descriptions reveal how teachers and students implemented community-based projects at different times.

Description based on print version record.