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    Edinburgh

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    About Film

    Discussion group with Terence Sawyers exploring film theory after a film Read More...

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    Manchester

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Next Ragged University Events:


Call For Participants by James Clegg: Seeking people interested in talking about someone who has influenced them. Taking the form of a five minute presentation based upon a visual aid, such as a photograph or drawing, the presentation should emphasise the knowledge that person passed on to you and can be based upon a personal relation or a famous individual who has inspired you... Read More...

James has chosen to speak about Alice Neel... Read More....


26th July 2016 Edinburgh: Come along to the next About Film night at the Brass Monkey on Drummond Street, Tuesday 26th July, from 18:30 until 21:30. We will watch The Producers (1968) and then discuss it afterwards… Read More....


17th August 2016 Edinburgh: Come along to the from 6-8pm and take part in the evening at the Talbot Rice Gallery, where James will be guiding the event where lots of people will share their thoughts on who has influenced them… Read More....


All Events Are Free And Open To Everyone - no booking required !


 

Interested in non judgemental discourse methods for supporting cooperative development ? Read more at: cooperative-development.com

Educational Theory and it's Relation to Practice: A Digest

The expansion of the state remit to include education resulted from the Forster Education Act of 1878 and the Balfour Education Act of 1902. Although it was always intended that this expansion would give expression to a variety of educational aspirations and ideals, it was also firmly linked to an overriding pragmatic concern: The need to create a highly differentiated labour force equipped to fill the range of occupational roles appropriate to the advancement of a modern industrial society.

This, in turn, meant that education had to be institutionalised to an unprecedented degree, not only to ensure that educational provision and the flow of qualified teachers could be regulated and controlled, but also to make sure that the policies of schools, the content of their curriculum, and their methods of assessment were more harnessed to the economic needs of society. Read more