Human development

Human development

Volume 16 Issue 3: 2011 | Wendy Drewery
The Waikato Journal of Education, published annually by the Faculty of Education at the University of Waikato in New Zealand, invites submissions for its November 2012 issue. The journal, which is peer-reviewed, covers a broad range of educational topics, including interdisciplinary, philosophical, and applied research approaches. This special section focuses on human development, exploring its relevance in education and its convergence with global development goals. The article by Wendy Drewery discusses the commonalities between global development initiatives, such as those of the United Nations Development Programme (UNDP), and academic studies of lifespan development. Drewery argues that both projects share a moral imperative towards social justice and optimal well-being. She critiques traditional theories of career development, which often reflect the Euro-Western context of their authors and can be outdated and prescriptive. Drewery emphasizes the need for educators to be aware of changing social and economic conditions and to teach human development in ways that foster empathy and realism, recognizing the cultural and contextual variations in personal development. The article concludes by highlighting the importance of considering global issues in development to avoid perpetuating Euro-Western values and to promote a more inclusive and just society.The Waikato Journal of Education, published annually by the Faculty of Education at the University of Waikato in New Zealand, invites submissions for its November 2012 issue. The journal, which is peer-reviewed, covers a broad range of educational topics, including interdisciplinary, philosophical, and applied research approaches. This special section focuses on human development, exploring its relevance in education and its convergence with global development goals. The article by Wendy Drewery discusses the commonalities between global development initiatives, such as those of the United Nations Development Programme (UNDP), and academic studies of lifespan development. Drewery argues that both projects share a moral imperative towards social justice and optimal well-being. She critiques traditional theories of career development, which often reflect the Euro-Western context of their authors and can be outdated and prescriptive. Drewery emphasizes the need for educators to be aware of changing social and economic conditions and to teach human development in ways that foster empathy and realism, recognizing the cultural and contextual variations in personal development. The article concludes by highlighting the importance of considering global issues in development to avoid perpetuating Euro-Western values and to promote a more inclusive and just society.
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