In April 1889 a deputation of Cypriots, headed by the Archbishop Sophronios and consisting of eminent citizens of the island, was received in London by the Colonial Office. Their purpose had been to recount the general state of affairs in the island after almost twelve years of British rule. The picture was gloomy: despite the hopes which the Cypriots naturally indulged in and which many Englishmen cherished of improving the material prosperity and moral constitution of the people, the island was going ‘to certain ruin’. In the words of the Colonial Secretary, Lord Knutsford, ‘[t]he principal demands of the Memorial and of the Deputation are based upon a deterioration in the economical condition of Cyprus which is supposed to have taken place since the British occupation. In the opinion of the Deputation that condition is appreciably worse than under the Turkish administration, and is likely to end in the final ruin of the community’.The deputation informed the Secretary that the ‘loyal and peaceful inhabitants of the Island gratefully hope to be able to follow the steps of progress and civilisation of the other inhabitants of the vast British Empire’.The population of the island, financially drained and in a state of great misery, trusted that Britain would have promoted decisively political reforms consistent with European civilisation and liberty, and that prompt efforts would be accordingly made to develop the resources of the island. Given the prospects then opened their hopes did not appear irrational. Britain aspired to put into action essential reforms in Asiatic Turkey, and Cyprus could have been held up as a practical example of the kind of justice and administration which all the Turkish provinces required.
The aim of this article is to explore early childhood students’ views on how variations in educational technology might impact young children’s learning experiences in the classroom. Initially, a meta-analysis of 33 studies was carried out in order to identify how technology is positioned in children’s lives (m = 4.8 years), identifying two key dimensions: one, regarding aspects of children’s learning and, the other, regarding their personal development. At a second stage, two online vignettes, informed by the meta-analysis findings, were completed by 45 university students studying early childhood studies (N = 45). Participants’ understandings of the interplay between the First Space (material space) and the Second Space (mental space based on perceptions and attitudes) were explored from the perspective of Soja’s Third Space which combines both First and Second Spaces. Data show that alterations in the First Space influence participants’ opinions on the relationship between technology and children’s learning and development. The implications of this study reflect the complexity of educational technology in early years settings where both First and Second Spaces play a significant role and provides the opportunity to implement a spatial perspective on how practitioners can become navigators, transformers and constructors of their own technological praxis and practice.
From the early 1930s to the early 1960s many scholars, whether liberalminded or socialist ideologues, Marxist or scientific positivists, classical scholars or political theorists and historians, have shown a widespread consensus in discrediting and assailing the man and political philosopher Plato. Such an extensive assault led the ‘Platonic Legend’ to an unprecedented crisis. Philosophically, it was a reaction to the undisguised Platonolatry coming from Oxford and the school of the British Idealists. Ideologically, the appropriation of Plato by Nazi apologists fostered further this vehement indictment. But a lot of other causes worked to the same effect. The general anguish and humanistic anxiety on the eve ofWorldWar II and the postwar traumas led scholars to reconsider the meaning of history and historicism, the psychology of the masses and the ethical responsibility of the citizen, the role of propaganda and state education. Such complementary elements converged in sustained anti-Platonic polemics, which in turn provoked a vigorous defence. Here an attempt is made to offer a preliminary survey of this complex debate and to provide a general intellectual framework in terms of which that controversy can be further explored.
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