Ruud van der Veen
Biographic Data
| ID | 5139636 |
|---|---|
| NAME | Ruud van der Veen |
| GIVEN NAMES | Ruud |
| FAMILY NAME | van der Veen |
| SIGNATURE | VAN DER VEEN R |
| AFFILIATIONS | Columbia University |
| ORCID | 0000-0002-2489-0947 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2013 |
| H-INDEX | 2 |
Youth and Community Empowerment in Europe
Diverse cities
In 1996 UNESCO published the report of the International Commission on Education for the Twenty-first Century. In the introduction Jacques Delors, the chairman of this commission, writes that exact
Demography, social structure and learning through life
The modernisation of the Western world during the last two centuries has been a mix of industrialisation/computerisation and urbanisation. Consequently, reports on the future of adult learning and adult education have been a mix on the one hand of the learning requirements that follow from industrialisation/computerisation and on the other hand, learning requirements for the support of social cohesion and individual development in an urbanised so…
Communication and creativity
Societal changes in late modernity influenced what persons should learn and also influenced how education should change to support these new learning requirements. Particularly, the increasing instrumentalization of our society requires more autonomous and reflective learners. On the one hand this article describes three specific examples of such late modern learning that supports autonomy of subjects, i.e. performative, communicative and creativ…
A multifaceted strategy for adult education to alleviate poverty
Presents an introduction to the articles published in the September-October 2005 issue of the "International Journal of Lifelong Education
Poverty reduction and adult education
One of the Millennium Development Goals declared by the United Nations in 2000 was to reduce by half the population of people living in extreme poverty, by 2015. Adult education can and should contribute significantly to this development goal. Nevertheless it has hardly been explored so far in the national Poverty Reduction Strategies Papers. In as far as attention has been given to the contribution of adult education to the reduction of poverty,…
Community development as citizen education
Everyday professional discussion often refers to the idea that community development is essentially a learning process. This article sketches a comprehensive theory of community development as citizen education by following the different traditions in community development and by defining the educational aspect of each tradition. Among the traditions described here are traditional community organizations as a social work method, the radical commu…
Individualization, the new political spectrum and the functions of adult education
The ambivalences of individualization have triggered a new discourse on social policy. The central themes in this discourse are the promotion of social integration and participation. This new political discourse has thwarted the old left‐right continuum and given rise to a new political spectrum. On one side of this new political spectrum are political perspectives that emphasize integration, solidarity, community. The authors call these collecti…
Reflexive modernity, self‐reflective biographies
The aim of this article is to present a view on adult education in the light of the concept of ‘risk society’, as articulated by the German sociologist Ulrich Beck. In his view, there is no such thing as a post‐modern society; on the contrary we are rapidly entering into a new episode of history in which ‘simple modernization’ is transforming into ‘reflexive modernization’. This development confronts society, and adult education, with new themes …
Poverty reduction and adult education
One of the Millennium Development Goals declared by the United Nations in 2000 was to reduce by half the population of people living in extreme poverty, by 2015. Adult education can and should contribute significantly to this development goal. Nevertheless it has hardly been explored so far in the national Poverty Reduction Strategies Papers. In as far as attention has been given to the contribution of adult education to the reduction of poverty,…
Reflexive modernity, self‐reflective biographies
The aim of this article is to present a view on adult education in the light of the concept of ‘risk society’, as articulated by the German sociologist Ulrich Beck. In his view, there is no such thing as a post‐modern society; on the contrary we are rapidly entering into a new episode of history in which ‘simple modernization’ is transforming into ‘reflexive modernization’. This development confronts society, and adult education, with new themes …
Diverse cities
In 1996 UNESCO published the report of the International Commission on Education for the Twenty-first Century. In the introduction Jacques Delors, the chairman of this commission, writes that exact
Communication and creativity
Societal changes in late modernity influenced what persons should learn and also influenced how education should change to support these new learning requirements. Particularly, the increasing instrumentalization of our society requires more autonomous and reflective learners. On the one hand this article describes three specific examples of such late modern learning that supports autonomy of subjects, i.e. performative, communicative and creativ…
Community development as citizen education
Everyday professional discussion often refers to the idea that community development is essentially a learning process. This article sketches a comprehensive theory of community development as citizen education by following the different traditions in community development and by defining the educational aspect of each tradition. Among the traditions described here are traditional community organizations as a social work method, the radical commu…
Individualization, the new political spectrum and the functions of adult education
The ambivalences of individualization have triggered a new discourse on social policy. The central themes in this discourse are the promotion of social integration and participation. This new political discourse has thwarted the old left‐right continuum and given rise to a new political spectrum. On one side of this new political spectrum are political perspectives that emphasize integration, solidarity, community. The authors call these collecti…
Reflexive modernity, self‐reflective biographies
The aim of this article is to present a view on adult education in the light of the concept of ‘risk society’, as articulated by the German sociologist Ulrich Beck. In his view, there is no such thing as a post‐modern society; on the contrary we are rapidly entering into a new episode of history in which ‘simple modernization’ is transforming into ‘reflexive modernization’. This development confronts society, and adult education, with new themes …
Individualization, the new political spectrum and the functions of adult education
The ambivalences of individualization have triggered a new discourse on social policy. The central themes in this discourse are the promotion of social integration and participation. This new political discourse has thwarted the old left‐right continuum and given rise to a new political spectrum. On one side of this new political spectrum are political perspectives that emphasize integration, solidarity, community. The authors call these collecti…
Community development as citizen education
Everyday professional discussion often refers to the idea that community development is essentially a learning process. This article sketches a comprehensive theory of community development as citizen education by following the different traditions in community development and by defining the educational aspect of each tradition. Among the traditions described here are traditional community organizations as a social work method, the radical commu…
A multifaceted strategy for adult education to alleviate poverty
Presents an introduction to the articles published in the September-October 2005 issue of the "International Journal of Lifelong Education
Poverty reduction and adult education
One of the Millennium Development Goals declared by the United Nations in 2000 was to reduce by half the population of people living in extreme poverty, by 2015. Adult education can and should contribute significantly to this development goal. Nevertheless it has hardly been explored so far in the national Poverty Reduction Strategies Papers. In as far as attention has been given to the contribution of adult education to the reduction of poverty,…
Communication and creativity
Societal changes in late modernity influenced what persons should learn and also influenced how education should change to support these new learning requirements. Particularly, the increasing instrumentalization of our society requires more autonomous and reflective learners. On the one hand this article describes three specific examples of such late modern learning that supports autonomy of subjects, i.e. performative, communicative and creativ…
Demography, social structure and learning through life
The modernisation of the Western world during the last two centuries has been a mix of industrialisation/computerisation and urbanisation. Consequently, reports on the future of adult learning and adult education have been a mix on the one hand of the learning requirements that follow from industrialisation/computerisation and on the other hand, learning requirements for the support of social cohesion and individual development in an urbanised so…
Diverse cities
In 1996 UNESCO published the report of the International Commission on Education for the Twenty-first Century. In the introduction Jacques Delors, the chairman of this commission, writes that exact
Youth and Community Empowerment in Europe
Sociology (9 works) · Political science (8 works) · Pedagogy (7 works) · Adult education (6 works) · Economic growth (5 works) · Law (5 works) · Law (5 works) · Economics (4 works) · Education Systems and Policy (3 works) · Lifelong learning (3 works)