Waibel, Violetta L. (2018). H√∂lderlin's Idea of "Bildungstrieb": A Model from Yesteryear?. Educational Philosophy and Theory, v50 n6-7 p640-651. The term "Bildungstrieb", which was used toward the end of the eighteenth century by thinkers like Johann Gottfried Herder, Immanuel Kant, or Friedrich Schiller, but which is obsolete in today's vernacular, was of great importance for Friedrich H√∂lderlin. In this article, I explore the historical roots of this concept in the biology of the time, which was then still searching for the right concepts to describe the organic. "Bildungstrieb" is found in Kant's teleology in the "Critique of Judgment," where Kant with the help of this concept works out the specificity of organic life as well as its vicinity and difference to the teleology of human acts and action. Kant himself refers to the G√∂ttingen anatomist, zoologist, and anthropologist Johann Friedrich Blumenbach, in whose writings Kant found the term which he reinterpreted for his own purposes. Friedrich Schiller adopts the word Bildungstrieb in his work "On the Esthetic Education of Man in a… [Direct]

Nathan, Raymond, Ed. (1976). Mental Retardation: Century of Decision. Report to the President. Presented is the 1975 report of the President's Committee on Mental Retardation which examines the issues in the field and sets national guidelines for public education and prevention. Eleven chapters are included on the following topics (sample subtopics are in parentheses): issues in mental retardation (biomedical and social-psychological prevention); future projections and their implications with respect to possible governmental initiatives (integration of human service delivery); legal rights of the retarded (objectives for the attainment of citizenship status); objectives and courses of action to ensure the right of every child to be born well (health delivery system); objectives for reducing the incidence of mental retardation associated with social disadvantage (equal educational opportunity which encourages cultural differences); objectives for the attainment of humane service systems (availability of a personal representative); objectives pertaining to international…

McHale, Magda Cordell; And Others (1979). World of Children. Population Bulletin, v33 n6 Jan. This bulletin takes a broad view of children in history, their current problems and needs throughout the world, and directions to be taken for fulfilling those needs. The world population of children under age 15 is projected to increase by 500 million to 1.9 billion in the year 2000. Despite the bonds created by global communications, large disparities still exist between the 80 percent of the world's children now in less developed regions and those in the more developed world in terms of health, education, food, shelter, water, sanitation, and possibilities for achieving their full potential and rights as human beings. Closing this gap can best be done by the low-cost, basic services approach (pioneered by United Nations agencies and several developing countries) which involves the participation of the people concerned at the community level in an integrated development approach, supplemented by action at the national level to change laws and policies which still prevent worldwide…

Borst, Gregoire; Kosslyn, Stephen M.; Thompson, William L. (2011). Understanding the Dorsal and Ventral Systems of the Human Cerebral Cortex: Beyond Dichotomies. American Psychologist, v66 n7 p624-632 Oct. Traditionally, characterizations of the macrolevel functional organization of the human cerebral cortex have focused on the left and right cerebral hemispheres. However, the idea of left brain versus right brain functions has been shown to be an oversimplification. We argue here that a top-bottom divide, rather than a left-right divide, is a more fruitful way to organize human cortical brain functions. However, current characterizations of the functions of the dorsal (top) and ventral (bottom) systems have rested on dichotomies, namely where versus what and how versus what. We propose that characterizing information-processing systems leads to a better macrolevel organization of cortical function; specifically, we hypothesize that the dorsal system is driven by expectations and processes sequences, relations, and movement, whereas the ventral system categorizes stimuli in parallel, focuses on individual events, and processes object properties (such as shape in vision and pitch in… [Direct]

Bersani, Hank A., Jr. (1984). Monitoring Community Residences: Guidelines/Handbook Developed by ARC-Ohio. This two-volume set containing guidelines and a handbook is intended for persons monitoring the quality of community residences for retarded individuals. The guidelines document begins with a monitoring review worksheet which elicits information in the following categories: human, civil, and legal rights; environment; use of community resources; commitment to personal growth; staff; and personal relationships. The questions in each category are preceded by a brief statement of the issue. A bibliography of residential monitoring instruments completes the guidelines. The handbook contains resource material for monitors, including information on the following: qualifications of a residential service monitor; residential services planning and basic principles; principles for the operation of community residential services; criteria for selecting a residence; some major residential models; the principle of normalization; the community imperative; and common negative practices in…

Poulsen, Richard C. (1979). Non-Logical Discourse: Key to the Composing Process?. One niche in which scholars have not looked for keys to the composing process is the sometimes illusory but vital area of nonlogical discourse, which includes fantasy, hallucination, dream, reverie, vision, trance, and meditation. Abundant evidence exists about the genesis, importance, and use of nonlogical discourse, but this evidence comes mainly from anthropologists, folklorists, psychologists, and mythographers. Many of these sources attribute nonlogical discourse to thought patterns of the primitive mind, hypothesizing that the creation of language and human religious impulses, both right hemispheric functions, complemented each other as cultures–and written expression–developed. Tribal initiation rites and naming are examples of how static, expressive discourse is used by people to satisfy their deities and the spirits of others. For primitive cultures, the sounds and noises of ceremonial, mythological, and religious actions are the basic language of life. Freud's research…

Simpson, James Daniel (2014). Expanding Human Capabilities through the Adoption and Utilization of Free, Libre, and Open Source Software. ProQuest LLC, Ph.D. Dissertation, University of the Incarnate Word. Free, libre, and open source software (FLOSS) is software that is collaboratively developed. FLOSS provides end-users with the source code and the freedom to adapt or modify a piece of software to fit their needs (Deek & McHugh, 2008; Stallman, 2010). FLOSS has a 30 year history that dates to the open hacker community at the Massachusetts Institute of Technology (MIT) where information and knowledge was freely shared among a community of programmers and end-users (Lessig, 2006; Stallman, 2010; Sullivan, 2011). The advent of a proprietary or closed software development model in the late 1970s and early 1980s prompted FLOSS advocates like Richard Stallman to develop tools to protect end-users' rights to modify, share, and create software (Lessig, 2006, Stallman, 2010). Since then, the FLOSS and proprietary software development models have become two diametrically opposed points-of-view with advocates and detractors on both sides. This qualitative case study sought to understand in… [Direct]

Callan, Eamonn (2016). Education in Safe and Unsafe Spaces. Philosophical Inquiry in Education, v24 n1 p64-78. Recent student demands within the academy for "safe space" have aroused concern about the constraints they might impose on free speech and academic freedom. There are as many kinds of safety as there are threats to the things that human beings might care about. That is why we need to be very clear about the specific threats of which the intended beneficiaries of safe space are supposed to be relieved. Much of the controversy can be dissolved by distinguishing between "dignity safety," to which everyone has a right, and "intellectual safety" of a kind that is repugnant to the education worth having. Psychological literature on stereotype threat and the interventions that alleviate its adverse effects shed light on how students' equal dignity can be made safe in institutions without compromising liberty. But "intellectual safety" in education can only be conferred at the cost of indulging close-mindedness and allied vices. Tension between… [PDF]

Patton, Carl V. (2016). A Comprehensive Internationalization Challenge: Learning from Failure or, When Your Best Just Isn't Good Enough. International Research and Review, v6 n1 p10-15 Fall. Why did our idea not work out? How did a program fail? Why did we get unintended consequences? Who is to blame? Could it be that our best just isn't good enough? There are many reasons policies, programs and projects fail. Failure can be informative if shared. This means that professionals should report on failures as well as successes. However, few professionals will admit their mistakes since failures are seldom rewarded. Moreover, many failures that could provide useful guidance are not shared because most journals have a success bias. Oftentimes, however, a policy failure where "NO" was the answer can provide useful information. In this article the author urges readers to accept that humans fail, but if professionals are to learn from failure, improve skills, and manage strategic change, it is necessary to understand why policies and programs fail. As difficult as it is, professionals need to have the courage to speak truth to power when things are not going right…. [PDF]

Tomlinson, Carol Ann (2016). One to Grow On/Lesson Plans Well Served. Educational Leadership, v74 n2 p89-90 Oct. Teachers take seriously that "teaching is a deeply human enterprise," yet they can be candidates of worry about standards (or, perhaps more accurately, standardized tests) and where it's taking them in terms of curriculum design. If in their planning they crank out lessons solely focused on goals that young people don't care much about, they've forgotten what teaching really is. This article presents a balanced view of lesson planning for teachers to consider with four thinking forward ideas: (1) if teachers actually believe it doesn't matter whether learners care about what is being asked of them to learn, they've lost their way; (2) there's wisdom in teaching with clarity of outcome–nothing wrong (and potentially much right) in declaring what they value; (3) teaching "invitationally" does not necessitate abandoning important information, skills, and ideas. This calls on teachers to steer students' enthusiasms to the shore of the required curriculum; and (4)… [Direct]

Kent, Carol; And Others (1996). Technical Assistance Guide for Community College Administrators and Program Coordinators. This guide provides information and guidelines to community college personnel who are administering and coordinating programs designed to prepare paraprofessionals to work with individuals with developmental disabilities in community settings. The guide is specifically for individuals managing the "Paraprofessional Curriculum for Community Inclusion" program offered at Michigan community colleges. The guide describes the Community College Initiative developed by Wayne State University's Developmental Disabilities Institute, especially its features of systems change, student diversity, a values-based curriculum, academic skill development, and career path development. The guide outlines the importance of "person first" language, program needs assessment, community linkages, program certification, staffing, disability support, and job placement. A chapter on curriculum development focuses on the core curriculum which stresses seeing people first (not their… [PDF]

(1996). [Learning Disabilities Information Kit.]. This collection of nine pamphlets is intended to increase the general public's awareness about the nature and importance of learning disabilities; to facilitate the access of parents and individuals with learning disabilities to practical information and sources of assistance; to expand access to practical information about existing research findings, innovations in learning methods, and relevant technology; and to increase the use of such information by teachers, school administrators, parents, pediatricians, and others. The largest pamphlet offers definitions, basic facts about learning disabilities, data on public attitudes and awareness of learning disabilities, and recommendations from a two-day 1994 summit on learning disabilities policy. Three brochures are directed at specific populations: parents, teachers, and doctors. The remaining five brochures provide information on: (1) warning signs (to improve early diagnosis and timely intervention); (2) learning disabilities… [PDF]

Kahn, Peter H., Jr.; And Others (1995). Along the Rio Negro: Rural and Urban Brazilian Children's Environmental Views and Values. This study investigated how urban and rural children who lived along a major river in Brazil understand and value their relationship with the natural environment. Forty-four Brazilian children in fifth grade were interviewed, and background of the city and village they lived in was ascertained. Each child was individually administered a semi-structured interview. The issues under investigation focused on children's: (1) awareness of environmental problems; (2) beliefs about whether certain acts of environmental degradation harmed various parts of nature; (3) concern if such harm occurred; and (4) environmental actions. In addition, a hypothetical scenario was presented to assess the presence or absence of moral obligation in demonstrated environmental sensitivities and commitments based on a wide range of measures. Additional analyses showed striking similarities between this Brazilian population and a population of African-American urban children in the United States interviewed in… [PDF]

Satern, Miriam N. (1986). Apparent and Actual Use of Observational Frameworks by Experienced Teachers. This study investigated observational strategies that were used by six experienced physical education teachers when viewing a videotape of motor skills (standing vertical jump, overarm throw, tennis serve, basketball jump shot and dance sequence). Four observational frameworks were proposed as being representative of subdisciplinary knowledge bases within the study of human movement. Laban and Lawrence's Effort-analysis framework (1974) proposes that the criteria for efficiency of human movement is the right proportion of weight, space, time, and control of movement. Cooper and Glassow's Kinesiological framework (1976) proposes that a similarity in joint actions and sequencing of the actions exists among skills within patterns of movements. Hay and Reid's Biomechanical (1982) framework proposes theoretical models in the form of block diagrams to serve as the basis for identifying faults in a performance. Roberton and Halverson's (1984) Developmental framework proposes that common… [PDF]

Nix, Rebekah K. (2018). PAL: A Provocative Framework for Assessment and Evaluation of 'Timeless' Topics in Technology-Driven 'Classroom' Learning Environments. Online Submission Twenty years after its first application, the Integrated Science Learning Environment model (ISLE) proved still-useful in catalyzing novel thinking about the role of artifacts in shaping Holocaust remembrance at the graduate level. Drawing on new ideas from museum science and technology design, an updated framework, called Provocative Artifacts for Learning (PAL), accounts for advances in educational technologies, mobile capabilities, and 21st-century pedagogy. This paper provides a brief description of the historical development, practical design, and use of the PAL model. Because PAL encompasses two separate but linked items (defined as A1 and A2), the different sides of the axes are related but not antithetically (as in assessment versus evaluation). The meaning-making around A1 develops from the evaluation of place, time, and person, bringing to light critical issues regarding access, bias, and provenance. The sense-making around A2 is revealed in the assessment of the mechanics,… [PDF]

Agayeva, Samira R.; Efendiyev, Rufat J.; Gulaliyev, Mayis G.; Musayeva, Fargana Q.; Musayeva, Jamila Q.; Ok, Nuri I. (2016). Economic Liberalization and Its Impact on Human Development: A Comparative Analysis of Turkey and Azerbaijan. International Journal of Environmental and Science Education, v11 n17 p9753-9771. The aim of the article is to study the nature of liberalization as a specific economic process, which is formed and developed under the influence of the changing conditions of the globalization and integration processes in the society, as well as to identify the characteristic differences in the processes of liberalization of Turkey and Azerbaijan economies (using the method of comparative analysis of these countries' development indices). The objectives of this study: the characterization of the liberalization process as a specific economic process; a comparative analysis of the Turkey and Azerbaijan economic development conditions; the improvement of the theoretical justification of influence the process of economic liberalization on the development of society. The article presents the comparative analysis of the Turkey and Azerbaijan economic development conditions by using new research method as index of leftness (rightness) of economy. It was revealed that the Azerbaijan economy… [PDF]

Sugar, William A. (2000). Human-Centered Design Bill of Rights for Educators. This paper presents a potential solution to encourage technology adoption and integration within schools by proposing a human-centered technology "bill of rights" for educators. The intention of this bill of rights it to influence educators' beliefs towards technology and to enable educators to confront with confidence the seemingly mesmerizing host of new technologies. The discussion includes: instructional technology in the schools–allegiance and resistance; immature and mature views of technology; incentives and obstacles for integrating technology; and beliefs about technology and its impact. The human-centered design influences in the proposed technology bill of rights for educators are discussed, followed by descriptions of the nine rights in the proposed bill of rights:"It is not your fault, it is the designers' fault"; "'Old' technology is fine to use, as long as it is effective"; "Technology will conform to my proposed needs, not… [PDF]

Collini, Stefan (2015). Defending Universities: Argument and Persuasion. Power and Education, v7 n1 p29-33 Mar. In response to the subjection of universities in Britain and elsewhere to 'free market' ideology and the resulting narrow concern with claimed economic effects and benefits, this essay explores some of the processes of persuasion and justification as they are employed in debate and in resistance to this damaging orthodoxy. First, the short-term assumptions behind crude measurements of impact and economic benefit must be contested; the growth of human understanding and its contribution to human flourishing is non-linear and long term. Second, defenders of universities should beware of overstating the categories of moral and social good to which they might lay claim, and should be realistic about the complex and contested nature of frequently identified benefits, including social mobility. Third, criteria of quality and national or local context must be stressed over mere quantity and simplistic notions of competition; the rules underlying vacuous international league tables are… [Direct]

Biklen, Douglas; Kliewer, Christopher; Petersen, Amy J. (2015). At the End of Intellectual Disability. Harvard Educational Review, v85 n1 p1-28 Spr. In this essay, Christopher Kliewer, Douglas Biklen, and Amy J. Petersen unravel the construct of intellectual disability that has dominated both policy and practice in schools and communities. The authors synthesize data from first-person narratives, family accounts, and participatory inquiry to propose a theory of human connectedness in which intellectual competence is constructed through social action and interaction. The authors trace the isolating, brutalizing, and dehumanizing consequences of the presumed "nothingness" associated with those labeled as having an intellectual disability and, by way of contrast, integrate written and video data that offer counterpoints to the notion of intellect as immutable and individual. The authors discuss the development of supports in valued arenas where the right to belong and to participate is realized without question; the provision of resources and materials based on affirmation, actualization, and empowerment; and the fostering… [Direct]

Reveley, James (2015). School-Based Mindfulness Training and the Economisation of Attention: A Stieglerian View. Educational Philosophy and Theory, v47 n8 p804-821. Educational theorists may be right to suggest that providing mindfulness training in schools can challenge oppressive pedagogies and overcome Western dualism. Before concluding that this training is liberatory, however, one must go beyond pedagogy and consider schooling's role in enacting the educational neurofuture envisioned by mindfulness discourse. Mindfulness training, this article argues, is a biopolitical human enhancement strategy. Its goal is to insulate youth from pathologies that stem from digital capitalism's economisation of attention. I use Bernard Stiegler's Platonic depiction of the ambiguousness of all attention channelling mechanisms as pharmaka–containing both poison and cure–to suggest that this training is a double-edged sword. Does the inculcation of mindfulness in schoolchildren empower them; or is it merely an exercise in pathology-proofing them in their capacity as the next generation of unpaid digital labourers? The answer, I maintain, depends on whether… [Direct]

Albanese, Patrizia; Bezanson, Kate; Langford, Rachel; Prentice, Susan; Richardson, Brooke; White, Jacqueline (2017). Caring about Care: Reasserting Care as Integral to Early Childhood Education and Care Practice, Politics and Policies in Canada. Global Studies of Childhood, v7 n4 p311-322 Dec. Care and education have deep historical divisions in the Canadian policy landscape: care is traditionally situated as a private, gendered, and a welfare problem, whereas education is seen as a universal public good. Since the early 2000s, the entrenched divide between private care and public education has been challenged by academic, applied and political settings mainly through human capital investment arguments. This perspective allocates scarce public funds to early childhood education and care through a lens narrowly focused on child development outcomes. From the investment perspective, care remains a prerequisite to education rather than a public good in its own right. This chapter seeks to disrupt this neoliberal, human capital discourse that has justified and continues to position care as subordinate to education. Drawing upon the feminist ethics of care scholarship of philosopher Virginia Held, political scientist Joan Tronto, and sociologist Marian Barnes, this chapter… [Direct]

Bergerson, Amy Aldous; Stryker, Don (2012). Racism, Union Busting, or Just Plain Cultural Conflict?. Journal of Cases in Educational Leadership, v15 n2 p112-121 Jun. This case describes the struggle of a small school employee association located in a right-to-work state as it attempts to continue exercising influence after a political turmoil caused the composition of the school board to change. This case presents many elements that foster discussion of basic employee rights such as freedom of association, free speech, and due process. As such, this case is designed for usage in educational leadership programs and is particularly pertinent to provoke discussions regarding school politics, employee association authority, preferences in hiring practices, and employee dismissal procedures. Students of educational leadership enrolled in school law, human resources, and/or multicultural education courses can engage in discussion of multiple aspects of course content…. [Direct]

Carmo, Mafalda, Ed. (2018). Education and New Developments 2018. Online Submission This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2018), organized by the World Institute for Advanced Research and Science (WIARS). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together… [PDF]

Bertram, Tony; Cullinane, Carl; Holt-White, Erica; Pascal, Chris (2020). COVID-19 and Social Mobility Impact Brief #4: Early Years. Research Brief. Sutton Trust As with most areas of society and human life, the COVID-19 pandemic has posed enormous challenges to the early years sector, which caters for about 2.1 million children under the age of 5 years. The economic and public health consequences of the crisis are threatening to deepen existing patterns of vulnerability and under-achievement for young children and families, especially those living in poverty and disadvantage. Early years and childcare was recognised as serving a vital function to the economy and an essential service to enable other keyworkers to continue to work during the pandemic. The government announced that early years settings should remain open where they are needed to provide childcare for the children of critical workers who cannot be cared for safely at home, and vulnerable children. To support the sector during the crisis, the government has offered a range of support, including continued funding from local authorities for the free entitlements for two, three and… [PDF]

G√ºll√º, Fatih; Kuusik, Rein; Laanpere, Mart (2015). Electronic Education System Model-2. International Association for Development of the Information Society, Paper presented at the International Association for Development of the Information Society (IADIS) International Conference on e-Learning (Las Palmas de Gran Canaria, Spain, Jul 21-24, 2015). In this study we presented new EES Model-2 extended from EES model for more productive implementation in e-learning process design and modelling in higher education. The most updates were related to uppermost instructional layer. We updated learning processes object of the layer for adaptation of educational process for young and old people, taking into account interests and abilities of students of the different age groups. Important added objects of the uppermost layer are cultural diversity and language. We updated communication object of the instructional layer and added human and social factor. The methods of study of instructional layer were updated with selective object "religion". We added to E-paradigm layer an object "combination" that explains by combination of synchronous and asynchronous objects. Our study has high significance for increase of quality of e-learning in higher education in specific cases. We strongly recommend application of this… [PDF]

Avshenyuk, Natalia (2014). The Phenomenon of "Global Education Space" as an Object of Scientific-Pedagogical Research. Comparative Professional Pedagogy, v4 n1 p25-31 Mar. The characteristics of global education space as a social idea of creating a system of measures to ensure the right for education to any individual as well as its converting, that is recognition regardless of the nationality and country of study; and as a specific area of human activity, which forms the internal and external environment for individual development; and as a product of a developing educational thought, the semantic side of which contains the universal interests in education, have been represented. Global education space has been defined as a part of the global social space that brings together business and education facilities within the Earth coordinates to represent the institutional forms of education and informal structures that are directly or indirectly involved in this process and, secondly, educational products (concepts, educational standards, teaching of traditional and innovative type), reflecting the goals, values, principles, content and other information… [Direct]

Hu, Qingfen; Huang, Zhenzhen; Shao, Yi (2017). Angles No Longer Weigh In: The Effect of Geometric Cue Directness on Reorientation. Journal of Experimental Psychology: Learning, Memory, and Cognition, v43 n7 p1147-1153 Jul. Previous research in spatial reorientation, which only presented the target location in the corner, has found that adults weighed angles more than wall lengths. We proposed that in previous research, angular cues were available for direct use whereas length cues had to be associated with the left/right sense. We thus investigated whether the directness of cues rather than the cues themselves accounted for the previous findings in the reorientation task. Through navigating a virtual environment, 111 participants were trained to remember target locations in a parallelogram-shaped room and tested in varied versions of the training environment: (a) a reverse-parallelogram environment where angular information conflicted with wall length information, (b) a rhombic environment that preserved only angular information from the training environment, and (c) a rectangular environment that preserved only wall length information. We varied the directness of the two cues in the current study. In… [Direct]

Brosco, Jeffrey P.; Feudtner, Chris (2011). Do People with Intellectual Disability Require Special Human Subjects Research Protections? The Interplay of History, Ethics, and Policy. Developmental Disabilities Research Reviews, v17 n1 p52-56. People with intellectual disability (ID) have a long history of discrimination and stigmatization, and a more recent history of pride and self-advocacy. The early history suggests that people with ID are a vulnerable population and deserve special research protections as do some other groups; the disability rights movement of the late 20th century aligns people with ID more closely with the principle of autonomy that has guided clinical and research ethics for the last 40 years. In examining the history of people with ID and the prevailing framework of human subjects research protections in the United States, we conclude that people with ID do not require special protection in human subjects research. The protections that have already been put in place for all individuals, if conscientiously and effectively implemented, achieve the right balance between safeguarding the interest of human research subjects and empowering individuals who choose to do so to participate in research…. [Direct]

Kinsley, Kirsten M.; Schoonover, Dan (2014). Stories from the Stacks: Students Lost in the Labyrinth. Journal of Access Services, v11 n3 p175-188. Research shows that academic libraries can be difficult to navigate and that students are often frustrated with not being able to find the right materials. This current study attempts to identify access barriers in FSU's Strozier Library by assessing the effectiveness of signs and directories, as well as wayfinding patterns of both undergraduate and graduate students. Two different assessments are implemented: a directory survey and a tally of the directional questions received at multiple help desks. Results show that the majority of students prefer to speak with a human being when attempting to locate something in the library; however, the directories are seen as helpful. The results have immediate implications on staffing practices and directory design. Future research is discussed as FSU continues to assess access and wayfinding and the cognitive process of students as they navigate the library building…. [Direct]

Ray, Douglas (1984). Resources for Education: Human Rights and the Canadian System. This paper describes the Canadian systems for resource reallocation and how these systems affect public education. It identifies three tests for the adequacy of educational support and its distribution: (1) Do elite private schools provide significantly better education than public schools? (2) Does poverty at the personal, community, or provincial level significantly deprive citizens of educational services, or force them to endure inferior services? (3) Does the cost of a special educational service required by an individual or group determine if or where it will be available? Historical, sociological, legal, and economic data are reviewed in relation to each of these questions. Private schooling, special education, language rights, and religious minorities are then reviewed in turn as justifications of particular funding programs. An international context for both the levels and the distribution system is provided. A bibliography is included. (Author/TE)…