History of education Books

Book Synopsis"International Perspectives on Education" draws on the knowledge and experience of a distinguished team of international educationists, including Howard Gardner and Kristjan Kristjansson. Each chapter can be accessed as a resource on a specific topic, but the chapters are also grouped into three sections to provide an invaluable source of thinking and knowledge from leading thinkers and practitioners in their fields: Perspectives on Education; Supporting the Learning Process; and Teachers and Professional Development. The prevailing view by all contributors is that the learning experience and environment should not only be stimulating and intellectually interesting, but also socially inclusive and fulfilling, with a need to develop learners' potential and personality around a set of good values. All this lies at the heart of quality education, and stimulates a new debate in support of the re-humanisation of education, rather than the de-humanisation that we have seen in recent times with attempts to tie its products and processes more closely with models generated in the world of commerce. This collection reflects the development of education within an international context of trends, good practices and experience. It is aimed at those who have an interest in education as an academic area of study (undergraduate students and lecturers, higher degree students and those involved in, or training for, the teaching profession), and those who are concerned with the management and governance of education.Trade Review'Ambitious in scope and intent, this volume brings together an array of international scholars, whose work challenges interpretation of quality education in terms of basic standards of proficiency and calls for a broad conception of teaching and learning. Educators world-wide who are seeking alternatives to politically driven, process-product education will welcome this collection of theoretical and practical approaches to thinking about education, teaching and learning and teacher development. The challenges Chau and Kerry address are international in scope and call for a new kind of relationship within and among school people, including students.' Frances Schoonmaker, Professor Emeritus, Department of Curriculum and Teaching, Teachers College, Columbia University, USA'This book draws on the knowledge and experience of a distinguished team of international educationists.' Education Today, 1 February 2009 * Education Today *Table of ContentsForeword by Chau Meng Huat and Trevor Kerry; Acknowledgements; Notes on contributors; The intentions of this book and how to use it; Section 1: Perspectives on Education; Section 2: Supporting the Learning Process; Section 3: Teachers and Professional Development; Postscript by Trevor Kerry and Chau Meng Huat; Glossary; Author index; Subject index.

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Book SynopsisPatrick John Dowling's 'Hedge Schools In Ireland' is a comprehensive chronicle of the underground education movement that emerged in 17th century Ireland, in the shadow of the oppressive 'penal laws.' These laws were directed against Irish Catholics and Ulster Presbyterians, as part of a long-standing British effort to impose their laws and customs, dating back to the failed Norman invasions of the 12th century. This book traces the resilience of the Gaelic Irish and Old English descendants who resisted Protestant conversion during the 16th-century Tudor reign and maintained their unique culture outside Dublin's Pale region. Dowling examines the political and religious tensions of the era, from Catholic loyalties being viewed as suspect due to European Catholic kingdoms supporting Irish rebellions, to the Cromwellian reconquest leading to land seizure from native Irish and Old English Catholics, effectively placing power in the hands of a Protestant minority. These tensions culminated in William III of Orange's victory at the Battle of the Boyne in 1690, solidifying Protestant control. The book delves into the impact of the penal laws that curtailed the rights of Catholics and Dissenters, relegating Catholic priests to fugitive status and banning Catholic schools between 1723 and 1782. Consequently, the vast majority of the Irish population was denied formal education, cementing the link between Catholicism and Irish identity. In response, 'hedge' schools emerged clandestinely to educate those who could not afford schooling abroad. Contrary to the term's implications, most of these makeshift schools operated in private houses and barns. The book recounts how these schools evolved from hidden institutions into an acknowledged part of Irish society, with records even appearing in British censuses. Dowling highlights the influence of 18th-century Enlightenment values, liberal Protestant planters identifying as Irish, and calls for reforms sparked by the 1798 rebellion and Daniel O'Connell's peaceful 19th-century Catholic Emancipation movement. By 1831, the National School system was established, marking the decline of hedge schools, with Catholic Church-run national schools dominating by the late 19th century. Dowling's work concludes by noting the continuing existence of hedge school forms into the late 19th century, underscoring the tenacity of Irish commitment to education.Table of ContentsThe Disappearance of the Old Order Education and the Penal Code English Schools in Ireland on Public and Private Foundation before 1782 The Education Societies The Rise of The Hedge Schools The Hedge School at Work The Standard of Knowledge Attained School Books The Making of the Schoolmaster The Income of the Schoolmaster The Social Prestige of the Schoolmaster The Poet Schoolmasters The Teacher of the City "Academy" The Last of the Philomaths

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Book SynopsisThis book brings readers into classrooms and communities to explore critical curriculum issues in the United States throughout the twentieth century by focusing in on the voices of teachers, administrators, students, and families. Framed by an enduring question about curriculum, each chapter begins with an essay briefly reviewing the history of topics such as student resistance, sociopolitical and culturally-centered curricula, curriculum choice, the place and space of curriculum, linguistic policies for sustaining cultural heritages, and grading and assessment. Multiple archival sources follow each essay, which allow readers to directly engage with educators and others in the past. This promotes an in-depth historical analysis of contemporary issues on teaching for social justice in the fields of curriculum studies and curriculum history. As such, this book considers educators in the past—their struggles, successes, and daily work—to help current teachers develop more historically conscious practices in formal and informal education settings. Table of Contents1. Introduction: Exploring the Enduring Questions of Curriculum in Context2. Where Do Teaching and Learning Happen?3. Who is Excluded? Who is Empowered? Marginalization and Resistance in the Curriculum4. What Is at the Center of the Curriculum?5. Who Chooses What is Taught?6. Which Language(s)?7. How Do We Know What Students Have Learned?8. Ongoing Curriculum Lessons

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Book SynopsisThis book presents a selection of case studies of pioneers in arts education who were working in the United Kingdom in the period 1890 to 1950. Focusing on music, drama, and visual arts and crafts, the editors and contributors examine the impact these individuals had on developing innovative approaches to these subject areas and how they drew on perspectives that emphasised the need for children’s self-expression. The chapters offer an analysis of the pioneers’ beliefs and values, with a particular emphasis on their ideological positions about identity, nation, and what constituted ‘good taste’. The book further examines how their ideas were disseminated, in so doing interrogating the concept of ‘influence’ in educational theory and practice.Table of Contents​Introduction: Themes in Arts Education, 1890–1950Part I MusicChapter 1: Cecil Sharp (1859–1924): Advocate for Folk Song and Folk Dance Education in Schools and the CommunityChapter 2: Stewart Macpherson (1865–1941): The Rise of the Musical Appreciation Movement in BritainChapter 3: Walter Carroll (1869–1955): Setting the Tone for Local Education Authority AdvisersPart II DramaChapter 4: Alice Gomme (1853–1938): Conserving a Nation Through Children’s GamesChapter 5: Harriet Finlay-Johnson (1871–1956): The Drama of EducationPart III Visual ArtChapter 6: Henry Caldwell Cook (1886–1939): Play, Performance and the PerseChapter 7: Harry Peach (1874–1936): The Materiality of Arts and Crafts EducationChapter 8: Marion Richardson (1892–1946): When Idea and Expression are OneChapter 9: Seonaid Robertson (1912–2008): The Transformation of ‘Chaotic Experience’ Through Arts EducationConclusion: Arts Education Today

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Book SynopsisIn the nineteenth and twentieth centuries, thousands of pupils attended boarding schools in various places across the globe. Their experiences were vastly different, yet they all had in common that they were separated from their families and childhood friends for a period of time in order to sleep, eat, learn and move within the limited spatial sites of the boarding school. This book frames these ‘boarding schools’ as a global and transcultural phenomenon that is part of larger political and social developments of European imperialism, the Cold War, and independence movements. Drawing together case studies from colonial South Africa, colonial India, Dutch Indonesia, early twentieth-century Nigeria, Fascist Spain, Ghana, Nazi Germany, nineteenth-century Ireland, North America and the Soviet Union, this edited collection examines the ways in which boarding schools extracted pupils from their original social background in order to train, mold and shape them so that they could fit into the perceived position in broader society. The book makes the broader argument that framing boarding schools as a global phenomenon is imperative for a deepened understanding of the global and transnational networks that linked people as well as ideas and practices of education and childhood in the nineteenth and twentieth centuries. Trade Review“This volume … shows how the schools fit themselves into communities and the role they assumed in promoting European-centered education. Those who study missionaries, settler colonialism, and systems of education generally are among the many scholars who will gain insight from this work. Global Perspectives provides a window into how boarding schools have been a means of empire building, emphasizing the importance in studying these institutions and the many types of violence that existed within them.” (Teagan Dreyer, History of Education Quarterly, Vol. 63 (4), November, 2023)Table of Contents1. Introduction: Global Perspectives on Boarding Schools, their Participants and Processes during the 19th and 20th Centuries.- Part I: Elites.- 2. Including Émigrés and Excluding Americans? The Philadelphia Female Seminary of Madame Marie Rivardi.- 3. Artisans and Aristocracy: Industrial Boarding Schools for Elite Africans in Mid-Nineteenth-Century South Africa.- 4. Nazi Elite Boarding-Schools and the Creation of a New Class System.- 5. Catholic Boarding Schools and the Re-Making of the Spanish Right, 1900-1939.- Part II: Marginalized.- 6. Prisoners of Education: Chiricahua Apache Schooling, Land, and Settler Colonial Inclusion.- 7. Recasting Poor Children: Basel Mission Boarding Schools in Colonial Malabar.- 8. “Soviet Boarding Schools and the Social Marginalization of the Urban Poor, 1958- 1991.- Part III: People and Networks.- 9. Spatiality, Semiotics and the Cultural Shaping of Children: The Boarding School Experience in Colonial India, 1790-2010r.- 10. Boarding Schools and the Circulation of US Imperial Power.- 11. Living on the Fringes: Boarding Secondary Schools and Non-Conformists in Colonial Nigeria, 1909-1960.- Part IV: Practices and Processes.- Chapter 12. Girls’ Bodies as a Site of Moral Reform: The Roman Catholic Boarding Schools on Flores in the Dutch East Indies, c.1880s-1940s.- Chapter 13. “Just a bit of fun”: Recreation, Ritual, and Masculinity in Irish Boys’ Boarding Schools, 1800-1880.- Chapter 14. Subverting Exclusionary Strategies at Boarding Schools for the Deaf in Germany: A Case Study of Deaf Spaces and Deaf Agency.- Chapter 15. Bullying in the Name of Care: A Social History of “Homoing” among Students in Ghanaian Boarding Schools.

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Book SynopsisIn Pforzheim bestand zwischen 1776 und 1804 ein am Pädagogium angeschlossener Musikzug, in dem Geige, Flöte und Ensemblespiel gelehrt wurden. Dieser frühe Vorläufer eines instrumentalpraktischen Musikunterrichts an allgemeinbildenden Schulen wird in diesem Buch als Teil von Schulreformen der Spätaufklärung herausgestellt: In Konsequenz der Aufklärung richteten sich die Schulen neu aus und entwickelten eine Pädagogik, welche die Musik und besonders deren praktische Ausübung als wichtigen Teil der schönen Wissenschaften und Künste fest in ihrem Bildungskanon verankerte. Anhand des Pforzheimer Beispiels wird die Legitimation, die strukturelle Integration sowie die methodisch-didaktische Ausgestaltung des damaligen schulischen Instrumentalunterrichts analysiert, woraus sich Impulse und Argumente für den heutigen musikpädagogischen Diskurs ergeben.Trade Review“… Der Autor legt großen Wert darauf, seine äußerst gründliche Forschungsarbeit für die Leserschaft übersichtlich, strukturiert und nachvollziehbar darzulegen. So fasst er Textinhalte immer wieder tabellarisch bzw. grafisch zusammen und gibt dadurch die Möglichkeit, sich schnell einen Überblick zu verschaffen und Zusammenhänge auf einen Blick zu durchdringen. ... Aus der vorliegenden Arbeit erhält man sowohl historische Erkenntnisse als auch Anregungen für die heutige Integration von Instrumentalunterricht in schulische Kontexte …” (Corinna Nastoll, in: Forum Musikbibliothek, Jg. 43, Heft 2, Juli 2022)Table of ContentsEinleitung.- Musik im Spiegel der Schulreformen um 1770.- Drei Reformschulen mit internationaler Bedeutung und ihre Musikpflege.- Strukturelle und ästhetische Grundlagen des Pforzheimer Musikzugs.- Der Musikzug am Pforzheimer Pädagogium zwischen 1776 und 1804.- Zusammenfassung und Ausblick.- Anhang.

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Book SynopsisMorgan discusses the origin of the emerald, its peculiar structure, and its strange allure.Trade ReviewMorgan traces emeralds through time in an interesting mixture of technical information and completely nontechnical to nearly rhetorical discussions. A significant portion of the work emphasizes mythic and magical aspects of emeralds and related minerals, along with people involved (or allegedly so) in the long history of this gemstone….[t]he treatment of emerald discoveries, worldwide distribution, and mining is very thorough and especially useful in its coverage of the past three decades….For those in the gem industry and nonprofessionals interested in the historical and related aspects of emeralds….General readers. * Choice *Morgan begins with legends of the green gemstone. Then she discusses how they come to be, the emerald business, their appearance in world history, the great emeralds, secrets of the trade, and fake emeralds and their kin. * Reference & Research Book News *

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Book SynopsisBullying looks at how to develop strategies for maintaining effective action against bullying by one of the best-known authors in the field.Trade Review'an exploration of a complex issue, venturing beyond a simple introductory text to support incident management in schools by analysing the roots of bullying, the effects on the lives of victims, and suggesting achievable anti-bullying intervention designed to be effective the long-term.' - British Journal of Educational StudiesTable of Contents1. Introduction and Overview Section 1: Understanding Bullying 2. The Emergence of Bullying 3. The Social Basis of Bullying 4. How Much Bullying? Assessment and Measurement 5. The Experiences of Those who are Bullied Section 2: Towards Effective Intervention 6. Changing Cultures 7. Managing the Anti-bullying Project in School 8. Preventing and Responding to Bullying Behaviour 9. Researching Bullying - Where are we now? 10. Conclusions - the Limits of Current Knowledge

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Table of ContentsPreface/ First Steps: Norwich 1864/ The House on St Catherine’s Hill/ The Early Schools/ 1926: The Girls’ High School/ Under Attack: The Second World War/ The 1950s and 1960s/ School in Transition: Sister Mary Cluderay/ Still Serving: Notre Dame Today/ Index

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisFrom grassroots campaigns and activism to top-down initiatives for and against curricular reform, this open access book investigates the movement to integrate LGBTQ+ history into high school history courses in the USA. Stacie Brensilver Berman charts the development of the movement from the founding of the Gay, Lesbian and Straight Education Network (GLSEN) and the passing of the Fair, Accurate, Inclusive, and Respectful (FAIR) Education Act in California, to the resurgence of conservative thought after the 2016 election. Based on 13 interviews with high school teachers about integrating LGBTQ+ history in their classes, the author reveals the challenges inherent to K-12 curricular reform amid the reluctance of a conservative nation and many of its school systems to consider an alternative vision. The book offers the first detailed portrait of a prophetic minority of educators and activists championing a more inclusive and accurate vision of American history. The book includes a ForeworTrade ReviewNo topic is a more contentious curriculum issue than the subject of this book. Stacie Brensilver Berman brings to it fairness thorough research, and readability. An original and timely book. * Stephen J. Thornton, Professor of Social Studies Education, University of South Florida, USA *By narrating thirty years of challenges and triumphs in LGBTQ-inclusive history education policy and practice, Brensilver Berman also provides astute analysis to guide the future. As momentum builds for states supporting such education while others seek to legislate its outright ban, this is a timely book for us all. * Don Romesburg, Professor of Women's and Gender Studies, Sonoma State University, USA *Table of ContentsList of Figures Preface Foreword, Blanche Wiesen Cook and Robert Cohen Acknowledgements List of Abbreviations Introduction 1. Making History: The LGBTQ+ Movement’s Evolving Struggle for Acknowledgement and Inclusivity 2. Building a Model: LGBTQ+ History and Higher Education 3. Expanding Awareness: LGBTQ+ Content in Students’ Lives 4. Creating Community: LGBTQ+ Content in Social Studies Classes 5. Two Steps Forward: LGBTQ+ History Resources and the Obstacles They Face 6. The FAIR Act: A Legislative Victory for LGBTQ+ History Education 7. Victory Deferred?: Implementing LGBTQ+ Curriculum Laws 8. Compelled to Act: Teachers Who Include LGBTQ+ History 9. Innovations at the Grassroots Level: LGBTQ+ History in High School Classroom Instruction 10. Impact at the Grassroots: Challenges and Rewards in Teaching LGBTQ+ History Conclusion Bibliography Appendix A: List of Teacher Interviews Appendix B: List of Activist and Scholar Interviews Appendix C: Online Resources for Teaching LGBTQ History Index

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Book SynopsisTackling the intellectual histories of the first twenty women to earn a PhD in philosophy in the United States, this book traces their career development and influence on American intellectual life. The case studies include Eliza Ritchie, Marietta Kies, Julia Gulliver, Anna Alice Cutler, Eliza Sunderland, and many more. Author Dorothy Rogers looks at the factors that led these women to pursue careers in academic philosophy, examines the ideas they developed, and evaluates the impact they had on the academic and social worlds they inhabited. Many of these women were active in professional academic circles, published in academic journals, and contributed to important philosophical discussions of the day: the question of free will, the nature of God in relation to self, and how to establish a just society. The most successful women earned their degrees at women-friendly institutions, yet a handful of them achieved professional distinction at institutions that refused to recogniTrade ReviewDorothy Rogers takes us on an unusual journey that starts in the 19th century. She sheds light on twenty-four women who completed their doctorates in philosophy at famous universities in America. We follow their tracks, at universities, colleges and professional networks. We learn about the ups and downs of the careers of famous scholars like Marietta Kies and Christine Ladd Franklin and how Mary Whiton Calkins became the first president of the APA. This is an essential volume for retracing the histories of women philosophers in the US. * Ruth Hagengruber, Head of Philosophy and Director of the Center for the History of Women Philosophers and Scientists, Paderborn University, Germany *This book provides an essential correction to the history of American philosophy by recovering the lives and philosophical contributions of American women who, against all odds, earned Ph.D.s in philosophy prior to 1920. It repairs the occlusion of women in philosophy by making these women and their ideas visible. * Judy Whipps, Emerita Professor of Integrative Studies and Philosophy, Grand Valley State University, USA *This work from Rogers provides an important and insightful addition to the growing body of literature widening the traditional philosophical canon and taking women in history from a variety of disciplines and backgrounds seriously as philosophers. As well as providing detailed accounts of various women philosophers in nineteenth century America, Rogers’ work constitutes a compelling argument for re-evaluating how we think about what a philosopher looks like and does; and that by widening our view of philosophy and philosophers we thereby open up the possibility of engaging with important and diverse thinkers hitherto overlooked. * Charlotte Alderwick, Associate Head of Department and Senior Lecturer in Philosophy, University of the West of England, UK *Table of Contents1. Introduction: Women and Early Academic Philosophy in America 2. Institutional Strength and Support: Women at Cornell [May Preston Slossen, Eliza Ritchie, Grace Neal Dolson, Ethel Gordon Muir, Ellen Bliss Talbot, Vida Frank Moore] 3. A Window of Opportunity: Women at Michigan [Marietta Kies, Caroline Miles Hill, Eliza Sunderland] 4. Beyond Philosophy: Women at Chicago [Ella Flagg Young, Clara Millerd, Anna Louise Strong, Matilda Castro, Rachel Caroline Eaton, Georgiana Simpson] 5. Isolated in the Ivy League, Prestige without Support: Women at Harvard and Yale [Mary Whiton Calkins, Ethel Puffer Howes, Eva B. Dykes; Anna Alice Cutler, Blanche Zehring, Clara Hitchcock] 6. Overcoming the Odds: Women on Their Own at Johns Hopkins, Smith, Bern, and the Sorbonne [Christine Ladd-Franklin, Julia Gulliver, Emma Rauschenbusch, Anna Julia Cooper] 7. Conclusion

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Book SynopsisDutch is Beautiful tells the story of the fifty years of Dutch and Flemish Studies at the University of Michigan in Ann Arbor, Michigan, USA.

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Book SynopsisWas Ferrer a ferocious revolutionary, an ardently nonviolent pedagogue, or something else entirely?

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Book SynopsisThis new official history of St Catharine’s College has been published in celebration of its 550th anniversary on the Feast of St Catharine, 25 November 2023. How did the College endure through periods of upheaval, financial insecurity and social change? How has the experience of studying, living and working at St Catharine’s changed over the centuries? Beautifully illustrated, this account chronicles the College’s foundation in 1473 and subsequent development as a welcoming, thriving and vibrant academic community of approximately 1,000 students, Fellows and staff located in the heart of Cambridge, supported by a network of 10,000 alumni around the world. This history – the first to be published by the College since 1997 – shines a light on moments and individuals overlooked by existing accounts, and celebrates the most recent achievements of the St Catharine’s community.Table of ContentsIntroduction Early years Humble beginnings Woodlark’s character and motivations Theology and philosophy alone The Barnardiston benefactions Saint and symbol The first College buildings Reformation and Renaissance Imprisonment, exile and execution Venerable verses John Gostlin Puritan protégés Civil War and Restoration The rebuilding The completion of the Chapel Science on the syllabus The Bangorian Controversy ‘The Decline’ The Ramsden Bequest Legacies of enslavement The Victorian age The Robinson Vote Merger with King’s? Rhythm and Blues To enclose or not to enclose The First World War and after The global impact of St Catharine’s alumni Hobson’s The 1930s The Second World War Post-war recovery A growing community Welcoming women – and a queen St Chad’s New heights New faces in Chapel Supporting current and future generations The College today Notes Acknowledgements

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Book SynopsisHEADFORT SCHOOL has always been an idiosyncratic place. Beginning as an ‘outpost of Empire’ at a time when that empire was locally destitute and internationally disintegrating, it prepared the sons of the landed classes for the ‘great public schools’. Weaving its way around the Headfort family and its successors as landlord, the School has traced a rapidly evolving educational ethos. It has managed to protect its individuality and excellence, whilst staunchly refusing to adopt any of the more illogical conclusions of a changing society. Your Children are not your Children is more than a book about a school. It treats such universal issues as co-education, competition, bad language, bullying and homesickness. It reveals the development of Headfort through portraits of the colourful characters on its staff, anecdotes of pupils from every era and accounts of their lurid pranks. The story is augmented by extracts from the ‘Headmaster’s Newsletter’, revealing his thinking about children and education at different stages of his 24-year headmastership, and his startling hatred of political correctness. Told in the inimitable style of Lingard Goulding, whose voice sums up so well the School he served, this book is an engaging account of a living community.

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Book SynopsisPowerful Schools seeks to release the creative vision within all educators, and show how schools can lead the way in establishing structures and practices that will support young people to become productive members of a global society. If educators are liberated to recognise that the vast potential of schools need not be constrained by expectations about qualifications, curriculum, the length of the school day, or physical buildings, then their imagination soars, as does their capacity for invention. Powerful Schools is a blueprint, showing how each and every school can grow abundantly rich in opportunities for individuals to develop the skills to become more socially and globally mobile, actively supported by numerous people and organisations who are consciously working to engage them in making the most of these opportunities.Table of ContentsIntroduction: what is social and global mobility? Chapter 1: Mobility, Power and Schools: why are they important? Chapter 2: Dimensions of Powerful Schools: what does Powerful look like in practice? Chapter 3: Who is going to make this happen? Who are your stakeholders? Chapter 4: Planning for change Chapter 5: Motivations and contributions - why your stakeholders will get involved and what they can bring Chapter 6: How do you engage your stakeholders? Realms of powerful activity Chapter 7: Building the power: practical ideas to engage stakeholder groups Chapter 8: Bringing it all together - what do you do next?

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Book SynopsisIn this personal, thought-provoking and timely book, Dr Andrew Reay offers a clarion call to parents, educators and business leaders who are seeking to unlock the true potential of our next generation - their character - and ensure they really do flourish as human beings. For too long, government initiatives have turned our schools into cost-centred and target-driven organisations. The Power of Character offers the tools by which we can buck the trends of this old, outdated system, introducing new ideas to the classroom and new structures to the schooling system that can revolutionise the way we prepare our children for their future: a mandate for Education 2.0. Distilling vast amounts of scientific information into engrossing narratives, Reay's Six Elements of Character are translated through the work of behavioural scientists in the fields of human motivation, decision making, optimism, grit and mind-set to show how a new wave of educators are using these tools of science to peel back the mysteries of our very character.At its heart, this book challenges the reader to evaluate how we raise and educate our children, how we run our schools, how we lead our businesses and how we construct our social networks for the betterment of themselves and everyone around them.Trade Review"A fascinating book - thought provoking and stimulating," David Laws, Schools Minister, 2012-2015 "Passionately argued, superbly researched, and filled with real stories, The Power of Character will permanently change how we see what Martin Luther King once described as the true goal of education - and how you see this within yourself - the content of our very own character and the mandate for an Education 2.0". Sir Iain Hall "After a brutal and honest commentary on education in Britain over recent years, Dr Andrew Reay offers an alternative vision for the future with a step by step guide as to how we might achieve this. A rallying call to bring autonomy back to teachers and heads and bring an end to a 'quick fix' culture. An alternative to the obsessive focus on tests, intelligence and rankings, this book is challenging and thought provoking; exciting and inspiring in both its delivery and ideas." Tim Perris - Founder and Director of 'Imagine for Schools' "A very readable and wide-ranging account of how a school has synthesised research evidence around motivation with historical and contemporary socio-cultural influences, in pursuit of a broad education for its students - intelligence with character. Part biography, part historical review, part survey of evidence, part polemic and part a how-to guide for ambitious schools, this book will inform, entertain, stimulate, inspire, and occasionally exasperate in equal measure." Dr Barry J Hymer, Emeritus Professor of Psychology in Education, University of Cumbria

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Book SynopsisIn 1919 the original Steiner-Waldorf school opened its doors, becoming the first of over 1000 Waldorf schools and kindergartens which now exist around the world.This comprehensive first volume from Nana Göbel, founder of Friends of Waldorf Education, explores the history of Waldorf education from its roots to the end of the Second World War.Göbel captures the mood of the early days of Waldorf education, sharing the vision and dedication of those who established the schools in the first half of the twentieth century. She details the remarkable and rapid appearance of Waldorf schools throughout Britain, Europe, and North America.Featuring over 150 photographs, this is a rich and inspiring account of the early days of this landmark new approach to education.

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Book SynopsisAls durch die Reformpädagogik geprägter politischer Pädagoge steht der Schwelmer Pädagoge und Schulreformer Fritz Helling (1888-1973) für eine Existenz im bewegtesten und spannendsten Jahrhundert der deutschen Geschichte. Helling war ein engagierter Teilnehmer am öffentlichen bildungs- und gesellschaftspolitischen Diskurs in der Bundesrepublik, plädierend für einen unauflösbaren Zusammenhang zwischen Pädagogik und Gesellschaft und folglich für eine pädagogisch-politische Lehrerexistenz. Davon zeugt sein z. T. bisher unveröffentlichtes Gesamtwerk. In drei Bänden werden die verstreut veröffentlichten Publikationen sowie die bisher nicht publizierten Schriften, Reden und Briefe Fritz Hellings historisch-kritisch aufgearbeitet und zusammengefasst. Seinen Texten werden Sekundärtexte gegenüber gestellt, die aufzeigen, in welchen Kontexten er gewirkt und sich geäußert hat und wie diese sein Werk bestimmt haben.

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Book SynopsisIn Educating the Catholic People, David Salomoni reconstructs the complex educational landscape that arose in sixteenth-century Italy and lasted until the French Revolution. Over three centuries, various religious orders, both male and female, took on the educational needs of cities and states on the Italian peninsula, renewing the traditional humanist pedagogy. Historians, however, have not attempted to produce a synthesis on this topic, focusing mainly on the pedagogical activities of the Jesuits and neglecting the contributions and innovations of other groups. This book addresses this historiographical gap, providing a new chapter in the comparative study of pre-modern education.Table of ContentsList of Maps Introduction  1 State of Research and Historiographical Problems 1 Educating the Modern Catholics?: Roots of Catholic Schools in Renaissance Italy (15th–16th cc.)  1 The Last Phase of Communal Education in Italy   1.1 Complexity of the Renaissance Communal School System   1.2 Weaknesses of the Renaissance Communal School System  2 The Catholicization of Italian Education 2 Historical Paths: The Definition of Pedagogical Identities (16th–17th cc.)  1 Male Religious Orders   1.1 An Educational Benchmark: The Jesuits   1.2 The Barnabites   1.3 The Somascans   1.4 The Piarists   1.5 The Theatines and the Servites  2 Female Religious Orders   2.1 The Ursulines   2.2 The Angelic Sisters and the Guastalla College   2.3 Rosa Venerini and Lucia Filippini: The Pious Teachers 3 Schools and Colleges: Processes of Settlement in Italy and Contiguous Areas  1 From Lombardy to the Kingdom of France  2 Schools for Northern Italy and Small Towns  3 A Congregation for the Large Cities  4 Between Central, Southern and Eastern Europe  5 The Franciscans between Continuity and Rupture 4 Different Types of Schools Operated by Religious Orders  1 Public Education Entrusted to Religious Orders and Secular Priests   1.1 Udine and the Barnabites: On the Outskirts of the Peninsula   1.2 Jesuits and Piarists in the Duchy of Modena: A Competition between Local Networks   1.3 Guastalla: A Multi-layered Religious Education for the Community  2 Episcopal Requests   2.1 The Somascans Between Schools and Diocesan Seminaries  3 Other Types of Schools Operated by Religious Orders   3.1 Barnabite Schools Established by Notables and Aristocrats   3.2 The Religious as Private Teachers   3.3 Women, Nuns, Teachers: The ‘Educandato’ of Saint Charles 5 The End of an Educational Season: The Schools of Religious Orders between Scientific and Political Revolutions (17th–18th cc.)  1 The Scientific Culture: Religious Orders on the Eve of Modernity   1.1 Famiano Michelini and the Galilean Piarists   1.2 Baranzano Redento  2 School Reforms in the Age of Enlightenment   2.1 The European Situation   2.2 The Situation in Italy: The Italian States and the Religious Orders  3 Conclusion Bibliography Index

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