History of education Books

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Book SynopsisThey cover how teachers proceeded through the changes in their work at the time of the transformation and the reasons for their resistance to change, including the challenges that the transformation introduced into their work and personal lives.

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Book SynopsisThis volume brings together important theoretical and methodological issues currently being debated in the field of history of education. The contributions shed insightful and critical light on the historiography of education, on issues of de-/colonization, on the historical development of the educational sciences and on the potentiality attached to the use of new and challenging source material.

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Book SynopsisManuscripts have played a crucial role in the educational practices of virtually all cultures that have a history of using them. As learning and teaching tools, manuscripts become primary witnesses for reconstructing and studying didactic and research activities and methodologies from elementary levels to the most advanced. The present volume investigates the relation between manuscripts and educational practices focusing on four particular research topics: educational settings: teachers, students and their manuscripts; organising knowledge: syllabi; exegetical practices: annotations; modifying tradition: adaptations. The volume offers a number of case studies stretching across geophysical boundaries from Western Europe to South-East Asia, with a time span ranging from the second millennium BCE to the twentieth century CE.

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Book SynopsisDuring the 1740s, literate Russians mostly kept to traditional forms of written language. Although the linguistic reforms undertaken by Peter the Great earlier in the century affected printed secular texts and the imperial administration, these reforms were less radical than often assumed. This study draws conclusions based on an analysis that differs from earlier ones. First of all, the study examines the Russian language during a comparatively little-known decade of the eighteenth century. In doing so, it takes into account not only strictly linguistic data, but also developments in Russian society. Second, the investigation analyzes sources that are seldom valued for their linguistic content, thus offering a broader perspective on the Russian language of the period. Trade Review“This book offers a meticulous examination of written Russian texts dating to the 1740s, the first decade of Tsarina Elizabeth’s reign. … The author’s methodology will inform future investigations of brief time periods in the history of Russian language usage needed to better understand the country’s social development. This book is a model for sociolinguists, especially social historians interested in the development of education and literacy in czarist Russia. … Recommended.”— E. J. Vajda, Western Washington University, CHOICE (April 2023: Vol. 60 No. 8)"...[T]he manuscript heritage of the 1740s is an extensive and very heterogeneous material. A comprehensive analysis of this array in all its diversity is a matter of the future – in this regard, T. Rosen's book offers a promising direction for further research and is an essential step towards them."— Natalia Kareva, Вивлiоѳика: E-Journal of Eighteenth-Century Russian Studies (Translated from Russian)Table of ContentsAuthor’s NotesNotes on TransliterationSpelling of NamesThe Old Style CalendarTranslation of QuotationsAcknowledgmentsChapter 1: Introduction1.1 Aim and Purpose of the Investigation1.2 Language and Society in Eighteenth-Century Russia1.3 Historical Sociolinguistics?1.4 Chronological Delimitations1.5 Was Post-Petrine Russian in Disarray?1.6. Research Questions1.6.1 Extralinguistic Questions1.6.2 Linguistic Questions:1.7 Outline of the InvestigationChapter 2: Survey of Existing Research2.1 Russian Language from the 1740s as a Field of Study2.2 General Studies of Eighteenth-Century Russian2.3 Sociolinguistically Oriented Studies of Eighteenth-Century Russian2.4 Language and Politics in the 1740s2.5 Assessing the Situation2.6 ConclusionsChapter 3: The Impact of Society on Language3.1 Introductory Remarks3.1.1 Peoples and Languages3.1.2 Social Stratification3.1.3 Politics and Administration3.2 Education and Literacy in Eighteenth-Century Russia3.2.1 Education3.2.2 Literacy3.3 Language Management3.3.1 Examining Language Management in Handwritten Documents from the 1740s3.3.2 The Imperial Academy of Sciences, a Language Management Agency3.3.3 A New Function: The Founding of the Russian Conference3.3.4 The Demise of the Russian Conference3.4 Language Management in the Administration3.4.1 Template for the Imperial Title, 17413.4.2 Template for a Letter of Credit, 17443.5 ConclusionsChapter 4: Available Sources4.1 Electronic Corpora of Eighteenth-Century Texts4.2 Printed Texts4.2.1 Books4.2.2 Newspapers4.2.3 Popular Prints4.3 Archival Material4.3.1 Selection of Sources4.4 Paleographic Characteristics of the Material4.4.1 Developments in Printing during the 1740s4.4.2 Handwritten Documents4.5 The People behind the MaterialChapter 5: Methodological Considerations5.1 Existing Methods5.2 Methodological Renewal5.2.1 The Uniformitarian Principle5.2.2 The Uniformitarian Principle and the Registers of Eighteenth-Century Russian5.2.3 What May Have Influenced the Registers?5.2.4 Register Analysis5.3 Register Analysis of Russian from the 1740sChapter 6: Situational Analysis of Registers6.1 Participants6.1.1 Individuals6.1.2 Institutions6.2 Relationships among Participants6.3 Channel6.3.1 Change of Printed Medium: A Weather Phenomenon in Spain6.3.2 Speech to Writing: Witness Statements6.4 Processing Circumstances6.5 Setting6.6 Communicative Purpose6.7 Topics6.8 ConclusionsChapter 7: Linguistic Analysis7.1 Autographs7.1.1 Mate Filipp Lanikin’s Receipt7.1.2 Mikhail Turchenikov’s Letter and Its Cultural Contexta) The Reportb) The Letters7.2 The Language of Regional Administration7.3 The Language of Diplomacy7.3.1 The Treaty on Subsidies7.3.2 Letters to the Royal Families7.3.3 A Letter by A. I. Rumiantsev7.4 The Life of Printed Texts7.4.1 Printing and Obsolete Characters7.4.2 The Development of Printed Texts7.4.3 Parallel Editions: Field-Marshal de Lacy’s Reports from the FrontChapter 8: Functional Analysis8.1 Tradition8.2 Education8.3 Social Identity8.4 Efficiency of Administration8.5 Informativity8.6 ConclusionChapter 9: General Conclusions9.1 Territorial Expansion and the Need for Trained Specialists9.2 Education and Literacy9.3 Organized Language Management9.4 Functional Spheres of Russian in the 1740s9.5 PerspectivesBibliographyArchival SourcesArchival Sources on the InternetPrinted SourcesLiterature

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Book SynopsisDuring the 1740s, literate Russians mostly kept to traditional forms of written language. Although the linguistic reforms undertaken by Peter the Great earlier in the century affected printed secular texts and the imperial administration, these reforms were less radical than often assumed. This study draws conclusions based on an analysis that differs from earlier ones. First of all, the study examines the Russian language during a comparatively little-known decade of the eighteenth century. In doing so, it takes into account not only strictly linguistic data, but also developments in Russian society. Second, the investigation analyzes sources that are seldom valued for their linguistic content, thus offering a broader perspective on the Russian language of the period. Trade Review“This book offers a meticulous examination of written Russian texts dating to the 1740s, the first decade of Tsarina Elizabeth’s reign. … The author’s methodology will inform future investigations of brief time periods in the history of Russian language usage needed to better understand the country’s social development. This book is a model for sociolinguists, especially social historians interested in the development of education and literacy in czarist Russia. … Recommended.”— E. J. Vajda, Western Washington University, CHOICE (April 2023: Vol. 60 No. 8)"...[T]he manuscript heritage of the 1740s is an extensive and very heterogeneous material. A comprehensive analysis of this array in all its diversity is a matter of the future – in this regard, T. Rosen's book offers a promising direction for further research and is an essential step towards them."— Natalia Kareva, Вивлiоѳика: E-Journal of Eighteenth-Century Russian Studies (Translated from Russian)Table of ContentsAuthor’s NotesNotes on TransliterationSpelling of NamesThe Old Style CalendarTranslation of QuotationsAcknowledgmentsChapter 1: Introduction1.1 Aim and Purpose of the Investigation1.2 Language and Society in Eighteenth-Century Russia1.3 Historical Sociolinguistics?1.4 Chronological Delimitations1.5 Was Post-Petrine Russian in Disarray?1.6. Research Questions1.6.1 Extralinguistic Questions1.6.2 Linguistic Questions:1.7 Outline of the InvestigationChapter 2: Survey of Existing Research2.1 Russian Language from the 1740s as a Field of Study2.2 General Studies of Eighteenth-Century Russian2.3 Sociolinguistically Oriented Studies of Eighteenth-Century Russian2.4 Language and Politics in the 1740s2.5 Assessing the Situation2.6 ConclusionsChapter 3: The Impact of Society on Language3.1 Introductory Remarks3.1.1 Peoples and Languages3.1.2 Social Stratification3.1.3 Politics and Administration3.2 Education and Literacy in Eighteenth-Century Russia3.2.1 Education3.2.2 Literacy3.3 Language Management3.3.1 Examining Language Management in Handwritten Documents from the 1740s3.3.2 The Imperial Academy of Sciences, a Language Management Agency3.3.3 A New Function: The Founding of the Russian Conference3.3.4 The Demise of the Russian Conference3.4 Language Management in the Administration3.4.1 Template for the Imperial Title, 17413.4.2 Template for a Letter of Credit, 17443.5 ConclusionsChapter 4: Available Sources4.1 Electronic Corpora of Eighteenth-Century Texts4.2 Printed Texts4.2.1 Books4.2.2 Newspapers4.2.3 Popular Prints4.3 Archival Material4.3.1 Selection of Sources4.4 Paleographic Characteristics of the Material4.4.1 Developments in Printing during the 1740s4.4.2 Handwritten Documents4.5 The People behind the MaterialChapter 5: Methodological Considerations5.1 Existing Methods5.2 Methodological Renewal5.2.1 The Uniformitarian Principle5.2.2 The Uniformitarian Principle and the Registers of Eighteenth-Century Russian5.2.3 What May Have Influenced the Registers?5.2.4 Register Analysis5.3 Register Analysis of Russian from the 1740sChapter 6: Situational Analysis of Registers6.1 Participants6.1.1 Individuals6.1.2 Institutions6.2 Relationships among Participants6.3 Channel6.3.1 Change of Printed Medium: A Weather Phenomenon in Spain6.3.2 Speech to Writing: Witness Statements6.4 Processing Circumstances6.5 Setting6.6 Communicative Purpose6.7 Topics6.8 ConclusionsChapter 7: Linguistic Analysis7.1 Autographs7.1.1 Mate Filipp Lanikin’s Receipt7.1.2 Mikhail Turchenikov’s Letter and Its Cultural Contexta) The Reportb) The Letters7.2 The Language of Regional Administration7.3 The Language of Diplomacy7.3.1 The Treaty on Subsidies7.3.2 Letters to the Royal Families7.3.3 A Letter by A. I. Rumiantsev7.4 The Life of Printed Texts7.4.1 Printing and Obsolete Characters7.4.2 The Development of Printed Texts7.4.3 Parallel Editions: Field-Marshal de Lacy’s Reports from the FrontChapter 8: Functional Analysis8.1 Tradition8.2 Education8.3 Social Identity8.4 Efficiency of Administration8.5 Informativity8.6 ConclusionChapter 9: General Conclusions9.1 Territorial Expansion and the Need for Trained Specialists9.2 Education and Literacy9.3 Organized Language Management9.4 Functional Spheres of Russian in the 1740s9.5 PerspectivesBibliographyArchival SourcesArchival Sources on the InternetPrinted SourcesLiterature

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Book SynopsisA Centennial, writes Hebrew College President Rabbi Sharon Cohen Anisfeld, “is an invitation to reflect on the last century of teaching and learning at Hebrew College, to ask ourselves what has changed and what has endured, to explore accomplishments and share ongoing struggles, to articulate our aspirations for the next one hundred years.” A compilation of captivating essays on Jewish studies alongside powerful personal memoirs from the College’s earliest years until today, Ḥiddushim captures and celebrates the spirit of a learning community connected to its source and brimming with spiritual and intellectual creativity as it carries forward its legacy of rootedness and renewal into the future.Table of ContentsIntroductionDivrei Berakhah: Opening BlessingSharon Cohen AnisfeldMessage from the EditorsArthur Green, Michael Fishbane, and Jonathan D. SarnaSection I: Memory and History1. A Home for Jewish Learning in “The City on the Hill”: The History of Hebrew CollegeDaniel Judson2. Four Men Entered an OrchardArnold J. Band3. Girsa de-Yanquta, or Hebrew in the Afternoon: A Memoir of the Prozdor in WorcesterIra Robinson4. Israel Studies and the Hebrew (Teachers) College: A MemoirIlan Troen5. What They Celebrated, He Mourned: Arnold Wieder’s The Early Jewish Community of Boston’s North End (1962)Jonathan D. Sarna6. Searching for Treasure: A Journey Back to Hebrew CollegeDaniel Klein7. Across Five PesaḥsShayna RhodesSection II: Studies in Jewish Thought, History, and Literature8. The Fate of the First ClothingRachel Adelman9. Seeking SarahAnne Lapidus Lerner10. Jacob and Esau: Twinship and Identity ConfusionGeorge Savran11. The Book of Judith: A Literary AppreciationJudith A. Kates12. A Woman Walks into a Bar: Betrothal Stories in Bavli QiddushinJane L. Kanarek13. What Problem? Medieval and Contemporary Responses to the “Oven of Akhnai” StoryMichael Rosenberg14. Legal Authority, Memory, and Moral Worthiness: Tosefta Pisḥa 4.13-14 and Later Rabbinic TraditionsMichael Fishbane15. Mystical Ethics: Rabbi Moshe Cordovero and Tomer Devorah as Commentary on the Idra RabbahMelila Hellner-Eshed16. R. Levi Yiẓḥaq of Zelichow and His Quest for Leadership in the Early Hasidic MovementAvraham Yiẓḥaq (Arthur) Green17. “Seek Me and Live”: Reflections on the Spiritual JourneyAriel Evan Mayse18. Rabbi Elimelekh Shapiro of Grodzisk: Sketching a Nineteenth-Century Hasidic LeaderNehemia Polen19. The Lives of Berish Ba‘al TeshuvahAvinoam J. Stillman20. Contemporary Israeli Explorations of Spiritual and Psychological Insights in the Tales of Rabbi Naḥman of BratslavDavid C. Jacobson21. A Mystical Reunion in Manitoba: Howard Thurman and Zalman Schachter-ShalomiOr N. Rose22. “Kakha Zeh Ḥinukhi”—“That Makes It Educational”: Parabolic Style in Kafka, Keret, and Castel BloomAbigail Esther GillmanSection III: Studies in Jewish Education23. Reading the Sefat Emet for Religious Consciousness: Modulations on Or ha-GanuzElie Holzer24. Growing Up Jewish: Me’ah and American Jewish AdulthoodDavid B. Starr25. Striving for Shlemut: Navigating Explicit and Implicit Religiosity in Jewish EducationMichael ShireContributors

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Book SynopsisIn 1896 the British physician William Pringle Morgan published an account of Percy, a bright and intelligent boy, quick at games, and in no way inferior to others of his age. Yet, in spite of his intelligence, Percy had great difficulty learning to read. Percy was one of the first children to be described as having word-blindness, better known today as dyslexia. In this first comprehensive history of dyslexia Philip Kirby and Margaret Snowling chart a journey that begins with Victorian medicine and continues to dyslexia's current status as the most globally recognized specific learning difficulty. In an engaging narrative style, Kirby and Snowling tell the story of dyslexia, examining its origins and revealing the many scientists, teachers, and campaigners who put it on the map. Through this history they explain current debates over the diagnosis of dyslexia and its impact on learning.For those who have lived experience of dyslexia, professionals who have supported them,Trade Review"Kirby and Snowling tackle this issue by broadening the definition of dyslexia, bypassing the either-or binary of medical vs. social models of disability, instead contending that it embraces both. Moreover, they provide a rich historical foundation, recalling when the term dyslexia was coined in the late 19th century in reference to ‘word blindness,’ meaning the inability to recognize words. Not only is dyslexia a learning difficulty that affects fluency in reading and spelling, but it impacts phonological awareness, visual memory, and verbal processing speed across intellectual abilities. This highly readable, fact-filled book will support parents, families, professionals, students, researchers, and those with dyslexia. Recommended, all readers." Choice“This is an enlightening and absorbing introduction to a crucial concept within the history of learning difficulties, charting its origins, pathways, meanings, contestations, successes and, most importantly, the obstructions and challenges it places in the lives of those who experience it.” History of Education“Dyslexic people, including myself, as well as anyone else concerned with the question of how best to comprehend this situated character of reading in literate times will benefit greatly from Dyslexia: A History.” Historical Studies in Education/Revue d’histoire de l’éducation

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Book SynopsisA comprehensive history of Yale Divinity School and its impact on theology, religious life, and culture across two centuries, published for the school’s bicentennialTrade Review“[A] thorough history of Yale Divinity School. . . . The book is well conceived, richly illustrated. . . . Ray Waddle has told [YDS’s] story well.”—Justus D. Doenecke, Anglican and Episcopal History

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Book SynopsisShifts the narrative around the history of US higher education to examine its colonial past. Over the past several decades, higher education in the United States has been shaped by marketization and privatization. Efforts to critique these developments often rely on a contrast between a bleak present and a romanticized past. In Unsettling the University, Sharon Stein offers a different entry pointone informed by decolonial theories and practicesfor addressing these issues. Stein describes the colonial violence underlying three of the most celebrated moments in US higher education history: the founding of the original colonial colleges, the creation of land-grant colleges and universities, and the postWorld War II Golden Age. Reconsidering these historical moments through a decolonial lens, Stein reveals how the central promises of higher educationthe promises of continuous progress, a benevolent public good, and social mobilityare fundamentally based on racialized exploitation, expTable of ContentsIntroductionChapter 1. A Colonial History of the Higher Education PresentChapter 2. The Violent Origins of US Higher Education in the Colonial and Antebellum ErasChapter 3. Dispossession at the Roots of "Democracy's Colleges": The Colonial Legacy of Land-Grant InstitutionsChapter 4. The "Golden Age" of Higher Education and the Underside of the American DreamChapter 5. Inclusion is Not Reparation: Reckoning with Violence or Reproducing Higher Education Exceptionalism?Chapter 6. Imagining Higher Education OtherwiseAcknowledgementsWorks CitedNotesIndex

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Book SynopsisIn this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.Trade Review"Where do eighteenth-century teachers know from? True to its title, this remarkable collection shares the processes of some of the field's most gifted and creative teachers. Anyone still trying to woo (and serve) their students with the eighteenth century should read this in its entirety." -- Manushag Powell * coeditor of Women’s Periodicals and Print Culture in Britain, 1690-1820s: The Long Eighteenth Centur *"This collection provides timely, cogent advice at a time of disciplinary disruption. At once deeply personal and highly theoretical, each essay explores how our classrooms are being transformed by a changing academic environment. And although it is titled Teaching the Eighteenth Century Now, it is really about our disciplinary future and how our work in the classroom can provide a rubric for both continuity and positive change." -- Cynthia Richards * coeditor of Approaches to Teaching Behn’s "Oroonoko" *"This timely and stimulating collection asks what teaching means in this historical moment and questions the relevance of the period study. Founded on the premise that, as academics, 'teaching is in fact what we do most of the time,' the essays offer insights, provocations, and inspiration for us all." -- Catherine Ingrassia * author of Domestic Captivity and the British Subject, 1660-1750 *"Wallace and Parker's Teaching the Eighteenth Century Now includes an impressive collection of essays by scholars whose teaching is grounded in a deep understanding of eighteenth-century literary culture. This volume responds to the need for pedagogical models that show how many of today's most urgent critical debates and crises are rooted in questions that emerge from eighteenth-century art and culture." -- Patricia A. Matthew * editor of Written/Unwritten: Diversity and the Hidden Truths of Tenure *Table of Contents Introduction: Situating Teaching in/about/around the Eighteenth Century Kate Parker and Miriam Wallace 1 Creating Teaching Editions, Teaching through Editing Tiffany Potter 2 Performing against History: Teaching Behn’sThe Widdow Ranter Ziona Kocher 3 Let’s Talk about (Early Modern) Sex . . . Online Kate Parker 4 The Chocolate Project: Recontextualizing Eighteenth-Century Studies in a Time of Downsizing Teri Doerksen 5 Enlightened Exchanges: An Interdisciplinary Approach to Teaching the Scottish Enlightenment Christine D. Myers 6 Design, Pedagogy, and Pandemic Teaching Tools in an Interdisciplinary History of Science Course Diana Epelbaum 7 It Was Sickness and Poverty Together: Teaching Inequality and Health Humanities in Austen’s Emma Matthew L. Reznicek 8 Teaching Hurts Travis Chi Wing Lau 9 Anticolonial Approaches to Teaching Colonial Art Histories Emily C. Casey Coda: Teaching (in) the Eighteenth(-)Century Now Eugenia Zuroski Acknowledgments Bibliography Notes on Contributors Index

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Book SynopsisOut of the crises of American higher education emerges a new class of large-scale public universities designed to accelerate social change through broad access to world-class knowledge production and cutting-edge technological innovation. America's research universities lead the world in discovery, creativity, and innovationbut are captive to a set of design constraints that no longer aligns with the changing needs of society. Their commitment to discovery and innovation, which is carried out largely in isolation from the socioeconomic challenges faced by most Americans, threatens to impede the capacity of these institutions to contribute decisively and consistently to the collective good. The global preeminence of our leading institutions, moreover, does not correlate with overall excellence in American higher education. Sadly, admissions practices that flatly exclude the majority of academically qualified applicants are now the norm in our leading universities, both public and privTrade ReviewMichael M. Crow is the mad scientist of magnifying college matriculation . . . as president of one of our largest and most innovative universities, Arizona State, Crow has had some remarkable results.—Washington PostTable of ContentsPrefaceAcknowledgmentsIntroduction: Toward New Models for American Colleges and Universities1 The Emergence of the Fifth Wave in American Higher Education2 A Prototype for a Fifth Wave University3 Boutique Production Strategies and Appropriate Scale4 Some Historical Perspective on the Fifth Wave5 Toward a Theoretical and Conceptual Framework for the Fifth Wave6 Designing Fifth Wave Knowledge Enterprises7 Some Comparative Perspective on Accessibility and ExcellenceConclusion: Toward Frameworks for Universal LearningSelected BibliographyIndex

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Book SynopsisHarvard has had a close relationship with slavery. This report details Black enslavement on campus, financial benefits the institution derived from slavery, the leading roles of Harvard faculty and graduates in eugenics, and centuries of discrimination at the university—as well as the resistance these activities inspired on campus and beyond.

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Book SynopsisA bold call to deromanticize education and reframe universities as terrains of struggle between alternative modes of studying and world-making Higher education is at an impasse. Black Lives Matter and #MeToo show that racism and sexism remain pervasive on campus, while student and faculty movements fight to reverse increased tuition, student debt, corporatization, and adjunctification. Commentators typically frame these issues as crises for an otherwise optimal mode of intellectual and professional development. In Beyond Education, Eli Meyerhoff instead sees this impasse as inherent to universities, as sites of intersecting political struggles over resources for studying.Meyerhoff argues that the predominant mode of study, education, is only one among many alternatives and that it must be deromanticized in order to recognize it as a colonial-capitalist institution. He traces how key elements of education—the vertical trajectory of individualized development, its role in preparing people to participate in governance through a pedagogical mode of accounting, and dichotomous figures of educational waste (the “dropout”) and value (the “graduate”)—emerged from histories of struggles in opposition to alternative modes of study bound up with different modes of world-making.Through interviews with participants in contemporary university struggles and embedded research with an anarchist free university, Beyond Education paves new avenues for achieving the aims of an “alter-university” movement to put novel modes of study into practice. Taking inspiration from Black Lives Matter, Occupy Wall Street, and Indigenous resurgence projects, it charts a new course for movements within, against, and beyond the university as we know it.Trade Review "One of the book’s virtues is the sustained attention it gives to how levels-based schooling has been complicit in, or has actively contributed to, past and present social problems. Beyond Education makes a laudable contribution to critical educational studies."—Full Stop "What sets this book apart from other more polemic volumes (and there are dozens on both sides of the political spectrum) is the clarity of Meyerhoff’s writing, his use of individual narratives to make his points, and his references to similarly accessible works."—CHOICE "This book invites readers to imagine and create kinds of studying that are not anchored in the conventional academic world of universities but are instead created out of and for "alternative modes of study and worldmaking" (200)."—Theory & Event "A thorough and provocative book with plenty to say to our movement."—Against the Current

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Book SynopsisFree markets made US universities world leaders in research. Economist Miguel Urquiola argues that in the late nineteenth century, entrepreneurial universities saw they could meet the industrializing country’s demand for expertise. They moved away from religiously inspired teaching, and market dynamics allowed them to surpass European competitors.Trade ReviewCharmingly written, instructive, and stimulating, Markets, Minds, and Money is a persuasive read about how the US higher education system evolved to become uniquely situated to lead the world in research. Economists will read it for the analytical core of the argument; others for the history of higher education. -- Michael McPherson, President Emeritus, The Spencer FoundationMiguel Urquiola is one of the most versatile minds in economics and a scholar who makes complicated concepts comprehensible thanks to his extraordinary clarity of thought and expression. In this volume, he deftly combines economic theory with historical analysis to compellingly argue how US universities came to rank so disproportionately at the top of the world, and where the future might take us. Like everything else Urquiola writes, this book is absolutely worth reading. -- David Figlio, Dean, School of Education and Social Policy, Northwestern UniversityAmerican research universities dominate the world’s most preeminent institutions of higher learning. This is a result of their remarkable contributions to advances in knowledge and discoveries that have changed our lives and those of people around the world. In an important and engaging book, which is very accessible to a large audience, Miguel Urquiola shows how market forces examined over the past century have influenced the growth of excellence. The argument is lucid, provocative, well-documented, and a must-read for those interested in why American universities remain the envy of the world—and why their position of preeminence may be in danger. -- Jonathan R. Cole, John Mitchell Mason Professor of the University and Provost and Dean of Faculties, Emeritus, Columbia University

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Book SynopsisMany today do not recognize the word, but "philology" was for centuries nearly synonymous with humanistic intellectual life, encompassing not only the study of Greek and Roman literature and the Bible but also all other studies of language and literature, as well as history, culture, art, and more. In short, philology was the queen of the human sciTrade ReviewWinner of the 2015 Christian Gauss Award, Phi Beta Kappa Society Honorable Mention for the 2015 PROSE Award in Language & Linguistics, Association of American Publishers Shortlisted for the 2015 Christian Gauss Award, Phi Beta Kappa Society One of The Times Literary Supplement's Books of the year 2014, chosen by Thom Shippey Selected for the Claremont Review of Books CRB Christmas Reading List 2015 "[A] book written with passion and verve by an author who cares deeply about his subject."--Peter N. Miller, Times Literary Supplement "[A] substantial survey of the growth of scholarship... Only a brute would resist his argument, since the volume of evidence he has amassed really does warrant the use of the verb 'amass', and his purpose is manifestly good."--Colin Burrow, London Review of Books "James Turner's book on 'philology' must be the most wide-ranging work of intellectual history for many years."--Tom Shippey, Wall Street Journal "[Turner] traces philology's origins and history, from Greek rhetoric to the Renaissance, on through the dawn of the modern humanities in the 19th-century and finally into its 20th-century decline. The story he tells is of a wide-ranging, all-encompassing field of learning that was forced to grow, evolve, and eventually spawn its successors over the centuries... Thorough, occasionally wry, passionate ... the sort of work that may be heralded as a masterpiece in the field."--Publishers Weekly "[Turner] undertakes the mother of all thankless tasks: a comprehensive history of 'the queen of the human sciences,' the multiform discipline of philology. It's a stupendous work of scholarship and synergy, and nobody knows better than its author the uphill struggle before it... The end result is the best and liveliest book (indeed, one of the only books of its kind that I know of) about philology ever written."--Steve Donoghue, Open Letters Monthly "A rich intellectual history of what many American scholars would describe as the long lost art and science of philology."--Peter Sacks, Minding the Campus "Very thorough and yet easy to read... Scholars and students will find this a rewarding volume. Turner does a fantastic job of introducing how the history of philology is also, in turn, a chronicle of the various branches of the humanities and why looking at this connection might help demonstrate the humanities' worth among academic disciplines."--Scott Duimstra, Library Journal "Sell all the books you have which purport to explain the nature of the academic disciplines and buy James Turner's Philology: The Forgotten Origins of the Modern Humanities. If you want to understand higher education in its current configuration of departments, divisions, and professional associations, I can commend no better book... Mind-invigoratingly entertaining."--Timothy Larsen, Books & Culture "The fluent and highly accessible way in which James Turner, Cavanaugh Professor of Humanities at the University of Notre Dame, recounts the evolution of the science of philology makes for relatively easy reading, which is especially exceptional when one considers the complexity of the subject."--Lois Henderson, bookpleasures.com "The fact that I can't tell you exactly what Philology means--and I bet not many others can either--makes James Turner's book of the same name an intriguing prospect."--Julian Baggini, Observer "The fluent and highly accessible way in which James Turner ... recounts the evolution of the science of philology makes for relatively easy reading, which is especially exceptional when one considers the complexity of the subject matter of this 550-page book... His competence and ease in exploring a subject to which he has devoted much of his own academic career instills a sense of trust in the reader that this is an expert who is not only on intimate terms with his material, but who is also vitally concerned with conveying his understanding of the matter to his readers, no matter how new they are to the field."--Lois Henderson, Book Pleasures "Deft intellectual history... As Philology illustrates, more generous spirits--call them multidisciplinary research and learning--have always presided over the pursuit of the humanities. Even in earlier guises, the humanities never had it easy. Then as now, they had to contend with turbulent times and changing social and political pressures. But given all that philology has unearthed, we should honor its legacy, as Turner does in his definitive study."--Sunil Iyengar, Washington Post "Monumental and capacious achievement... Turner argues his case through scores of context-rich accounts of scholars and scholarship, and with a narrative verve."--Geoffrey Galt Harpham, Times Higher Education "Impressive in its scholarship... [Turner] takes readers on a detailed journey beginning with the Presocratics, with the bulk of the book devoted to the 19th and early 20th centuries."--Susan Kristol, Weekly Standard "Turner's Philology reads like a caffeine-fuelled love letter to the great polymaths of the past."--Adam Smyth, Literary Review "Turner traces the origin of the modern academic disciplines of the humanities to ancient philology, the study of texts and languages. After a brief history of the study of philology, the author concentrates on the 19th century, during which academic disciplines were largely formed and new ones created, such as anthropology and comparative religious studies."--Choice "Turner's exceptionally wide-ranging study shows in detail how Western culture has become, and has remained, distinctively philological."--Tom Shippey "[I]f you are keen to gain clear sight of philology as a broad field of interest and get to grips with the progress of this fascinating subject through ancient and modern times, indeed, to get a righteous sense of its worth and the scholarly world's loss at its distribution around the humanities, then you will enjoy James Turner's engaging writing style and thorough erudition."--Andrew Doig, Journal of Pedagogic Development "Turner's book will serve as a reference point for the history of learning in the English speaking world and beyond for a long time to come. In the attention it brings to the common armature uniting humanistic scholarship of whatever sort, it serves as a sort of genial provocation: self-professed philologists now have at our disposal a gracefully composed and thoroughly documented work in which to learn of (or remind ourselves of) our own intellectual genealogy, and with which to educate those less aware of the shared past, and common future, of humanistic learning."--Whitney Cox, Bryn Mawr Classical Review "Turner's Philology is an impressive and hugely industrious work of scholarship. The telling of the tale is well-paced, not racy but not douce either, and nice turns of phrase are pleasingly peppered across his text."--Sean Sheehan, Dublin Review of Books "Expansive and erudite... On this journey, Turner is a superb guide and the book is a pleasure to read. And, indeed, that is one of its chief merits: with his lively, masterful work, Turner reminds and inspires us of how to write history well."--Janet Martin-Nielsen, Journal of the History of the Behavioral Sciences "[A] big and ambitious book."--Michael L. Legaspi, First Things "[An] immensely learned and good-humored history of a wooly discipline nearly as hard to define as the modern humanities themselves... The ardor Turner brings to his story is indicative of his own intense affection for philology's practitioners."--Edward G. Gray, Reviews in American History "This is well written, fairly priced, a boon and a bargain."--Bibliotheque d'Humanisme et RenaissanceTable of ContentsPrologue ix Conventions xix Acknowledgments xxiii PART I. FROM THE FIRST PHILOLOGISTS TO 1800 1 1. "Cloistered Bookworms, Quarreling Endlessly in the Muses' Bird-Cage": From Greek Antiquity to circa 1400 3 2. "A Complete Mastery of Antiquity": Renaissance, Reformation, and Beyond 33 3. "A Voracious and Undistinguishing Appetite": British Philology to the Mid-Eighteenth Century 65 4. "Deep Erudition Ingeniously Applied": Revolutions of the Later Eighteenth Century 91 PART II. ON THE BRINK OF THE MODERN HUMANITIES, 1800 TO THE MID-NINETEENTH CENTURY 123 5. "The Similarity of Structure Which Pervades All Languages": From Philology to Linguistics, 1800-1850 125 6. "Genuinely National Poetry and Prose": Literary Philology and Literary Studies, 1800-1860 147 7. "An Epoch in Historical Science": The Civilized Past, 1800-1850 167 I. Altertumswissenschaft and Classical Studies 168 II. Archaeology 184 III. History 197 8. "Grammatical and Exegetical Tact": Biblical Philology and Its Others, 1800-1860 210 PART III. THE MODERN HUMANITIES IN THE MODERN UNIVERSITY, THE MID-NINETEENTH TO THE TWENTIETH CENTURY 231 9. "This Newly Opened Mine of Scientific Inquiry": Between History and Nature: Linguistics after 1850 236 10. "Painstaking Research Quite Equal to Mathematical Physics": Literature, 1860-1920 254 11. "No Tendency toward Dilettantism": The Civilized Past after 1850 274 I. 'Classics' Becomes a Discipline 275 II. History 299 III. Art History 310 12. "The Field Naturalists of Human Nature": Anthropology Congeals into a Discipline, 1840-1910 328 13. "The Highest and Most Engaging of the Manifestations of Human Nature": Biblical Philology and the Rise of Religious Studies after 1860 357 I. The Fate of Biblical Philology 357 II. The Rise of Comparative Religious Studies 368 Epilogue 381 Notes 387 Works Cited 453 Index 509

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Book SynopsisWhen universities began in the Middle Ages, Pope Gregory IX described them as wisdom's special workshop. He could not have foreseen how far these institutions would travel and develop. Tracing the eight-hundred-year evolution of the elite research university from its roots in medieval Europe to its remarkable incarnation today, Wisdom's WorkshopTrade ReviewHonorable Mention for the 2017 PROSE Award in Education Theory, Association of American Publishers One of Choice's Outstanding Academic Titles for 2016 "In this time of anti-intellectualism--whether technocratic or populist--we don't need more smug disruptors. We need more hopeful builders. They will remind us of the democratic aspirations of pragmatic liberal education while recalling that the ambitions of our finest universities help fulfill the dreams of our best selves as a people."--Michael Roth, Wall Street Journal "Authoritative, panoramic... A thoroughly researched and vigorous history of an institution that has 'gained new vigor and proliferated progeny not only in the United States but around the globe.'"--Kirkus "At a time in which colleges and universities have come under sustained attack ... it may well be useful to explain to those outside the academy how American institutions became preeminent and why they continue to play an essential role at the center of modernity's infrastructure. In Wisdom's Workshop, Axtell does just that. Drawing on the vast literature on higher education, he provides an informative and engaging ... account of the evolution of the research university, from its origins in England, Italy, and France in the Middle Ages to the emergence of the 'multiversity' in the United States in the last half century."--Glenn Altschuler, Huffington Post "This is an enjoyable and well-informed account of some of the most significant universities in the world."--David Willetts, Times Higher Education "In his new book ... Wisdom's Workshop: The Rise of the Modern University ... [James] Axtell traces the U.S. university system all the way back to its Medieval roots. It turns out universities have changed quite a bit in the last eight centuries, both in form and function, adapting to their times. And some shifts are just as radical as the ones we face today."--Byrd Pinkerton, NPR "No one seeking a newsy update of American higher education can ignore this book... Wisdom's Workshop is readable and worthy."--Edwin Yoder, Weekly Standard "James Axtell, one of the field's most authoritative historians, provides this handsome addition to the growing literature on the U.S. university... This book deserves to be read by specialists and generalists alike."--ChoiceTable of ContentsIllustrations xi Prologue xiii Acknowledgments xix 1 Foundings 1 2 Oxbridge 43 3 The Collegiate Way Abroad 106 4 A Land of Colleges 147 5 The German Impress 221 6 Coming of Age 276 7 Multiversities and Beyond 316 Epilogue 363 Suggested Reading 375 Index 387

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Book SynopsisDoes Silicon Valley deserve all the credit for digital creativity and social media? Joy Rankin questions this triumphalism by revisiting a pre-PC time when schools were not the last stop for mature consumer technologies but flourishing sites of innovative collaboration—when users taught computers and visionaries dreamed of networked access for all.Trade ReviewA powerful and densely detailed account of how digital culture in the 1960s and ’70s shaped our contemporary experiences of technology as a tool for social connection…As Rankin’s analysis shows, racism and misogyny played a part in molding digital culture from its inception. * The Nation *Compellingly recasts people’s computing as one of networked belonging, intimacy, and coterie. In doing so, Rankin restores a crucial forgotten 10-year period between mainframe and personal computing, chronicling a history of networked belonging and user culture well before Jobs and the Woz rolled out Apple I…Rankin’s book is interested in how students and their teachers worked at the margins to elaborate varying notions of computer citizenship…She deepens the account of computing in all its problems. -- Hannah Zeavin * Los Angeles Review of Books *Obviously inspired by Howard Zinn’s A People’s History of the United States, Joy Lisi Rankin’s book positions itself as a corrective to what she calls ‘Silicon Valley mythology.’ -- Marta Figlerowicz * Public Books *Highly recommended… Rankin’s study offers insight into some of the unsung pioneers of personal computing—namely, the teachers and students who were using computers to program poems, build games, exchange messages, and build online communities back in the 1960s to 1970s… A fascinating historical account of early experiments in online learning and edtech. -- Cait Etherington * ElearningInside News *Provides enough evidence to bury the Silicon Valley Myth…Rankin’s study is a major revision of our understanding of the history of computing as well as our assumptions about the relationship between the general public and technological development. The book is also a delight to read. -- Josh Specht * Australian Book Review *Digital computers were brought to us by their inventors, a story frequently told. The digital revolution, in contrast, was brought to us by computer users, and that story—as vividly narrated by Joy Rankin in A People’s History of Computing in the United States—deserves to be better known. -- George Dyson, author of Turing’s Cathedral: The Origins of the Digital UniverseA fascinating story of personal and social computing long before the advent of personal computers, the internet, and social media. A compelling challenge to the traditional male-dominated narrative of the importance of personal computers and ARPANET in laying the groundwork for today’s digital world. -- Maria Klawe, President of Harvey Mudd CollegeWe’re familiar with the story of an American computing culture created by great men—geniuses and mavericks. Very rarely have we heard about exceptional women who made significant contributions to hardware and software development. A People’s History of Computing in the United States subverts that old story and takes us into the homes, classrooms, and offices of ordinary Americans—girls and boys, women and men—who built an extraordinary, vibrant digital culture long before the arrival of the PC in the 1980s. The girls (and boys) who code today are the successors to the democratic computing culture that once thrived in this country. -- Reshma Saujani, founder of Girls Who CodeIf you’re interested in computing’s present, then this is one of the books you need to read about its past… Kudos to Joy Rankin on this timely, relevant new release. -- Marie Hicks, author of Programmed Inequality

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Book Synopsis While faith in the Enlightenment was waning elsewhere by 1850, at the United States Military Academy at West Point and in the minds of academy graduates serving throughout the country Enlightenment thinking persisted, asserting that war was governable by a grand theory accessible through the study of military science. Officers of the regular army and instructors at the military academy and their political superiors all believed strongly in the possibility of acquiring a perfect knowledge of war through the proper curriculum. A Scientific Way of War analyzes how the doctrine of military science evolved from teaching specific Napoleonic applications to embracing subjects that wereuseful for war in North America. Drawing from a wide array of materials, Ian C. Hope refutes earlier charges of a lack of professionalization in the antebellum American army and an overreliance on the teachings of Swiss military theorist Antoine de Jomini. Instead, Hope showsTrade Review"Hope has written a book that will stand the test of time as the definitive treatise of the development of a professional American army."—Robert Grandchamp, Blue & Gray Magazine"Hope has persuasively challenged the standard narrative about West Point, the "Old Army," and the evolution of American military doctrine. Scholars whose work involves these topics cannot afford to overlook this book."—Rob Andrew Jr., American Historical Review"This book is remarkably researched and cogently written, and it will make itself invaluable in the understanding of both the antebellum army and its officers' education."—Bradford Wineman, Journal of Southern History"In A Scientific Way of War: Antebellum Military Science, West Point, and the Origins of American Military Thought, Hope demonstrates that the science of military thought and theory during this period was about much more than simply preparing for and waging continental war."—Andrew J. Ziebell, Army History"A well-researched and well-written contribution to the early development of American military thought. Readers who are interested in West Point and the essential role that its graduates played in both the Mexican and Civil Wars will find the book to be especially interesting."—Roger Cunningham, Journal of America's Military Past"A Scientific Way of War will appeal to both professionals and lay persons with a serious interest in the US Army, its premier professional Academy, nineteenth-century American defense policy, the nature of a particular national approach to military theory and doctrine, and the professionalization of the American armed forces."—Richard Swain, Michigan War Studies Review“A detailed, thoughtful, and provocative explanation of the evolution of the U.S. Army’s understanding of military science and why this scientific view of war was so important in the nation’s military history and to the conduct of the Civil War.”—Brian McAllister Linn, Ralph R. Thomas Professor in Liberal Arts at Texas A&M University and author of The Echo of Battle: The Army’s Way of War“Truly original. . . . No other scholar has so successfully explained what Americans understood by the phrase ‘military science’ as taught—and modified over time—at West Point, and how that doctrine related to the nation’s geographic position, quest for internal development, and preparation for and perceptions of war.”—Peter Maslowski, professor emeritus of history at the University of Nebraska–Lincoln and author of Looking for a Hero: Joe Ronnie Hooper and the Vietnam War "Highly recommended to any reader interested in the early development of the U.S. army."—Civil War Books and Authors“[Ian Hope’s] keen insights and original interpretations come through clearly in his new book, A Scientific Way of War. His penetrating analyses revolutionize our understanding of American military thinking in the antebellum era. This book is required reading for anyone who would understand generalship and high command in the American Civil War.”—Richard J. Sommers, senior historian emeritus, U.S. Army Heritage and Education Center, U.S. Army War CollegeTable of ContentsList of IllustrationsAcknowledgmentsIntroduction1. Colonial and Early National Military Science2. Army Reforms, 1815–18203. West Point’s Scientific Curriculum4. Internal Improvements5. Jacksonian Military Science6. Military Science during and after the Mexican War7. Antebellum Military Science8. Military Science in the Civil WarConclusionAppendix A. West Point CurriculaAppendix B. Antebellum and Civil War Officer StatisticsNotesBibliographyIndex

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Book SynopsisThe definitive history of American higher educationnow up to date. Colleges and universities are among the most cherishedand controversialinstitutions in the United States. In this updated edition of A History of American Higher Education, John R. Thelin offers welcome perspective on the triumphs and crises of this highly influential sector in American life. Exploring American higher education from its founding in the seventeenth century to its struggle to innovate and adapt in the first decades of the twenty-first century, Thelin demonstrates that the experience of going to college has been central to American life for generations of students and their families. Drawing from archival research, along with the pioneering scholarship of leading historians, Thelin raises profound questions about what colleges areand what they should be. Covering issues of social class, race, gender, and ethnicity in each era and chapter, this new edition showcases a fresh concluding chapter that focusTrade ReviewRequired reading for anyone who wants to offer any utterance, no matter how small, about where higher ed might be going.—Joshua Kim, Inside Higher EdTable of ContentsPrefaceAcknowledgmentsIntroduction: Historians and Higher Education1. Colleges in the Colonial Era2. Creating the "American Way" in Higher Education: College-Building, 1785 to 18603. Diversity and Adversity: Resilience in American Higher Education, 1860 to 18904. Captains of Industry and Erudition: University-Builders, 1880 to 19105. Alma Mater: America Goes to College, 1890 to 19206. Success and Excess: Expansion and Reforms in Higher Education, 1920 to 19457. Gilt by Association: Higher Education's "Golden Age," 1945 to 19708. Coming of Age in America: Higher Education as a Troubled Giant, 1970 to 20009. A New Life Begins? Reconfiguring American Higher Education in the Twenty-first Century10. Prominence and Problems: American Higher Education since 2010NotesEssay on SourcesIndex

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Book SynopsisExamining teacher education in an international context, this book captures the diversity of the world's educators. Many countries confront surprisingly similar challenges in preparing K12 educators for success, while national contexts also make for surprising differences. In Teaching the World's Teachers, education historians Lauren Lefty and James W. Fraser and their contributors make a convincing case for approaching these shared challenges from a more global and historically minded perspective. Written by education scholars from eleven different countriesArgentina, Brazil, Catalonia-Spain, China, England, Finland, Ghana, Israel, Singapore, South Africa, and the United Statesthis book provides histories of teacher education reforms between roughly 1980 and 2020. The authors show how international trends that emerged during this period collided with national and regional contexts to produce unique teacher education systems in different nations. While in some countries the embrace oTable of ContentsPreface. Why Look at Teacher Preparation Globally? Acknowledgments Introduction. Teaching the World's Teachers: A Long and Global HistoryLauren LeftyChapter 1. ArgentinaContinuities and Transformations of Argentina's Teacher Education: Policies and Reforms since the Mid-EightiesGustavo E. Fischman and Paula RazquinChapter 2. BrazilTeacher Formation in Brazil: "Old" and "New" Approaches to Teacher Training Given Today's Challenges for the Teaching ProfessionSilvana Mesquita and Maria Inês Marcondes Chapter 3. Catalonia-SpainPreparing Teachers for the Schools We Have or for the Schools We Want? Challenges and Changes in Catalonia (Spain)Eduard ValloryChapter 4. ChinaTeacher Education Reform and National Development in China (1978-2017): Four MetaphorsWei Liao and Yisu Zhou Chapter 5. EnglandCrisis and Opportunity in Teacher Preparation in EnglandRichard AndrewsChapter 6. FinlandTeacher Education in Finland: Persistent Efforts for High-Quality TeachersHannele Niemi and Jari LavonenChapter 7. GhanaTransforming Teacher Preparation and Development in Ghana: Progress and ProspectsKwame AkyeampongChapter 8. IsraelFrom Traditional to Dialogical-Reflective Teacher Training: The Case of Teacher Education in IsraelArie Kizel and Lily Orland-BarakChapter 9. SingaporeTeacher Education for a Knowledge-Based Economy: The Singaporean CaseJason Loh and Guangwei HuChapter 10. South AfricaReforming South Africa's Teaching: The Difficult Dilemmas of Teacher Education Policy Reform Post-1994 Azeem Badroodien and Carol Anne SpreenChapter 11. United StatesChanging Paths and Enduring Debates in US American Teacher EducationLauren Lefty and James W. FraserA Concluding WordLauren Lefty and James W. Fraser ContributorsIndex

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Book SynopsisExamines some of the best practices in education in the context of an increasingly interconnected worldTrade ReviewCourtney Ross has devoted her life to holistic education for young people. Educating the Whole Child for the Whole World tells the marvelous story of how one day they will be our future leaders and help create a peaceful, just, sustainable and healthy society. -- Deepak ChopraFor more than two decades, everything that carries Courtney Ross’ imprint has symbolized international, out-of-the-box originality, especially through her efforts in education. One extraordinary example of this was the 2001 Sonic Convergence: A Glimpse Into the Global Classroom project. I was involved, both in person and through the use of cutting edge media, mentoring students and faculty participating in the USA, China, and Sweden; then we came together and made beautiful music as I conducted their final, global composition. -- Quincy JonesIve always believed that education is freedom. It opens the door to greater possibilities. In my lifes work in education, Ive turned to Courtney Ross to provide insight and inspiration. The Ross School is an exemplary model of what is attainable for global education in the 21st Century. -- Oprah WinfreyCourtney Ross and I are co-workers in the vineyard of the education of the young. I was inspired when I visited the Ross School years ago. In my own work in founding the now 20-years-old Illinois Math and Science Academy (IMSA), I appreciated the unique qualities of Ross. The Ross School model is clearly a profound example of what the nation and the world needs so desperately. -- Leon M. Lederman,Nobel Laureate in PhysicsWhen I visited the Long Island Ross School I was struck by the way Courtney Ross and her team successfully brought together the elements of an effective school: reflective teachers, innovative curriculum, and student-centered instruction. It is no wonder that the school has been a magnet for some of the most influential education thinkers of our time. In Educating the Whole Child for the Whole World, Suarez-Orozco and Sattin-Bajaj have created a multi-faceted meditation on the ever-evolving Ross model of education, with relevant lessons for educators everywhere. -- Kathleen McCartney,Dean, Harvard Graduate School of EducationTable of ContentsForeword Nick Appelbaum Acknowledgments Introduction Marcelo M. Suarez-Orozco, Carolyn Sattin-Bajaj, and Carola Suarez-OrozcoPart I 1 Education in an Era of Specialized Knowledge Vartan Gregorian 2 The Case for Global Education John Sexton 3 A Tangled Web Howard GardnerPart II 4 Mind, Brain, and Education Antonio Damasio and Hanna Damasio 5 Research Schools Christina Hinton and Kurt W. Fischer 6 Toward a New Educational Philosophy Hideaki KoizumiPart III 7 Multimedia Literacy Elizabeth M. Daley with Holly Willis 8 Object Lessons Sherry Turkle 9 The Trouble with Math Ralph AbrahamPart IV 10 Choreographing the Curriculum Debra McCall 11 Mathematics and Culture William Irwin Thompson 12 The Butterflies of the Soul Antonio M. Battro 13 Educating the Whole Child for the Whole World Sally Booth with Michele Claeys Epilogue Pedro Noguera Conclusion Marcelo M. Suarez-Orozco and Carolyn Sattin-Bajaj About the Contributors Index

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Book SynopsisTeaching and Digital Technologies: Big Issues and Critical Questions helps both pre-service and in-service teachers to critically question and evaluate the reasons for using digital technology in the classroom. Unlike other resources that show how to use specific technologies â and quickly become outdated, this text empowers the reader to understand why they should (or should not) use digital technologies, when it is appropriate (or not), and the implications arising from these decisions. The text directly engages with policy, the Australian Curriculum, pedagogy, learning and wider issues of equity, access, generational stereotypes and professional learning. The contributors to the book are notable figures from across a broad range of Australian universities, giving the text a unique relevance to Australian education while retaining its universal appeal. Teaching and Digital Technologies is an essential contemporary resource for early childhood, primary and secondary pre-service and inTable of Contents1. Why focus on big issues and critical questions? Michael Henderson and Geoff Romeo; Section 1. Being Critical of our Assumptions: Learners, Learning and Digital Technology: 2. Digital natives and other myths Nicola F. Johnson; 3. Learning, teaching, technology: confusing, complicated, and contested! Geoff Romeo; 4. Balancing risks and growth in a digital world Jennifer Masters; 5. Digital technologies and equity: gender, digital divide and rurality Neil Anderson; 6. Using digital technologies with Aboriginal and Torres Strait Islander students Glenn Auld and Lena Djabibba; Section 2. Technological Affordances: What's So Special about Digital Technologies?: 7. Computational thinking: philosophy and practice Andrew Fluck and Matt Bower; 8. Creativity, visualisation, collaboration and communication Glenn Finger; 9. Breaking boundaries Chris Campbell; 10. Using social media: assumptions, challenges and risks Michael Henderson; 11. Gamification and digital games-based learning in the classroom Sue Gregory, Torsten Reiners, Lincoln C. Wood, Hanna Teräs, Marko Teräs and Michael Henderson; 12. Mobile learning: what is it and what are its possibilities? Mark Pegrum; Section 3. Policy: Curriculum, Values and Agendas: 13. Considering the history of digital technologies in education Sarah K. Howard and Adrian Mozejko; 14. Digital technologies in the curriculum: national and international Jason Zagami; 15. Never believe the hype: questioning digital 'disruption' and other big ideas Neil Selwyn; Section 4. Student Learning: 16. When does technology improve learning? C. Paul Newhouse; 17. Making learning visible through digital forms of assessment C. Paul Newhouse; 18. Learning with digital technologies Peter Albion; 19. Project-, problem-, and inquiry-based learning Peter Albion; 20. Numeracy and technology Donna Gronn and Ann Downton; 21. Digital literacy in theory, policy and practice: old concerns, new opportunities Scott Bulfin and Kelli McGraw; 22. Digital technologies in early childhood education Susan Edwards; Section 5. Professional Learning: 23. National and international frameworks for teacher competency Margaret Lloyd; 24. Teachers: technology, change and resistance Sarah K. Howard and Adrian Mozejko; 25. Digital technology integration Michael Phillips; 26. Ongoing professional learning Kathryn Holmes and Nicole Mockler.

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Book SynopsisExploring six methods of reading in their social, economic, commercial, intellectual and pedagogical context, Eve Tavor Bannet demonstrates how guides to reading showed people of all ranks how to read and use periodicals and books, preparing them for new jobs and new roles in Britain, America and the Atlantic world.Trade Review'… a valuable book in its wide-ranging knowledge, its identification of new ways to think about eighteenth-century reading practices, and its new configurations of material from disparate disciplines and arenas.' Min Wild, The Times Literary Supplement'Bannet explores the ways in which 18th-century printers and print material offered instructions and models for ways of reading to ordinary people, thus creating the conditions for a widespread print and reading culture. Recommended.' Choice'The book is a fascinating Shakespearean mousetrap of its own method. It can absolutely be read discontinuously, based on a reader's individual interests, without compromising its overarching narrative or historical argument.' Nora Slonimsky, The William and Mary Quarterly'… occasionally surprising and undeniably satisfying.' Aileen Douglas, The Scriblerian and the Kit-Cats'In five illuminating and subtle chapters, Eve Tavor Bannet recovers six differently defined (but fascinatingly interdependent) 'manners' of reading, greatly refining our understanding of prevailing reading perceptions, prescriptions, and presumptions. She convincingly presents these manners of reading as multiple strategies effectively to connect and reassociate the separateness (or, as she puts it, discontinuities and disconnections) of myriad texts, words, and letters.' James Raven, Eighteenth-Century FictionTable of ContentsIntroduction: the schoolroom in the marketplace; 1. The ABCs of reading; 2. Arts of reading; 3. Polite reading; 4. Ordinary discontinuous reading; 5. Reading secret writing.

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Book SynopsisTeachers, Schools, and Society: A Brief Introduction to Education, 6th Edition, offers a broad, diverse, and stimulating view of education. Written in an engaging, student-friendly style, readers are immersed in an inspiring world of the teacher where current education headlines are brought to life. The text provides broad yet precise exposure to the realities of teaching and the role of education in our society. The text helps to answer important questions such as: Do I want to become a teacher? How do I become the best teacher possible? What should a professional in the field of education know? How are schools and teaching changing? The authors have added key findings from the research on how people learn, how to think critically about information, and how this research translates to the classroom. Focus Questions continue to provide a roadmap to the chapter content. And, McGraw Hill Connect for Teachers, Schools, and Society is an interactive learning environment where you caTable of ContentsPREFACEPART 1: TEACHERS AND STUDENTSCHAPTER 1 THE TEACHING PROFESSION AND YOU CHAPTER 2 DIFFERENT WAYS OF LEARNING CHAPTER 3 TEACHING YOUR DIVERSE STUDENTS CHAPTER 4 STUDENT LIFE IN SCHOOL AND AT HOME PART 2: FOUNDATIONSCHAPTER 5 THE MULTICULTURAL HISTORY OF AMERICAN EDUCATION CHAPTER 6 PHILOSOPHY OF EDUCATION CHAPTER 7 FINANCING AND GOVERNING AMERICA’S SCHOOLS PART 3: SCHOOLS AND CLASSROOMSCHAPTER 9 PURPOSES OF AMERICA’S SCHOOLS AND THE CURRENT REFORM MOVEMENT CHAPTER 10 CURRICULUM, STANDARDS, AND TESTING CHAPTER 11 BECOMING AN EFFECTIVE TEACHER GLOSSARYINDEX

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Book SynopsisHow will our kids succeed in the coming age of education? Combining anecdote, experience and intelligent research, education expert Alex Beard takes us on a global tour of the future of learning

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Book Synopsis'Beautifully written, Hidden Lessons is both a heart-rending account of the challenges in our education system, and a heart-warming celebration of teachers and students who have triumphed through adversity. The pride Mehreen has for her community and the lives she has touched is palpable.' - DAVID LAMMY~~~~~~~~~~~~You're in at 7am, there until 7pm and marking into the late hours. You've got one student who's a full time carer, another who's pregnant, and a third who's just joined a gang. You haven't got enough textbooks to go around, and one of the parents just called you an 'extremist'. You've just gone through a devastating heartbreak and you have to teach Romeo and Juliet to 30 hormonal 14 year olds.Welcome to life as a teacher.This is a world that all of us know, but most of us have completely forgotten. It's a world where you're working 50 hour weeks, but you're still just a part-time teacher because the rest of the time you're a security guard, a nurse, a counsellor, or a friend. It's also a world where you spend all day with some of the most interesting people you know. And even when the lesson plan has been abandoned, you're still learning.Mehreen started teaching at 21, and by the time she left 10 years later she'd learnt a bit about teenagers and a lot about life. This is her story.Baig's book reminds us that teachers are not just at the frontline of education, but they are also at the frontline of social mobility and racial justice. In a narrative that has you in tears at times, and at other times has you punching the air in triumph, Baig reveals the disastrous consequences of this nation not valuing teachers enough. A wake-call. - Sathnam SangheraMehreen writes with energy and enthusiasm about the highs and lows she experienced in her five years of teaching in an inner London high school. In Hidden Lessons Mehreen's passion and dedication for teaching some of the most underprivileged youth of today is palpable. - Jeremy CorbynFull of insight, wit, wisdom and warmth. A fascinating guide to what teaching is really like. - Katy BrandThis book is hilarious, frank and so much fun. Makes me feel very guilty about all my teachers though... - Grace CampbellDeep, dark, hilarious and full of heart. - Greg RutherfordHilarious, heart-warming and utterly compelling, Hidden Lessons lets us in on the joy and heartache that all teachers know. - Carlisle LivingTrade ReviewA really lovely book -- Adam KayBeautifully written, Hidden Lessons is both a heart-rending account of the challenges in our education system, and a heart-warming celebration of teachers and students who have triumphed through adversity. The pride Mehreen has for her community and the lives she has touched is palpable. -- David Lammy

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Book SynopsisThis book is an invitation to reflect on anything concerning culture, and especially its institutionalized form of education. It aims to share with readers any data shaped by place and time that concerns education. The content of this interesting and informative manuscript is an expansive overview of the evolution of education, starting from the ancient era all the way to present. It includes the work of renowned theorists, researchers, and authors and highlights the epistemological orientations of pedagogy and pedagogical trends over time, demonstrating the breadth and depth of education that certainly cannot be a mere set of techniques. The approach of the terms "upbringing", "education" and "pedagogy" is at the heart of this book/guide for every spiritual man. The purpose of this work is the dissemination of pedagogical values and concerns that, as evidenced by the approach of great pedagogues, do not substantially differ from one country to another. This indeed is the hallmark of classic works, particularly works related to the humanitarian values. In difficult times, we must all turn to defend values human values which should permeate education. Modern society presents obvious signs of crisis in the global context, and this is why modern humanity has ceased to be a purpose. This work is faced with constant challenges in the education sector and raises the concern about the progress of education and its future. It is a necessity and a masterpiece that can be shared with various audiences, directly or indirectly related to the theory and practice of pedagogy. As aptly noted by Dostoevsky in his work "The Basement", if man seeks to remain human and not a "piano key", he must show consistency in human capacity. The culture and institutionalized forms, dissemination of pedagogical values are the one and only answer, the single orientation.

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Book SynopsisA 176-page hardcover book that tells the 200-year history of the Academy of the Sacred Heart at Grand Coteau, La. Published in the schools Bicentennial year, the book notes that this all-girls Catholic educational institution, founded in 1821, is the longest continuously running Sacred Heart school in the world. The text takes the reader through the nuns early struggles to establish the school, then the antebellum years, the Civil War, the Great Flood of 1927, and World War II. Also, the Miracle of Grand Coteau, the founding of the College of the Sacred Heart, and the traditions, customs and standards that make the school unique. It includes hymns, prayers, poems, recipes, and a timeline of key events. Illustrated with maps, paintings, and scores of historical and contemporary photos.Table of ContentsMessage from the Head of School; Note on Sources; Foreword; Introduction; Part I - Early History of the Academy of the Sacred Heart (1821-1899) -- The Birth of a Legacy; From Small Beginnings; The Campus Expands; The Jesuits Settle in Grand Coteau; Slavery in Antebellum Times; Civil War and the Academy; The Miracle of Grand Coteau; Educating a Newly Freed People; Mater Admirabilis!; The 19th Century Comes to an End. Part II - The 20th Century (1900-1999) -- A New Century Growth of The House of Grand Coteau; Normal School and College of the Sacred Heart; The World War II Years; The Impact of Vatican II. Part III - Onward to the 21st Century -- Sacred Heart GOALS and CRITERIA; Toward a Noble Future. Part IV - Traditions, Treasures & People of Faith -- Traditions, Customs & Activities; The Saints of Sacred Heart; Women of Faith and Influence; Glossary; Timeline; Appendix 1 - The Great Flood of 1927; Appendix 2 - Hymns, Prayers and Poems of the Schools of the Sacred Heart; Appendix 3 - Treasured Recipes from the Coteau Family; Appendix 4 - Administrative Leaders; Appendix 5 - To Become a Religious of the Sacred Heart; Appendix 6 - Giving Opportunities; Sources; References; Index; Contact Information; Photo and Art Credits; Acknowledgements; About the Author.

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Book SynopsisThe ultimate book for Dalhousie's 200th year.From humble beginnings in 1818 as “the little college by the sea,” Dalhousie University has grown to be an influential Canadian thought leader, global educator, research powerhouse, and economic driver. Today, Dal has more than 18,000 students across 12 faculties, over 2,500 staff, and more than 130,000 alumni spread across the country and around the globe.Dalhousie University: A 200th Anniversary Portrait explores the story of this historic university. Opening with an epic poem by celebrated poet and alumnus George Elliott Clarke, the volume takes readers on a journey through Dalhousie's past, present, and future. Using images, artifacts, and documents, Holmlund addresses themes as diverse as the university's campuses, student life, academic research, and teaching, as well as the impact of Dalhousie and its alumni on the wider world. This image-filled book highlights the contributions of students, faculty, and staff and the larger community that make up the university known simply as Dal.

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Book SynopsisHarvard has often been referred to as "godless Harvard." This is far from the truth. Fact is that Harvard is and always has been concerned about religion. This volume addresses the reasons for this. The story of religion at Harvard in many ways is the story of religion in the United States. This edition will clarify this relationship. Furthermore, the question of religion is central not only to the religious history of Harvard but to its very corporate structure and institutional evolution. The volume is divided into three parts and deals withthe Formation of Harvard College in 1636 and Evolution of a Republic of Letters in Cambridge ("First Light", Chapters 1-5); Religion in the University, the Foundations of a Learned Ministry and the Development of the Divinity School (The "Augustan Age", Chapters 6-9); and the Contours of Religion and Commitment in an Age of Upheaval and Globalization ("Calm Rising Through Change and Through Storm", Chapters 10-12).The story of the central role played by religion in the development of Harvard is a neglected factor in Harvard's history only touched upon in a most cursory fashion by previous publications. For the first time George H. Williamstells that story as embedded in American culture and subject to intense and continuing academic study throughout the history of the University to this day.Replete with extensive footnotes, this edition will be a treasure to future historians, persons interested in religious history and in the development of theology, at first clearly Reformed and Protestant, later ecumenical and interfaith.

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Book SynopsisGender- and sex-related norms have an impact on us from the first to the last day of our lives. What are the effects of such norms on the education of children and adolescents? Conveyed via parents/family, school, and peers, they seem to be an inseparable part of human relations. After its favorable reception in German-speaking countries from 2014 onwards, this title is now available in English. The texts show that the traditional assumption of a dualistic, bipolar normativity of sex and gender leads to children being taught gender-typical behavior. The contributions in this volume explore the reasons for these practices and open the debate on the divergence between the prevailing norms and the plurality of different life plans. In addition, the book helps to disengage the topic of sex and gender from a hitherto narrowly circumscribed context of sexual orientation. The contributions point the way towards a culture of respect and mutual acceptance and show new methodological as well as theoretical approaches, e.g. by introducing the figure of the continuum, so that, in future research projects, more than just the two sexes and genders of female and male might be considered as a new normality.

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