Philosophy and theory of education Books

Book SynopsisIn The Critical Advantage, noted scholar and early childhood expert William T. Gormley, Jr. takes a wide-ranging look at the important role of critical thinking in preparing students for college, careers, and civic life.Drawing on research from psychology, philosophy, business, political science, neuroscience, and other disciplines, he offers a contemporary definition of critical thinking and its relationship to other forms of thinking, including creative thinking and problem solving. When defined broadly and taught early, he argues, critical thinking is a “potential cure for some of the biggest problems we face as a nation,” including education deficits, employment deficits, and the recent surge of partisanship in democratic politics. While there are encouraging signs—the Common Core State Standards have drawn attention to the importance of critical thinking—recent efforts have been too narrowly focused on improving textual analysis in high school. Those who might benefit the most from curricula prioritizing critical thinking, including disadvantaged students, are less likely to be represented in courses and other activities that encourage this skill.Gormley argues for prioritizing critical thinking skills in PreK–12. He takes readers into innovative classrooms around the country, including schools in Pennsylvania, Oklahoma, and Virginia, and offers specific recommendations for promoting critical thinking and embedding it across the curriculum.The Critical Advantage is an insightful and fascinating account of an intellectual journey culminating in a fresh vision for the future of US schooling.

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Book SynopsisEminent historian and educator Larry Cuban provides a thorough examination of, and challenge to, past and present definitions of what constitutes educational success in the US. Cuban argues that in the history of American education, standards of achievement and inadequacy - as well as the reform efforts issuing from them - have been neither stable nor consistent. Nor are these standards untainted by political considerations. Rather, schools thrive or decline based on a variety of factors, including social and political dynamics, leadership in school districts and communities, and policy improvisations.Chasing Success and Confronting Failure in American Public Schools features profiles of two California high schools, Social Justice Humanitas Academy and MetWest, that are grappling with what it means to be successful (or failing) in the current moment. Each school is expanding conventional views of achievement beyond standard measures, such as test scores, graduation rates, and college admissions. But even as these schools' missions, sense of community, and curricula create an innovative form of success, both remain bound by traditional criteria set forth by district policymakers, practitioners, and parents. Through his exemplary research, Cuban illustrates how school reform is propelled by, and subject to, changing social and political fortunes. He maintains that this understanding offers educators an opportunity to re-envision school performance against an American value system that too often rewards individual merit and competitive capitalism.

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Book SynopsisThe Way We Do School: The Making of Oakland's Full-Service Community School District offers an in-depth profile of the nation's most ambitious community school initiative. The book focuses on a nearly ten-year effort to transform all eighty-six district schools in Oakland, California into community schools in order to better meet the academic and personal needs of all students. Based on six years of research, the authors detail the implementation of the effort at both the district and school levels, including the detailed, community-wide planning process, the policy 'levers' for system change as well as the organizational shifts and other tools that were employed. Under extraordinarily difficult conditions, Oakland's Community Schools, Thriving Students initiative spurred system change at both central office and school levels. Though still a work-in-progress, the initiative's 'whole-child approach' has resulted in positive outcomes for students and for the district. In addition, several elements of Oakland's full-service community schools (FSCS) work have been recognized nationally including the African American Male Achievement program, its district partnership model, and its restorative justice and social-emotional learning practices.The Way We Do School illustrates how the implementation of Oakland's full-service community school initiative and its remarkable stability over time provide many lessons for the community school field and most especially for policy makers and practitioners interested in launching a district-led FSCS system.

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Book SynopsisBeyond Standards highlights the structural conditions that have undermined the success of the standards movement and challenges us to confront them. The book offers an impassioned argument about the ways that our decentralized educational systems undermine the pursuit of educational equity and excellence. Morgan Polikoff applies a wide array of quantitative and qualitative data to provide a pointed critique of the US educational system. He addresses why standards have failed, whether standards-based reform can be salvaged, and what we can do to improve teaching and learning at scale across America’s 13,000 school districts. Polikoff argues that no amount of tinkering can fix standards. Rather, we need to tackle the big, structural issues, such as decentralization. The author identifies curriculum reform as a high-leverage strategy for making meaningful progress at scale and emphasizes that states need to play a greater role in evaluating and recommending high-quality curriculum materials.Beyond Standards proposes a new, progressive vision that emphasizes the central role of states in challenging the antiquated, segregating structures that have thwarted educational improvement.

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Book SynopsisWith a visionary approach to school improvement, Equity-Based Leadership proposes a framework to support system leaders seeking to organize change and achieve more equitable education.In this ambitious yet pragmatic work, Joshua P. Starr makes the case that intentional and attentive district leadership can bring about continuous improvement in schools. When district reforms are conceived with social justice in mind, Starr explains, schools move toward fulfilling the longstanding promise of equitable education in America.Starr asserts that the essential goal of good system leadership lies in designing, implementing, and sustaining comprehensive strategies for school reform, in collaboration with school leaders, educators, and community shareholders. Drawing on his own experiences and those of other distinguished superintendents, he offers core practices that system leaders can use to ensure that the mission of their district is upheld throughout any change process and that precious time and funding are used judiciously.Recognizing that there is no single path to transformation, Starr sets forth a flexible, customizable agenda for district reform that concentrates on six elements, or entry points. Starr's first entry point is curriculum content, as teaching and learning are the fundamental goals of a school system. But he goes further to advocate for a deep dive into the organization and alignment of the system itself, via deliberate support of shared values; explicit and transparent decision-making; resource allocation in line with vision and need; talent management to achieve new levels of educator performance; and nourishment of school culture.Additionally, Starr brings together a wide range of real-world examples, evidence-based practices, and sensible advice to guide district leaders in aligning their systems around a coherent equity strategy.This bold new approach to transforming educational systems confidently guides the higher-level decision-making of leaders—not only superintendents but also school board members, cabinet members, and central office administrators—within the context of district-wide efforts to make education better for all students.

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Book SynopsisThe rapid migration to remote instruction during the Covid-19 pandemic has expedited the need for more research, expertise, and practical guidelines for online and blended learning. A theoretical grounding of approaches and practices is imperative to support blended learning and sustain change across multiple levels in education organizations, from leadership to classroom. Principles of Blended Learning is a valuable framework that regards higher education as both a collaborative and individually constructivist learning experience. The framework considers the interdependent elements of social, cognitive, and teaching presence to create a meaningful learning experience. In this volume, the authors further explore and refine the blended learning principles presented in their first book, Teaching in Blended Learning Environments: Creating and Sustaining Communities of Inquiry, with an added focus on designing, facilitating, and directing collaborative blended learning environments by emphasizing the concept of shared metacognition.

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Book SynopsisAt the heart of the effort to enact and scale up successful school reforms is the need for more robust links between research and practice. One promising approach is design development, a methodology widely used in other fields and only recently adapted to education, which offers a disciplined process for identifying practical problems, assessing evidence of outcomes, accounting for variability in implementation and results, and establishing a foundation for broader understanding of the problem and proposed solutions.This exciting new book provides a practical guide for education leaders who are seeking to address issues of equity in their schools and want to pursue this approach. The book provides a step-by-step description of the process, augmented by case studies of four education leaders: Christine, a middle school principal who is concerned with the volume of disciplinary referrals in her school Michelle, an elementary school principal who wants to address achievement gaps Eric, an assistant superintendent who wants to improve the quality of principals’ instructional feedback to teachers; and Nora, a high school principal who is concerned about the use of racial and homophobic slurs in the hallways. The book follows each of these leaders as they formulate and refine interventions to address these problems.Design-Based School Improvement also includes a series of “excursions into theory” that discuss the research basis for design-based improvement.The author—a leading thinker about policy implementation and school reform—shows a profound appreciation for the complexity of work in schools and the deep and sustained thinking entailed in undertaking productive change. By bringing theory to life and putting it in the hands of skilled practitioners, this book promises to become an invaluable resource for education leaders seeking to solve problems of equity and social justice in schools.

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Book SynopsisOriginally published almost 150 years ago, five parts of "The Idea of a University" - "University Teaching" and four selections from "University Subjects" - are reproduced here, along with five essays by contemporary scholars exploring the present day relevance of Newman's themes.

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Book SynopsisThis book interrogates rising fascism in America. It spotlights the major facets of fascism that increasingly characterize contemporary US politics, in relation to political authoritarianism, the rise of anti-intellectualism, the mainstreaming of conspiracy theories, the glorification of political street violence and state violence, rising white supremacy, and the militarization of US political discourse. Alongside this, Giroux and DiMaggio show how the assault on critical education and pedagogy is central to the fascist program. They stress the importance of reprioritizing education as a public good to combating fascist politics and ideology and draw links between fascism and the banning of books in schools, whitewashing history, and punishing policies aimed at Black, Brown, and transgender youth. They challenge the commonly embraced notion that Trumpism is primarily a function of economic insecurity within his support base, documenting how support for the former president prim

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Book SynopsisOn Morals or Concerning Education is a manual of proper living and ethical guidance and the importance of education by the prolific late-Byzantine author and statesman Theodore Metochites. This volume provides the full Byzantine Greek text alongside the first English translation of one of Metochites’s longest works.

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Book SynopsisToo many boys do not like to read, are choosing not to read, and are suffering academically as a result. All concerned adults need to redouble their efforts to ensure that boys who bring the greatest challenges to our classrooms and schools receive responsive literacy texts and practices to increase their chances for academic, personal, and occupational success. This book is more than a compendium of techniques, it also provides an analysis of the research literature on central issues and related aspects of literacy and learning for boys. The author identifies issues that impinge on boys'' literacy development and explores what the research literature has to say about these issues. The descriptions of how teachers have used engaging texts and practices to help boys overcome low literacy engagement and skill in order to stay on course as readers and writers are highly informative and practical as models of best practice.Trade Review'Debates about boys falling behind in school, mostly due to poor literacy skills, tend to become shrill - a boys versus girls quarrel. That's why William G. Brozo's voice is so valuable. He brings scientific light, not polemic heat, to the discussion and lays out valuable and unique advice for both parents and educators.' Richard Whitmire, author of Why Boys Fail'William G. Brozo has written a wonderfully nuanced book about the complex relationship between school-aged boys and reading. I commend him for his insightful work and recommend this book to school administrators, librarians, teachers, and parents, who have boys in their schools, their families, and their lives.' Peg Tyre, education journalist, author of two books on education and Director of Strategy for The Edwin Gould Foundation'Acknowledging the multiple identities that shape the lives of adolescent boys, this book provides a roadmap and call to arms to advance their literacy development using engaging texts, practices, and programs. William G. Brozo has given the field of literacy another gift.' Alfred W. Tatum, Dean of the College of Education, University of Illinois, Chicago'There are clear goals at the beginning of each chapter, followed by a theoretical framing of the issue under discussion. A 'Boys in the Real World' section of each chapter provides a case study, along with prompts for discussion. Chapters provide rich description of 'promising programs and practices', offering practical insight on research-based teaching methodologies in an engaging narrative voice. Each chapter ends with significant points for educators to bear in mind.' M. B. Hopkins, Choice'Chapters provide rich description of 'promising programs and practices,' offering practical insight on research-based teaching methodologies in an engaging narrative voice. Each chapter ends with significant points for educators to bear in mind.' M. B. Hopkins, Choice'Brozo's book would be of particular interest to teachers, researchers, policy makers and others who are concerned about improving literacy skills in boys, thus preparing them to better engage in our twenty-first-century global society.' Cheryl Jamison, Gender and Education'Engaging Boys in Active Literacy adds research-based knowledge and practice-based strategies to the toolkit for educators and researchers in the search for more effective ways of supporting boys to find meaning in reading - both in the act of reading and in the content of the reading.' So Yeon Shin, Harvard Educational ReviewTable of ContentsIntroduction; 1. Boys' reading and learning: identifying the issues; 2. Boys and literacy: a closer look; 3. Boys' masculinities and identities: evidence and practice; 4. Socio-economics and boys: evidence and practice; 5. Immigrant and new language learner boys: evidence and practice; 6. Literacy engagement and boys: evidence and practice; 7. Boys and new literacies: evidence and practice; 8. Boys and writing: evidence and practice.

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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 Synopsis"This book provides a really sound grounding in the theories that underpin successful teaching and learning. Without over-simplification it provides accessible introductions to the key learning theories with which teachers and students are likely to engage, and it has immense practical value."Professor Sally Brown, Pro-Vice-Chancellor, Leeds Metropolitan University, UKThis comprehensive guide for education students and practitioners provides an overview of the major theories of learning. It considers their implications for policy and practice and sets out practical guidelines for best pedagogical practice.The book can be read as a series of stand-alone chapters or as an integrated overview of theoretical perspectives drawn from the philosophy, psychology, sociology and pedagogy that guide educational principles and practice. Each chapter contains: An accessible introduction to each theory A summary of key principles Critical insights drawn from thTable of ContentsIntroduction 1.Philosophical foundations 2.Behaviourism 3.Cognitivism4.Constructivism5.Social learning6.Cultural learning 7.Intelligence8.Life course development9.Adult learning 10.Values11.Motivation12.The learning body13.Language and learning 14.Experiential learning 15.Inclusivity and learning16.Blended learning17.The future

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Book SynopsisThe Handbook of Open Universities Around the World is the first collection to provide a comprehensive and critical overview of open universities internationally. Over 80 open universities have been established across five continents to provide a distance-orientated, class-inclusive, and high-quality education for learners left behind by existing formal systems for higher and continuing education and lifelong learning. This mission has been continually reshaped by major developments in open education, learning technologies, and online social networking, as well as by the evolution of specific concerns such as the massification of education, employability, financial trends, artificial intelligence, and development agendas on the regional, national, and global levels.This landmark volume analyzes and reflects on the planning, organization, management, pedagogic, skilling and employability, and accreditation dimensions of 47 open universities in relation to their national and institutional contexts, the internationalization of education, and the integration of advanced learning technologies. Featuring contributions by internationally recognized scholars, practitioners, and educational administrators, this authoritative resource provides insights into the business modelâfinances, operations, instructional systems, enrollment patterns, learner supports, quality assurance, professional development, and moreâof todayâs open universities. Through historical trajectories, institutional profiles, case studies, lessons learned, and best practices, this book provides rich analytical perspectives on the status and challenges of single-mode distance learning universities as an educational phenomenon while unpacking the premise of âœopennessâ itself.This Handbook is primarily written for planners, managers, administrators, instructional designers, and teaching faculty at single-mode distance teaching universities who are seeking to sustain their institutions in a period of rapid change; government policymakers, training organizations, technology providers, and education think tanks who are in need of authentic and research-based information on technology-enabled learning modeled by open universities around the world; and graduate students, teaching faculty, and scholars who are affiliated with online and distance education, learning design and technology, higher education planning and management, adult education and lifelong learning, and education policy and future studies. Chapter 54 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.Watch a stimulating discussion between the book's volume editors and Sir John Daniel and Professor Stephen Murgatroyd on YouTube!

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Book SynopsisExperienced Waldorf educator Nancy Blanning offers practical suggestions and support to help parents and carers of young children bring Waldorf ideas and practices into their home. Revised and expanded edition.

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Book SynopsisHow do you tailor education to the learning needs of adults? Do they learn differently from children? How does their life experience inform their learning processes? These were the questions at the heart of Malcolm Knowlesâ pioneering theory of andragogy which transformed education theory in the 1970s. The resulting principles of a self-directed, experiential, problem-centred approach to learning have been hugely influential and are still the basis of the learning practices we use today.Understanding these principles is the cornerstone of increasing motivation and enabling adult learners to achieve. The 10th edition of The Adult Learner has been revised to include:The two chapters on diversity, inclusion and belonging in adult learning, and andragogy and the online adult learner have been greatly expanded to reflect the importance of these topics to the field today.The accompanying Instructor and Student Resources website provides free digital materials designed

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Book SynopsisThis book is Montessori's own exposition of the theory behind her innovative educational techniques. She shows parents, teachers and administrators how to 'free a child to learn through his own efforts'.

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Book SynopsisThese essays examine alternatives to prevailing models of character education. Covering both stories in the classroom and controversial issues in education and care ethics, it examines how moral education might be infused into the curriculum and calls for greater co-operation across fields.Trade ReviewNel Noddings provides a powerful educational answer to the classic dilemma of narrowing the gap between moral and ethical principle and human behavior. She moves caring from an admirable trait of individual character to a necessary cultural condition--- 'an environment in which moral life can flourish.'" - John I. Goodlad, President, Institute for Educational Inquiry; ""This is a revolutionary book, and everyone concerned with issues of moral education had better read it. Noddings' views are strong and original but carefully thought through and expressed with precision. A spirited and original contribution!"" - John W. Gardner, former Secretary of Health, Education and Welfare; ""With these wonderfully provocative essays, Nel Noddings confirms her status as one of our most important educational theorists. She thinks deeply and writes clearly about issues that are both timely, given the current popularity of character education, and timeless, given her invigorating way of connecting classroom practice to the big questions of human life."" - Alfie Kohn, author of The Schools Our Children Deserve

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Book SynopsisThis is a book about what many teachers know but are increasingly being prevented from talking about: that real education always involves a risk. The risk is there because, as W. B. Yeats has put it, education is not about filling a bucket but about lighting a fire. It is there because students are not to be seen as objects to be moulded and disciplined, but as subjects of action and responsibility. The Beautiful Risk of Education is organised around a critical discussion of seven key educational concepts: creativity, communication, teaching, learning, emancipation, democracy, and virtuosity. By opposing the risk aversion that characterises many contemporary educational policies and practices, Gert J.J. Biesta makes a strong argument for giving risk a central place in our educational endeavours and brings risk taking to the forefront of a critical pedagogical practice.Trade Review"Beautiful Risk of Education is rhetorically ingenious and ironically quite powerful. Biesta's intellectual project does not just bid us to think differently about education, but suggests a more aspiring motivation to educate." —Teachers College Record “In his latest book, The Beautiful Risk of Education, Gert Biesta calls for a weak education. Instead of arguing for education to become stronger, more secure, more predictable, and risk-free, he returns to precisely those qualities of education that are bemoaned by current standardized testing and measurement trends as defects to be overcome. Indeed, Biesta makes the claim that the stronger education becomes, the more we lose sight of what education actually is: a practice that is slow, difficult, insecure, unpredictable, and full of risks and uncertainties...the clarity, exactitude, and formal rigor of his presentation embody a kind of philosophical beauty in its own right. The prose is nothing less than elegant.” —Educational Theory “This us a carefully crafted work that rewards an equally considered effort by the reader. Gert Biesta presents an elaborate, thoroughly referenced and researched critique of assumptions currently embedded in contemporary education. It’s a book of several unexpected twists and turns, wonderfully woven and often intensely rich. Frequently from a single paragraph a range of avenues emerge, each worth pursuing in its own right.” —Resurgence & Ecologist “Penned by a brilliant scholar with a generous heart, Beautiful Risk solidifies Biesta’s place as an international leader in philosophy of education.” —Lynda Stone, University of North Carolina “The Beautiful Risk of Education is a thought-provoking and riveting book by Gert Biesta, a book that gives education back to schools, colleges, universities, and adult or community education. Against the risk aversion of policy makers and politicians, in which education more or less evaporates from the practical settings, Biesta makes an argument for giving risk a central place in educational endeavors, hence preventing the subjects involved from turning into machine-like beings. The Beautiful Risk of Education will be read and re-read for decades to come as education is seen from new and unexpected angles.” —Dr. Herner Saeverot, University of BergenTable of ContentsPrologue On the Weakness of Education Chapter One Creativity Chapter Two Communication Chapter Three Teaching Chapter Four Learning Chapter Five Emancipation Chapter Six Democracy Chapter Seven Virtuosity, Epilogue For a Pedagogy of the Event

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Book SynopsisIndigenous scholars have been gathering, speaking, and writing about Indigenous knowledge for decades. These knowledges are grounded in ancient traditions and very old pedagogies that have been woven with the tangled strings and chipped beads of colonial relations. Pathways for Remembering and Recognizing Indigenous Thought in Education is an exploration into some of the shared cross-cultural themes that inform and shape Indigenous thought and Indigenous educational philosophy. These philosophies generate tensions, challenges, and contradictions that can become very tangled and messy when considered within the context of current educational systems that reinforce colonial power relations. Sandra D. Styres shows how Indigenous thought can inform decolonizing approaches in education as well as the possibilities for truly transformative teaching practices. This book offers new pathways for remembering, conceptualizing and understanding these ancient knowledges and philosoTable of ContentsList of Figures Dedication and Acknowledgement Foreword (Dawn Zinga) SECTION 1: VISION - (RE)CENTERING Preface Introduction Chapter 1: Iethi'nihst nha Ohwentsia'k kha: Land, Circularity, and Storying SECTION 2: RELATIONSHIPS - (RE)MEMBERING Chapter 2: Iethi'nihst nha Ohwentsia'k kha: Space, Place and Land Chapter 3: Self-in-Relationship Chapter 4: "You're not the Indian I had in mind" SECTION 3: KNOWLEDGE - (RE)COGNIZING Chapter 5: Sacred Fires: Contemporary (Re)memberings of Ancient Knowledges and Very Old Pedagogies Chapter 6: Relations of Privilege-Relations of Power Chapter 7: Land and Circularity: An Indigenous Philosophical Approach to Thought SECTION 4: ACTION - (RE)GENERATING Chapter 8: Indigenous and Dominant Western Philosophies: A Bridge Too Far? Chapter 9: Indigenous Languages and Thought: A Verb-Oriented Reality SECTION 5: IETHI'NIHST NHA OHWENTSIA'K KHA - (RE)ACTUALIZING Chapter 10: Tensions, Challenges and Contradictions Chapter 11: Coyote as Trickster Chapter 12: Conclusions and Implications: Iethi'nihst nha Ohwentsia'k kha - Beyond Responsiveness and Place-based Education Notes References

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Book SynopsisBreak free to make real change for yourself and others Have you ever felt like your progress was being blocked, not just by your own circumstances, but by the presence and actions of others? Freedom to Change releases you from the trap of constantly telling yourself that you''d be more successful at teaching, leading, or contributing to an organization if only others didn''t stand in your way. In his engaging, irreverent style, bestselling author Michael Fullan explores the two kinds of freedom in our daily lives: freedom from obstacles versus freedom to take initiative and act. Gaining freedom from barriers has no value in itself until it is partnered with an equally determined sense of what you truly want. What change would you like to bring about for yourself or those around you? Given that human nature and productivity are fundamentally social, Fullan prescribes four dynamically interrelated actions we can take: Consciously seeking a balance between ourTable of ContentsAbout the Author vii About the Ontario Principals’ Council ix Acknowledgments xi Preface xiii 1 Freedom From or Freedom To 1 2 Simplexity as a Guide for Change 23 3 Autonomy and Cooperation 43 4 Feedback 65 5 Accountability 99 6 Diffusion 129 7 Your Own Best Freedom 153 References 165 Index 171

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Book SynopsisHere are four of the most important theoretical statements that emerged from the nascent humanist movement during the Italian Renaissance: Vergerio, “The Character and Studies Befitting a Free-Born Youth; Bruni, “The Study of Literature”; Piccolomini (Pope Pius II), “The Education of Boys”; and Guarino, “A Program of Teaching and Learning.”Trade ReviewThe Loeb Classical Library...has been of incalculable benefit to generations of scholars...It seems certain that the I Tatti Renaissance Library will serve a similar purpose for Renaissance Latin texts, and that, in addition to its obvious academic value, it will facilitate a broadening base of participation in Renaissance Studies...These books are to be lauded not only for their principles of inclusivity and accessibility, and for their rigorous scholarship, but also for their look and feel. Everything about them is attractive: the blue of their dust jackets and cloth covers, the restrained and elegant design, the clarity of the typesetting, the quality of the paper, and not least the sensible price. This is a new set of texts well worth collecting. -- Kate Lowe * Times Literary Supplement *An aristocratic devotion to our culture continues to manifest itself even today in the most prestigious centers of study and thought. One has merely to look at the very recent (begun in 2001), rigorous and elegant humanistic series of Harvard University, with the original Latin text, English translation, introduction and notes. -- Vittore Branca * Il Sole 24 Ore *A splendid collection of Humanist Educational Treatises, edited and translated with great precision by Craig Kallendorf, lets us watch some of the most influential humanist teachers at work. -- Anthony T. Grafton * New York Review of Books *

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Book SynopsisNEW YORK TIMES BESTSELLER • This inspiring meditation on kindness from the author of Lincoln in the Bardo is based on his popular commencement address.Three months after George Saunders gave a graduation address at Syracuse University, a transcript of that speech was posted on the website of The New York Times, where its simple, uplifting message struck a deep chord. Within days, it had been shared more than one million times. Why? Because Saunders’s words tap into a desire in all of us to lead kinder, more fulfilling lives. Powerful, funny, and wise, Congratulations, by the way is an inspiring message from one of today’s most influential and original writers.Praise for Congratulations, by the way“As slender as a psalm, and as heavy.”—The New York Times “The graduating college senior in your life probably just wants money. But if

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Book Synopsis"... Exemplifies a vision of education as cooperative inquiry in which heterogenous voices resound yet experiential authority in its full force operates."-Journal of Philosophy of EducationTrade Review"Saito's elegantly written book is a meditation on what she regards as a crisis of nihilism affecting modern democratic life, especially education." -Educational Studies in Japan: International Yearbook "... Exemplifies a vision of education as cooperative inquiry in which heterogenous voices resound yet experiential authority in its full force operates." -Journal of Philosophy of Education "Saito has written an important book with a remarkable educational implication: We should educate every individual to grow by recognizing their unique gleam of light in self-transcendent relation with others different from ourselves while recognizing the Over-Soul sustains us all." -Teachers College Record "A provocative book that will be of value to all who care about Emerson, Dewey, and what they have to say about education." -- -David Hansen Philosophy of Education Society " [A] spirited inquiry ..." -Studies in Philosophy and Education

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Book SynopsisTrade Review"Rescuing Socrates is a warm, appealing narrative of how it feels to be ‘thrust into a conversation’ with fellow students about life’s most ‘serious and unsettling questions.’"---Martha Bayles, Wall Street Journal"[A] combination memoir and call to arms. . . . Despite those who claim that these are merely works by dead, possibly irrelevant white men, Montás argues that the Great Books approach has a fundamentally democratizing impulse."---John McWhorter, New York Times"Thanks to Montás . . . Socrates had a good 2021."---George F. Will, Washington Post"[An] earnest defense of the humanities, which is also a personal testament to the power of a liberal education."---Thomas Chatterton Williams, The Atlantic"One can only hope that Rescuing Socrates rescues others as well."---Naomi Schaefer Riley, Commentary"Montás undertakes his defense of the great books with simplicity and humility. . . . In the face of public conversations marked by fear, anger, and hostility, Montás chooses the path of vulnerability. In that, he shows the wisdom of a person who has navigated real conflict, away from the seminar table."---Zena Hitz, Commonweal Magazine"This is an important, and timely, book about why the western canon still matters and about how great books can change lives, especially impoverished black and brown ones."---Lindsay Johns, Times Literary Supplement"A heartbreakingly honest immigrant tale of displacement, loss, wrenching readjustment and self-discovery, this book also offers a gripping account of how participation in the great conversation over justice, ethics, citizenship and the nature of the good life can subvert hierarchies of privilege, redeem lost souls, open minds and transform lives."---Steve Mintz, Inside Higher Ed"Rescuing Socrates is a valuable and thoughtful book both sociologically and educationally, making a contribution to the ongoing debate over the past, present, and future of liberal-arts education in the United States."---M. D. Aeschliman, National Review"[Montás] weaves a compelling personal narrative together with a forceful argument that reading classic texts, even those originating in predominantly white, Eurocentric cultures, is an important opportunity for underserved students of color to transform themselves and transform the inequitable social structures within which they are embedded"---Brian Rosenberg, Chronicle of Higher Education"Montás returns the humanities to its revolutionary home, reminding us that we are, after all, talking about such radical and subversive thinkers as Augustine, Plato, Freud, and Gandhi. He teaches us, presumably like he teaches his Core Curriculum students, what those thinkers were after—and what reading them makes possible."---Jonathan Tran, Christian Century ​"[An] insightful work. . . . Few colleges and universities still require study of Great Books as part of their curricula, but Montás makes a compelling case for the life-changing results of such pedagogy; he notes how, as an émigré from the Dominican Republic, he benefited from the breadth and depth of these approaches." * Library Journal *"That’s why the perspective of Roosevelt Montás, author of Rescuing Socrates: How the Great Books Changed My Life and Why They Matter for a New Generation, is so badly needed. . . . In this part memoir, part call to action, Montás argues that reading great literature and philosophy can make working-class people’s lives more meaningful and that everyone should have the opportunity to read great books."---Liza Featherstone, Jacobin"By taking us through his reading and rereading of books over the course of a life, Montás can articulate what is rarely articulated well about great books education."---Jonathan Marks, Washington Examiner"The strength of Montás’ argument lies in his acknowledgement of the power and responsibility of undergraduate education."---Grace Phan Jones, American Purpose"A timely and much-needed book. . . . If administrators and education advocates take the message of Rescuing Socrates to heart, then our students, our schools, and our nation might yet see a brighter future."---Matthew Levey, City Journal"Montás convincingly makes the argument that the classics enrich any life pursuit. By doing so, his story should appeal to anyone who cares about education. There is something here to illuminate and inspire."---Nathaniel Grossman, Fordham Institute"[An] important book."---Matthew Bianco, Circe Institute"Rescuing Socrates turns out to be a magnificent exercise in rescuing us."---Douglas V. Henry, Law & Liberty"Here is the very model of intellectual dialogue: Freud speaking to Montás and Montás considering thoughtfully and speaking back—a demonstration of the fact that the value of liberal arts education is to be found in the experience itself rather than in bean-counter terms such as ‘learning outcomes’ or starting salaries."---Matthew Stewart, James G. Martin Center for Academic Renewal"Montás’ defense of the great books is both disarming and brave."---Benjamin Storey and Jenna Storey, American Purpose"Montás’s inspiring defense of the humanities is as galvanizing as his own story. . . . Even if one is not fond of a liberal arts and humanistic education, he may still want to read Roosevelt Montás for the sheer humanity of his book."---Paul Krause, Merion West"Eminently quotable and engagingly written, Rescuing Socrates is a rich resource for those who care about liberal education."---Eric Adler, Front Porch Republic"Rescuing Socrates is the best defence of a liberal education I have read. . . . Montás writes so movingly, and with such erudition, that he himself is the best advertisement for the liberal education he champions."---Daniel James Sharp, Areo Magazine"A robust and unapologetic argument that liberal education, centered around the great books, should be the foundation of every university education. . . . Rescuing Socrates makes a strong case for liberal education at a time when it needs ardent defenders."---Nathaniel Peters, Law & Liberty ​​​​​​​"An impassioned argument for the essential value of the humanities in education."---David Luhrssen, Shepherd Express"Whereas many today see an irreversible crisis in higher education, Montás sees fertile ground for renewal."---Luis Parrales, Public Discourse"A beautiful, powerful, personal argument on behalf of great books programs."---William Deresiewicz, Liberties"Rescuing Socrates is a fascinating and illuminating read that foregrounds the value of the liberal arts, in particular for students from low-income and other disenfranchised backgrounds. Montás exposes the lie that the great works are unsuitable for or irrelevant to people from such backgrounds, and in fact demonstrates the exact opposite: exposure to these texts is most essential for the most disenfranchised."---Finnian Murphy, AC Review of Books

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Book SynopsisThe present text has been designed with the intention of acquainting readers with the various philosophical outlooks that have defined education over many millennia. The present text has been designed with the intention of acquainting readers with the various philosophical outlooks that have defined education over many millennia.

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Book SynopsisHigher education is broken, and we haven’t been able to fix it. Even in the face of great and growing dysfunction, it seems resistant to fundamental change. At this point, can anything be done to save it? The Instruction Myth argues that yes, higher education can be reformed and reinvigorated, but it will not be an easy process. In fact, it will require universities to abandon their central operating principle, the belief that education revolves around instruction, easily measurable in course syllabi, credits, and enrollments. Acclaimed education scholar John Tagg presents a powerful case that instruction alone is worthless and that universities should instead be centered upon student learning, which is far harder to quantify and standardize. Yet, as he shows, decades of research have indicated how to best promote student learning, but few universities have systematically implemented these suggestions. This book demonstrates why higher education must undergo radical change if it hopes to survive. More importantly, it offers specific policy suggestions for how universities can break their harmful dependence on the instruction myth. In this extensively researched book, Tagg offers a compelling diagnosis of what’s ailing American higher education and a prescription for how it might still heal itself.Trade Review"Any administrator who wants to distinguish his or her institution from others, can and should do so by creating a truly learning-centered educational program. In this book, Tagg lays out the challenges that will have to be dealt with in such an endeavor, and describes several tools for achieving the changes needed." -- L. Dee Fink * author of Creating Significant Learning Experiences *"The Instruction Myth is among the most well thought out and well-researched studies on the issues related to students’ learning in higher education and the continuing struggles higher ed has to move from being teacher and course centered to learner centered. John Tagg details the problems and offers solutions that every college should be interested in adopting. Everyone who works in higher education should read this book." -- Terry Doyle * author of Learner Centered Teaching: Putting the Research on Learning into Practice *"As a higher education diagnostician, John Tagg writes with wry acumen to prescribe the needed solutions, including some bitter pills that are clearly necessary given the logic presented in this important book." -- Jeff King * executive director, CETTL *"John Tagg boldly declares the emperor has no clothes. He lays out the myths and hidden assumptions that impede reform in higher education and offers key points of leverage change." -- Anton Tolman * coeditor of Why Students Resist Learning: A Practical Model for Understanding and Helping Students *"Many readers will be familiar with—and fans of—John Tagg’s work, as I am, and this new volume draws on and extends that work in fresh and generative ways. It’s full of big ideas, captivating examples, and a powerful vision of what it takes to create change in the complex ecology of higher education." -- Pat Hutchings * Senior Scholar at the National Institute for Learning Outcome Assessment (NILOA) *"Teaching quality in US higher education is a myth," by John Tagg * Times Higher Education *'The Chronicle of Higher Education 'Selected New Books in Higher Education' roundup" compiled by Ruth Hammondhttps://www.chronicle.com/article/Selected-New-Books-on-Higher/246484?key=M4Uz02RD-3jerweavC_IPHDsdSj4sLkLIhfQSzDWsVxUs6OvR_d7rFjljkbHmAI7Wi0zZzk5OC0tb1FnZjRGYmJYOXlHd05ZNDJxLVJXUGNlNWR2MmxSMVVaVQ * Chronicle of Higher Education *"The pandemic 'break' we have just experienced provides the opportunity for institutions to rethink evaluation. [The Instruction Myth] provide[s] [a] powerful lenses for that reflection." * Change: The Magazine of Higher Learning. *Table of ContentsContents IntroductionPart I: Where Are We and How Did We Get Here? 1 The Chronic Crisis 2 How Did It Get This Way?Part II: Why Is Change So Hard? 3 The Status Quo Bias 4 How the Status Quo Bias Defends Itself in Organizations 5 The Design of Colleges and the Myths of Quality 6 Framing the Faculty Role: Graduate School, Departments, and the Price of Change 7 The Myth of Unity and the Paradox of Effort 8 Faculty Expertise and the Myth of Teacher Professionalism 9 Trial Run: Changing the College, the Case of the Degree Qualifications ProfilePart III: Learning to Change, Changing to Learn 10 Seeds of Change 11 How Do People Learn to Change? 12 Diffusing Innovation by Making Peer Groups 13 Promoting Innovation Through Scholarly Teaching 14 Information Flow and Feedback—The Teaching Inventory and Portfolio 15 Information Flow and Feedback: The Outcomes Transcript and Portfolio 16 Changing the Faculty Endowment 17 Creating a Market for Education 18 Levers for Change: A New Accountability Acknowledgments Bibliography Index

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Book SynopsisHow do adults learn? What is the task of the adult educator in adult education? What can adults do to take charge of their learning process? Learning means change and transformation. But in order to learn, argues Coenraad van Houten, we must first awaken our will. True adult education, he says, enables our spiritual ego to accomplish this. He describes the forms in which learning can be meaningfully structured, and offers advice and ideas to help overcome specific learning blockages. The book regards the business of adult education as a full profession, and it provides a theoretical and practical basis for its true task: an awakening of the will.

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Book SynopsisHigher education has seen better days. Harsh budget cuts, the precarious nature of employment in colleague teaching, and political hostility to the entire enterprise of education have made for an increasingly fraught landscape. Radical Hope is an ambitious response to this state of affairs, at once political and practice — the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice. Kevin Gannon asks that the contemporary university's manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. Considering individual pedagogical practice, the students who are the primary audience and beneficiaries of teaching, and the institutions and systems within which teaching occurs, Radical Hope surveys the field, tackling everything from impostor syndrome to cell phones in class to allegations of a campus 'free speech crisis'. Throughout, Gannon translates ideals into tangible strategies and practices (including key takeaways at the conclusion of each chapter), with the goal of reclaiming teachers' essential role in the discourse of higher education.Trade ReviewA must-read for pedagogues and theorists alike. Gannon's explorations into history, power, and academia place students and the environments in which they learn front and center for the rest of us to consider. This work isn't about reform, but transformation, and Gannon's book pushes us in the right direction." — JosÉ Luis Vilson, author of This Is Not A Test: A New Narrative on Race, Class, and Education"This is the book I needed to read—it was a fresh drink of water in a time of turmoil and despair in education. Gannon grounds his calls for radical hope in the work of educational scholars like Freire, hooks, and Giroux, and offers helpful examples and recommendations based on his years of teaching experience. He tackles real issues we are facing at our institutions head-on without capitulating to clichÉs or trendy solutions often offered in books about higher education." — Amy Collier, Middlebury CollegeTable of Contents Acknowledgments Introduction 1. Classrooms of Death 2. The Things We Tell Our Students 3. Cultivating Transformative Teaching 4. Teaching and Learning Inclusively 5. Making Access Mean Something 6. Encouraging Choice, Collaboration, and Agency 7. A Syllabus Worth Reading 8. Pedagogy Is Not a Weapon 9. Platforms and Power 10. I Don’t Know . . . Yet. Coda: Radical Hope, Even When It Seems Hopeless Notes Index

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Book SynopsisTrade Review"Germano and Nicholls’s gently polemical, deeply romantic book regards the syllabus, and the work that goes into constructing one, as an opportunity to ponder the possibilities and pathways of the classroom. . . . As such, their book is filled with useful insights about teaching and how, under ideal circumstances, what is transferred isn’t a body of knowledge but a kind of ‘craft,’ a way of reading and taking in the world. . . . The authors of Syllabus come across like fantastic and committed teachers."---Hua Hsu, New Yorker"Germano and Nicholls show how constructing the syllabus can facilitate self-reflection that fuels powerful pedagogy in every subject area. . . . Above all, Syllabus offers prompts for doing the thinking about teaching that will empower readers to create learning communities."---Koritha Mitchell, Public Books"An inspiring exhortation to make the standard college syllabus work harder and better. . . . A thoughtful, provocative collection of well-tested teaching strategies and philosophies that work across the curriculum." * Kirkus, starred review *"A passionate book about teaching well, using the syllabus as a framework within which to discuss how to embark with students on the joint endeavour of learning. I like its philosophy. . . . One for all who value teaching."---Diane Coyle, Enlightened Economist

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Book SynopsisExciting new lessons for activists from those struggling in the Global SouthTrade Review'In social movements, people remake themselves and re-imagine their worlds - and learn how to do so. This powerful and inspiring book shows that movement education is not a luxury but a central part of effective struggle.' -- Laurence Cox, author of 'Why Social Movements Matter''Grounded in an impressive record of scholar-activism, the authors take us on a rich and fascinating journey about the power of collective knowledge and learnings produced by social movements in Turkey, Colombia, Nepal and South Africa. It is a valuable, refreshingly accessible example of inter-movement solidarity and a much-needed tribute to the 'spaces of learning' offered by social movements, including alternatives, through praxes and in the ferment of social struggles.' -- Salim Vally, co-editor of 'Against Racial Capitalism''This major intervention provides a fascinating account of how social movements in the Global South produce crucial learning and knowledge in moments of struggle. Important lessons to be learned for every activist in the Global North about ways of building peace with social justice.' -- Andreas Bieler, author of 'Fighting for Water''Social movements struggling to overcome the injustices and inequalities of capitalist globalization, and its enforcer state repression, require the continuous construction and reconstruction of learning and other knowledge-making processes. This remarkable book draws on experiences from Colombia, Turkey, Nepal and South Africa, showing us that movements can become veritable schools where new strategies and ideas are tested and framed.' -- Fatma Gök, Boğaziçi University'A groundbreaking, accessible account of activist learning, transformative pedagogies, movement knowledge making and transnational research coproduction situated in the Two Thirds World. Given the global rise of authoritarian, ethnoreligious nationalisms, the situated insights into how these activists construct participatory and inclusive activist subjectivities, solidarities and organising practices across differences of gender, ethnicity and caste are particularly compelling.' -- Nisha Thapliyal, School of Education, University of Newcastle AustraliaTable of ContentsPrologue Introduction 1. Social movements theory, learning and knowledge-making in conflict contexts 2. Background to the social movements 3. How do social movements learn and make knowledge? 4. What types of knowledge do social movements produce and what are they learning? 5. The effects of these learning and knowledge-making processes on peace with social justice Conclusion References Acknowledgements Index

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Book SynopsisApartheid, ironically, provided Grant Farred with the optimal conditions for thinking. He describes South Africa’s apartheid regime as an intellectual force that, “Made thinking apartheid, more than anything else, an absolute necessity.” The Perversity of Gratitude is a provocative book in which Farred reflects on an upbringing resisting apartheid. Although he is still inclined to struggle viscerally against apartheid, he acknowledges, “It is me.” Unsentimental about his education, Farred’s critique recognizes the impact of four exceptional teachers—all engaging pedagogical figures who cultivated a great sense of possibility in how thinking could be learned through a disenfranchised South African education.The Perversity of Gratitude brings to bear the work of influential philosophers such as Martin Heidegger and Jacques Derrida. The book tackles broad philosophical concepts—transgression, withdrawal,Trade Review“Farred offers readers who dare a perverse anthropology of ‘the surprising intellectual processes that were put into motion precisely because of the violence that the apartheid regime intended its policies to enact on the disenfranchised mind.’ Both loving tribute to his intellectual influences and unsparing theorizing of the conditions of his education, Farred brings apartheid thinking, as a ‘primal scene,’ home to Heidegger and Derrida. Relentless in its audacity, dizzying in its intellectual reach and range, this book thinks—with rigor, ferocity, and grace—the unthinkable.”—Dana D. Nelson, Nancy Perot Chair of English and Professor of American Studies at Vanderbilt University, and author of Bad for Democracy: How the Presidency Undermines the Power of the People“Existential, confessional, deconstructive, self-reflexive, linguistically fraught, restlessly philosophic, The Perversity of Gratitude is autopoetic theorizing at its best, connecting worldliness with self, the word with the world, and meditative serenity with political turbulence. Grant Farred’s situated and grateful thinking transforms the ugly and given context of apartheid into a rich pretext for the only kind of learning that is worth the effort: learning against the grain.”—R. Radhakrishnan, Distinguished Professor of English, Comparative Literature, and African American Studies at the University of California, Irvine, and author of History, the Human, and the World Between

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Book SynopsisA call to action for school and community leaders to reframe educational institutions as open systems that are adaptable and responsive to the needs of students, families, and communities.Landon MascareÑaz and Doannie Tran propose that, even as events of this decade have exposed stress points in existing top-down, closed systems within education and other public institutions, they have also created prime opportunities to rethink and redesign those systems in ways that encourage civic participation and invigorate local democracy.In The Open System, MascareÑaz and Tran argue for a critical revitalization of public education centered in openness, an organization design concept in which an entity receives, considers, and acts on input from the community it serves. As they demonstrate, open education policy improves information flow, increasing equity, bolstering public trust, and making room for co-creation and co-production driven by community partnerships and family engagement.Based on their groundbreaking work with educational coalitions such as the Kentucky Coalition for Advancing Education and the Burlington Education Coalition, MascareÑaz and Tran introduce six key liberatory moves that can bring about open system transformation. They highlight real-life examples of the types of incremental, specific, and discrete projects that leaders can use to create openness in educational systems at the school, district, and state levels, providing a blueprint for changemaking.Trade Review“Despite decades of well-meaning reform efforts, educators remain frustrated that we have not met our promise of better and more equitable outcomes for our students. It is refreshing to read a breakthrough piece that has the potential for dramatic systemic improvement. The book brings hope supported with direction. It is a must-read for education leaders.”—Gene Wilhoit, former executive director, Council of Chief State School Officers, and founder, Center for Innovation in Education“The Open System is a rare combination of concrete, practical strategies on how school systems can much more effectively work together with families and communities to improve policies and outcomes, and ambitious, idealistic arguments for how these strategies can help bolster our democracy.”—Hanseul Kang, assistant dean and Anita and Joshua Bekenstein ’80 B.A. Executive Director, The Broad Center at the Yale School of Management

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Book SynopsisThe chapters in this book reflect on the major shifts in the views of early childhood thinkers and educators, who have contributed to contemporary theoretical frameworks pertaining to early childhood learning. The book also revisits and critically analyses the influence of developmental theories on early childhood education, starting in the 1890s with the work of G. Stanley Hall that established the close association of early childhood education and child development. Several chapters comprise critical examinations of the fundamental influence of thinkers such as Piaget, Vygotsky, Kohlberg, Adler, Pestalozzi, Froebel, and so on, on early childhood learning. The book also contends that these theoretical conceptions of child development have heavily influenced modern views of early childhood education. This book is a significant new contribution to early childhood learning, and will be a great resource for academics, researchers, and advanced students of Education, PubliTable of ContentsIntroduction: The metamorphosis of early childhood theorists and pioneers Part I: Developmental Theories in Early Childhood Education 1. Theorists and their developmental theories 2. Revisiting Piaget, his contribution to South African early childhood education 3. Continuing the heritage of Vygotsky as a complexivist: insights from a research project among pre-primary learners in Mauritius 4. Vygotsky’s contributions to understandings of emotional development through early childhood play 5. Vygotsky’s theory in- play: early childhood education 6. Contemporary principles to lead understandings of children’s learning: synthesizing Vygotsky, Rogoff, Wells and Lindfors 7. A review of Kohlberg’s theory and its applicability in the South African context through the lens of early childhood development and violence 8. The promise and the practice of early childhood educare in the writings of Urie Bronfenbrenner 9. The impact of B. F. Skinner’s science of operant learning on early childhood research, theory, treatment, and care 10. The psychosocial development theory of Erik Erikson: critical overview 11. Bruno Bettelheim: contradictions, controversies and continuities 12. The contributions of Alfred Adler (1870–1937) to the understanding of early childhood development Part II: Pioneers and their Curriculum Programs 13. Early childhood education pioneers and their curriculum programs 14. Pestalozzi and pedagogies of love: pathways to educational reform 15. Froebel’s kindergarten and its movement in Germany and the United States 16. Friedrich Froebel: a path least trodden 17. Friedrich Froebel: interpolation, extrapolation 18. Montessori as an alternative early childhood education 19. Math achievement outcomes associated with Montessori education 20. A study on the effect of Montessori Education on self- regulation skills in preschoolers 21. How do children build knowledge in early childhood education? Susan Isaacs, Young Children Are Researchers and what happens next 22. Sustaining curiosity: Reggio-Emilia inspired learning 23. How teachers, peers, and classroom materials support children’s inquiry in a Reggio Emilia- inspired preschool 24. Mikhail Bakhtin: a two- faced encounter with child becoming(s) through dialogue 25. Waldorf inspired hyper- imaginative learning trajectories: developing new media literacies in elementary education 26. Seeing infants differently: Magda Gerber’s contributions to the early care and education field and their continuing relevance 27. A potpourri of philosophical and child development research- based perspectives as a way forward for early childhood curricula and pedagogy: reconcilable schism or irreconcilable severance? 28. Early childhood theories, ideals and social- political movements, an oral history study of pioneers in the second half of the twentieth century

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Book SynopsisRey Chow rearticulates the plight of the humanities in the age of global finance and neoliberal mores through a focus on Foucault's concept outside. She foregrounds a nonutilitarian approach, stressing anew the intellectual and pedagogical objectives fundamental to humanistic inquiry.Trade ReviewIn this lucid, concise, and passionate book, Rey Chow theorizes the dire effects of entrepreneurial capitalism in our digital age while showing how a humanistic intellectual should confront the essential problems created and obscured by that capitalism. This recovery of Foucault is brilliant, timely, and liberating. -- Paul A. Bové, author of Love's ShadowIn A Face Drawn in Sand, Rey Chow not only offers a provocative and original reading of Foucault but also mobilizes this reading to analyze some of the most important oppositions in literary studies today: close reading versus distant reading, surface reading with its re-aestheticization of the text versus STEM-inspired social science approaches, identity versus racialization, among others. Rather than attempt simply to adjudicate these conflicts in the interests of compromise, Chow reconstructs their theoretical and historical conditions of possibility to determine how these oppositions came to be posed in their current form. In doing so, she allows us to rethink them and perhaps better articulate the problems they seek to address. This is a much-needed book. -- Warren Montag, coauthor of The Other Adam SmithIf, as Foucault said, we have yet to cut off the head of the king, Chow offers the sharpest blade yet: critique forged in immanence. With the equanimity of a saint and the tenacity of a battle-scarred scholar, she puts a point on Foucault’s productive hypothesis: to denounce power is not to say no to it. The result is a compelling series of interventions into the fields of study that matter most for humanistic inquiry today: critical race studies, sound studies, media studies, transnational and global studies. Chow’s gift is a vision of what these fields might be, beheaded. -- Thomas Lamarre, author of The Anime Ecology: A Genealogy of Television, Animation, and Game MediaA Face Drawn in Sand cuts into the present with breathtaking clarity. Redeploying Foucault’s work in startling new ways, Chow engages everything from humanistic study in the neoliberal university to racism, sound theory, the digitized smart self, and sand painting. As brilliant as it is courageous, this book not only changes how we read Foucault. It teaches us how to think: how to press against the limits of our contemporary order. A tour de force! -- Lynne Huffer, author of Foucault's Strange ErosChow’s text accomplishes something rare these days: an original reading of Foucault that crackles with insight. * Critical Inquiry *Table of ContentsPart I. Humanistic Inquiry in the Era of the Moralist-EntrepreneurIntroduction: Rearticulating “Outside”Part II. Exercises in the Unthought1. Literary Study’s Biopolitics2. “There Is a ‘There Is’ of Light”; or, Foucault’s (In)visibilities3. Thinking “Race” with Foucault4. “Fragments at Once Random and Necessary”: The Énoncé Revisited, Alongside Acousmatic Listening5. From the Confessing Animal to the SmartselfCoda: Intimations from a Series of Faces Drawn in SandAcknowledgmentsNotesIndex

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