Philosophy and theory of education Books
Bloomsbury Publishing PLC Critical Pedagogy and the Covid19 Pandemic
Book SynopsisWritten by leading scholars and activists from Canada, Germany, Malta, Norway, Turkey and the USA, this book offers international perspectives on critical pedagogy during the Covid-19 pandemic. It examines the social and political impact of the pandemic on education, and explores how the creation of digital communities has become indispensable in maintaining connectivity and building networks. Including contributions from Michael W. Apple, Antonia Darder, Henry A. Giroux, Peter Mayo, Peter McLaren, Wayne Ross and Ira Shor, this volume examines critical issues, controversies of education, and social and political problems that have been exacerbated by the pandemic. The chapters call for constructive critical consciousness and a commitment to social justice, addressing current issues, including Black Lives Matter, racism, poverty, social and gender inequality, women's rights and teachers' isolation during the pandemic. In part I, the authors address these issues through the lenses of nTrade ReviewAs we are moving into the third decade of the 21st century, this important text insightfully contributes to our contemporary understanding of the praxis of critical pedagogy. * James D. Kirylo, Professor, Curriculum Studies, University of South Carolina, USA *Amidst the pandemic there is an urgent need to critically make aware educators, students and parents about the possibilities of Critical Pedagogy to recreate human agents of change. Critical Pedagogy being a political and moral project that is connected to critical consciousness by following Freire’s humanizing praxis is a road to a Pandemic Pedagogy that can lead to a road of liberation. With contributions from some of the world's best scholars, this volume comes at a time most needed. * Maria Nikolakaki, Professor, University of Peloponnese, Greece *Mizikaci and Ata harmoniously assembled a group of critical voices from world-renowned authors with emerging voices in the area of critical pedagogy in Turkey. The analyzes incorporated in the text offer us a current vision of the struggle that must be maintained for social justice and against oppression in the context of neoliberal fascism that is trying to consolidate in these times. * Dr. Luis Herta-Charles, Associate Professor of Curriculum and Instruction, New Mexico State University, Mexico *This ground-breaking volume brings Paulo Freire’s critical pedagogy to the heart of the Covid-19 pandemic. Bringing together an impressive line-up of the most potent critical minds of today, Critical Pedagogy and the Covid-19 Pandemic is an essential book that should be read, re-read, and shared with friends. * Petar Jandric, Professor, Zagreb University of Applied Sciences, Croatia, and University of Wolverhampton, UK *Table of ContentsList of Figures Notes on Contributors Acknowledgements Introduction: Constructing Communities of Critical Pedagogy in the Times of the Covid-19 Pandemic, Fatma Mizikaci (Ankara University, Turkey) Part I: New Cultural and Social Agendas of Totalitarian Regimes and Their Influence on Education in the Time of the Covid-19 Pandemic 1. An Interview with Henry Giroux: Cultural Studies and Pandemic Pedagogy, Henry A. Giroux (McMaster University, Canada) 2. Radical and Hopeful Discussions about Times of Brutal Conservatism: Paths of Fight and Transformation in the Light of Paulo Freire, Peter McLaren (Chapman University, USA) 3. Critical Analysis and Discussion of the Covid-19 Crisis, Michael W. Apple (University of Wisconsin, Madison, USA) 4. Higher Education in the Time of Corona, Peter Mayo (University of Malta, Malta) 5. Freire and a Revolutionary Praxis of the Body: Countering the One-Dimensionality of Banking Education, Antonia Darder (Loyola Marymount University, USA) 6. A Crisis within a Crisis: Teaching, Learning, and Democracy under Neoliberalism during the Pandemic, Wayne Ross (University of British Columbia, Canada) 7. Paulo Freire at 100, Still Inspiring: An Interview with Ira Shor, Ira Shor (College of Staten Island, City University of New York, USA) Part II: From Geographical Pedagogies to Universal Moments: United States, Mexico, Turkey, Germany, Norway in the Pandemic 8. Race, Plague and Resistance, Guy Senese (Northern Arizona University, USA) 9. A Pedagogy of Questioning: Vocational Learning: The Art of Reflective Curiosity, Liv Mjelde (Oslo Metropolitan University, Norway) 10. Between Bildung and Erziehung: Mass Education during the Pandemic, Arnd-Michael Nohl (Helmut-Schmidt-Universität and Universität der Bundeswehr, Germany) 11. The Agenda of Critical Pedagogy during the Covid-19 Pandemic in Turkey, Fevziye Sayilan (Ankara University, Turkey) and Zeynep Alica (Ankara University, Turkey) Part III: Critical Reflections and Mobilization: Constructing Digital Communities 12. Transformative Power of Digital Communities: A Critical Educator’s Perspective, Eda Ata (Ankara University, Turkey) 13. Grounding Critical Educators’ Lives on Solidarity, Community and Friendship, Zeynep Alica (Ankara University, Turkey) and Yasemin Tezgiden Cakcak (Middle East Technical University, Turkey) 14. Coming to Terms with the Covid-19 Pandemic: Perceptions of a Language Teacher, Murat Ata (Middle East Technical University, Northern Cyprus Campus, Turkey) 15. Rethinking Social Transformation from Informal Learning to Political Learning in the Covid-19 Pandemic, Ali Tansu Balci (Ankara University, Turkey) 16. Critical Pedagogy Confronts Technology: Responses to the Challenges of the New Education Reality during the Pandemic, Kemal Inal (Helmut Schmidt University, Germany) 17. Cultural Resistance of Critical Pedagogy in the Age of Authoritarian Populism, Gamze Gonca Özyurt (Ankara University, Turkey) 18. Rediscovering Teacher Voice in Higher Education in the Covid-19 Pandemic, Nurcan Saltoglu Özleyen (TOBB University of Economics and Technology, Turkey) References Index
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St Augustine's Press What Does Academic Mean? – Two Essays on the
Book SynopsisWhat Does “Academic” Mean? focuses, in two essays, on the prospects of contemporary universities. The term “academic” is traced back to Plato’s Academy in a grove in Athens. The Academy is isolated, far away from the hustle and bustle of the city. Western universities founded in the Middle Ages show continuity, via Byzantium, with Plato’s Academy. Not surprisingly, the Oxford Dictionary quoted by Pieper defines “academic” as “Not leading to a decision; unpractical.” The preoccupation of the academic as academic is seen by Pieper to be fundamentally theoretical, not practical. Pure theory is that which cannot at all be pressed into service. Clearly, many university disciplines that are richly funded by industry and business concerns tend to be favored by university administrations, which, intent on financial survival, frown on “unproductive” disciplines such as pure philosophy: metaphysics being a case in point, since it is the discipline least capable of practical application. Pure philosophy, unlike any other discipline, has as its “subject” the totality of being. Every other discipline deals with a particular aspect of being – for example, the physical, the psychological, the technical – but not the totality. For Pieper, spirit is that which makes us open to truth – all truth – without any need to exploit it in the concrete world. The sciences open up more and more access to reality, more and more for us to contemplate. They show us more of the totality, but none of the sciences is interested in the totality as such. The philosophy which deals with the totality and asks, with Alfred North Whitehead, “What is it all about?” is seen by Pieper as central to the university. Essentially, it contemplates the wonder of being.Table of ContentsCONTENTS Introduction by James V. Schall, S.J. WHAT DOES “ACADEMIC” MEAN? I A Western concept Philosophical means theoretical Destruction through being pressed into service “The exclusive property of the gods” The “worker” and the sophist Separation from “the many” II Purity of theory The philosophiser and “the ancients” New rootedness in cult? OPENNESS FOR THE TOTALITY OF THINGS Experiences behind institutions Spirit as receptivity to the totality of the world The role of the sciences Philosophy as the centre of the university Openness to every conceivable aspect Openness to “disputations” Notes Index
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J Ross Publishing Crushed: How Student Debt Has Impaired a
Book SynopsisCrushed is a timely and insightful work that sheds light on the state of American universities and their graduates. It takes readers on a fascinating and reflective journey into the current student debt crisis and how it has become a major burden to American society. Beyond just describing how we got into this huge mess, Crushed also offers actionable public-policy steps to help fix this ever-growing problem.This reader-friendly guide explores the U.S. university system in depth, the incentive structures driving university decisions, and what has led to both rapid tuition inflation and skyrocketing student debt. It also explores why the U.S. university system is no longer reducing the racial wealth gap and how it is now contributing to intergenerational poverty. Crushed explains what every parent or prospective student should know before, during, or after enrolling in college, including what choices they should make to graduate on time, with a valuable degree, and with little (or no) debt. Additionally, it concludes with a detailed policy discussion and provides simple, yet powerful, ways to mitigate and eventually eliminate runaway tuition inflation and the overwhelming stock of student debt. Key Features: --Reviews the growth and development of the American university system, including its objectives, successes, and failures--Explains university endowments, why these pools of capital are so large, and how they can be used more efficiently to ensure students graduate on time with valuable degrees--Details the growth of college tuition, explains how tuition and other sources of income are used, and describes the perverse incentives that have led to unchecked tuition inflation--Provides an in-depth analysis on the value of a college degree and describes how that value has changed over time--Explains how the student loan industry grew to its current size and provides an explanation for how and why consumer protections were reduced--Describes how the current tertiary educational system harms minority students and contributes to the interracial wealth gap--Details legislative solutions to reducing debt, aligning incentives, restoring bankruptcy protections, and reducing the cost of a college education without reducing its valueTrade Review“This exceptional title will likely appeal to readers interested in education, social science, and the elimination of student-loan debt.”—Library JournalTable of Contents Chapter 1: A Brief History of the Growth of the American University System Chapter 2: Why Is College so Damn Expensive? Chapter 3: The Value of a Degree: Why Go to College? Chapter 4: The University Endowment: What Is It and Why Should We Care? Chapter 5: The Student Loan Industry: How Debt Grew and Consumer Protections Shrank Chapter 6: How Student Loans Have Impaired a Generation Chapter 7: Disparate Outcomes: How Postsecondary Institutions Harm Minority Communities Chapter 8: Policy Solutions: How We Fix This Mess Chapter 9: What Every Parent, Student, and Prospective Student Should Know CITATIONS INDEX
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Harvard Educational Publishing Group Character Compass: How Powerful School Culture
Book SynopsisIn Character Compass, Scott Seider offers portraits of three high-performing urban schools in Boston, Massachusetts that have made character development central to their mission of supporting student success, yet define character in three very different ways. One school focuses on students’ moral character development, another emphasises civic character development, and the third prioritises performance character development. Drawing on surveys, interviews, field notes, and student achievement data, Character Compass highlights the unique effects of these distinct approaches to character development as well as the implications for parents, educators, and policymakers committed to fostering powerful school culture in their own school communities.
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African American Images An African Centered Response to Ruby Payne's
Book SynopsisThis challenge to influential educator Ruby Payne's theories about the impact of class differences and economics on teaching and learning puts forward other factors as better predictors of student performance. Pointing to success stories in schools that serve low-income students, this refutation of Payne's popular teacher-training program asserts that teacher expectations, time on task, and the principal's leadership are the main factors in determining educational outcomes at a school. Abandoning Payne's framework of teacher-student income disparities, racial makeup, and per-pupil expenditure, this critical analysis asserts the human component as the most powerful tool for improving education in failing schools.
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Parallax Press Teach, Breathe, Learn: Mindfulness in and out of
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Myers Education Press Researching Resistance: Public Education after
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Myers Education Press The Souls of Black Folk by W.E.B. Du Bois: With a
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Myers Education Press Why Kids Love (and Hate) School: Reflections on
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Myers Education Press Why Kids Love (and Hate) School: Reflections on
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Myers Education Press The New Henry Giroux Reader: The Role of the
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Myers Education Press Nurture, Care, Respect, and Trust: Transformative
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Myers Education Press Nurture, Care, Respect, and Trust: Transformative
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Myers Education Press Exploring Deleuze's Philosophy of Difference:
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Myers Education Press Exploring Deleuze's Philosophy of Difference:
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Myers Education Press It's Not Education that Scares Me, It's the
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Myers Education Press Moral Principles in Education and My Pedagogic
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Myers Education Press Silencing Ivan Illich Revisited: A Foucauldian
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Myers Education Press Silencing Ivan Illich Revisited: A Foucauldian
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Myers Education Press Thinking About Black Education: An
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Myers Education Press John Dewey's Imaginative Vision of Teaching:
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Myers Education Press Generative Knowing: Principles, Methods, and
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Myers Education Press Anticipating Education: Concepts for Imagining
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Myers Education Press Anticipating Education: Concepts for Imagining
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Myers Education Press The Commodification of American Education:
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Myers Education Press An Introduction to Complexity Pedagogy: Using
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Myers Education Press Africanizing the School Curriculum: Promoting an
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Myers Education Press Opening Third Spaces for Research in Education:
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Rutgers University Press U.S. Power in International Higher Education
Book Synopsis2021 ASHE/CIHE Award for Significant Research on International Higher EducationU.S. Power in International Higher Education explores how internationalization in higher education is not just an educational endeavor, but also a geopolitical one. By centering and making explicit the role of power, the book demonstrates the United States’s advantage in international education as well as the changing geopolitical realities that will shape the field in the future. The chapter authors are leading critical scholars of international higher education, with diverse scholarly ties and professional experiences within the country and abroad. Taken together, the chapters provide broad trends as well as in-depth accounts about how power is evident across a range of key international activities. This book is intended for higher education scholars and practitioners with the aim of raising greater awareness on the unequal power dynamics in internationalization activities and for the purposes of promoting more just practices in higher education globally. Trade Review"U.S. Power in International Higher Education provides a welcome critical perspective concerning the complexities of global higher education relations." -- Philip G. Altbach * Founding Director, Center for International Higher Education, Boston College *"Sharp, focused, and highly original, this collection will permanently change thinking about international higher education in the United States.” -- Simon Marginson * Professor of Higher Education, University of Oxford *"A unique and timely collection which uncovers the United States's concentration of geo-political power in international higher education in the context of a pandemic, growing cross-national suspicion and the legitimation of racism. Essential reading for everyone concerned with enhancing international higher education for the common good." -- Rajani Naidoo * coeditor of The Globalization of Higher Education *"International student strategies must change, says ACE" by Mary Beth Marklein * University World News *"US Power covers a lot of ground conceptually and empirically, and offers timely analysis of COVID-19’s impact on international higher education. For those new to the field, it provides a good introduction to the geopolitics of international higher education, and specifically, American power in this space. For more seasoned researchers, policymakers, and practitioners, the book synthesizes major themes and dynamics, and offers a solid foundation upon which to pursue new lines of inquiry and change." * Teachers College Record *"U.S. Power in International Higher Education provides a welcome critical perspective concerning the complexities of global higher education relations." -- Philip G. Altbach * Founding Director, Center for International Higher Education, Boston College *"Sharp, focused, and highly original, this collection will permanently change thinking about international higher education in the United States.” -- Simon Marginson * Professor of Higher Education, University of Oxford *"A unique and timely collection which uncovers the United States's concentration of geo-political power in international higher education in the context of a pandemic, growing cross-national suspicion and the legitimation of racism. Essential reading for everyone concerned with enhancing international higher education for the common good." -- Rajani Naidoo * coeditor of The Globalization of Higher Education *"International student strategies must change, says ACE" by Mary Beth Marklein * University World News *"US Power covers a lot of ground conceptually and empirically, and offers timely analysis of COVID-19’s impact on international higher education. For those new to the field, it provides a good introduction to the geopolitics of international higher education, and specifically, American power in this space. For more seasoned researchers, policymakers, and practitioners, the book synthesizes major themes and dynamics, and offers a solid foundation upon which to pursue new lines of inquiry and change." * Teachers College Record *Table of ContentsInternational Higher Education as Geopolitical Power Jenny J. Lee Part I: Geopolitics and the Regulation of Higher Education 2 International Education as Soft Power: A History of Changing Governments, Shifting Rationales, and Lessons Learned Roopa Desai Trilokekar 3 What Do Global University Rankings Tell Us about U.S. Geopolitics in Higher Education? Ellen Hazelkorn 4 International Accreditation as Geopolitical Space: U.S. Practices as “Global Standards” for Quality Assurance in Higher Education Gerardo L. Blanco Part II: National and Global Research 5 Geopolitical Tensions and Global Science: Understanding U.S.-China Scientific Research Collaboration through Scientific Nationalism and Scientific Globalism John P. Haupt and Jenny J. Lee 6 Concepts for Understanding the Geopolitics of Graduate Student and Postdoc Mobility Brendan Cantwell Part III: University Internationalization Strategies 7 Exploring Geopolitics in U.S. Campus Internationalization Plans 113 Chrystal A. George Mwangi, Sean Jung-Hau Chen, and Pempho Chinkondenji 8 The Life Cycle of Transnational Partnerships in Higher Education Dale LaFleur Part IV: Students and International Learning 9 Global Positional Competition and Interest Convergence: Student Mobility as a Commodity for U.S. Academic Imperialism Christina w. Yao 10 Global Competence: Hidden Frames of National Security and Economic Competitiveness Chris R. Glass 11 Internationalizing the Curriculum: Conceptual Orientations and Practical Implications in the Shadow of Western Hegemony Sharon Stein Part V: Concluding Thoughts 12 Where Do We Go from Here? Jenny J. Lee and Santiago Castiello-Gutiérrez Notes on Contributors Index
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Librarie Philosophique J. Vrin Pragmatisme Et Education
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Librarie Philosophique J. Vrin Experimental Economics: Some Methodological
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Evangelische Verlagsanstalt Hoffnung
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Bohlau Verlag Studien zur Kunst
Book SynopsisHaltung und Affekt bezeichnen zwei unterschiedliche VerhÃltnisse der Subjekte ihrer Welt gegenÃber, die in der europÃischen MentalitÃts- Ideen- und Kunstgeschichte immer wieder diskutiert und zum Teil scharf gegeneinander abgegrenzt worden sind. Anthropologisch positioniert sich apathia gegen pathos, sozialphilosophisch zeigt sich die Opposition von Haltung und Habitus gegen Geist und Expression, in kunsttheoretischer Perspektive konkurrieren sprezzatura und affetto und aus pÃdagogischer Sichtweise stehen Verhaltenssteuerung und Subjektivierung einander gegenÃber. Mit diesen Polarisierungen sind auch verschiedene kÃnstlerische Konzeptionen verbunden wie cool gegen Ausdruck oder Pose gegen AuthentizitÃtssuche. Die BeitrÃge des Sammelbands widmen sich aus diesen unterschiedlichen Perspektiven dem Gegensatz von Haltung und Affekt als zwei verschiedenen MÃglichkeiten des Sichverhaltens zur Welt und zur Kunst.
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Brill Schoningh Kontaminationen Des Pädagogischen:
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Brill Schoningh Verbildlichte Religion: Bild Und Bilddidaktik Im
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Logos Verlag Berlin GmbH The Role of Education in Societal Development: A
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Arnoldsche Wissendes Gestalten: Die Gestaltungslehre des
Book SynopsisThe topicality of Hanns Hoffmann-Lederer’s (1899–1970) design doctrine, with its claim to a comprehensive aesthetic education, lies in the fact that it represents an important counterbalance to today’s euphoria for digitalisation. For a long time the young Bauhaus Master and design pedagogue opposed the publication of his concept for a fundamental artistic education, one which united and expanded the content of many different trends within the Bauhaus teachings. For him the risk that his exercises could be misunderstood as prescriptive was too great. Yet greater still was the drive of his enthusiastic students, who compiled exemplar images, edited teaching notes, and in 1958 conceived the first draft for a potential publication. Here Justus Theinert and Rainer K. Wick trace the moving life and the distinct pedagogical attributes of this fascinating personality. Text in German.
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Brill U Mentis Evolutionary Theory and Education
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Obelisco Bebé Montessori El
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Blume Educacion Prosocial de las Emociones, Valores y
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