Philosophy and theory of education Books

Book SynopsisSocial Network Theory and Educational Change offers a provocative and fascinating exploration of how social networks in schools can impede or facilitate the work of education reform. Drawing on the work of leading scholars, the book comprises a series of studies examining networks among teachers and school leaders, contrasting formal and informal organizational structures, and exploring the mechanisms by which ideas, information, and influence flow from person to person and group to group. The case studies provided in the book reflect a rich variety of approaches and methodologies, showcasing the range and power of this dynamic new mode of analysis. An introductory chapter places social network theory in context and explains the basic tools and concepts, while a concluding chapter points toward new directions in the field. Taken together, they make a powerful statement: that the success or failure of education reform ultimately is not solely the result of technical plans and blueprints, but of the relational ties that support or constrain the pace, depth, and direction of change. This unique volume provides an invaluable introduction to an emerging and increasingly important field of education research.

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Book SynopsisMerging cognitive science with educational agenda, Gardner makes an eloquent case for restructuring our schools by showing just how ill-suited our minds and natural patterns of learning are to the prevailing modes of education. This reissue includes a new introduction by the author.

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Book SynopsisThe world’s most renowned critical theorist—who defined the field of postcolonial studies—has radically reoriented her thinking. Finding the neat polarities of tradition and modernity, colonial and postcolonial, no longer sufficient, she argues that aesthetic education is the last available instrument for implementing global justice and democracy.Trade ReviewGayatri Chakravorty Spivak’s latest collection of essays offers a timely reminder of what the real and powerful ends of education might be… [The essays] cover the breadth of an extraordinary intellectual career… The essays, for all their diversity, have the quality of a cumulative, long retrospection, a slow-burning consideration of what it means to teach, how faultily we do it and how we might do better by those who most want to learn and have least opportunity… It is, though, Spivak’s assertion, after Schiller, that an aesthetic education remains the strongest resource available for the cause of global justice and democracy. The homogenizing and pacifying effects of globalization, which Spivak so routinely lambasts, here, she argues, can never extend ‘to the sensory equipment of the experiencing being.’ And here she has never sounded more persuasive, identifying in arts education the evocation of a phenomenology at feeling and the engendering of critical thinking that are posited beyond the logic of capital. -- Shahidha Bari * Times Higher Education *Spivak is one of the most creative and influential scholars of the humanities of the past four decades; this volume shows the range and variety of her interests in topics ranging from Jacques Derrida, postcolonial studies, women in the Global South, migration in a global (arguably ‘planetary’) era, translation, and aesthetic education… She brings a profound knowledge of literary and cultural theory to her studies of ‘culture on the run, the vanishing present.’ Some of the essays here are classics, others will become so. -- K. Tölölyan * Choice *[A] rewarding series of meditations on the possibility of reading, learning, and teaching that would encourage the full flowering of cultural, sexual, and linguistic diversity and resist the homogenizing force of globalization… The gathered texts are a testament to a fundamental faith in the power of literature that is never less than inspiring. * Publishers Weekly *This captivating collection of lectures delivered over the course of a quarter century asks us to attend to the profoundly democratic possibilities of the imagination. Aesthetic education empowers us to apprehend and negotiate what Spivak calls the ‘double bind at the heart of democracy.’ At a time when the humanities are expected to genuflect before the sciences and privatization and professionalization displace knowledge, Spivak urges us not only to stand tall but to insist that ethical solidarities are only possible through the rigorous training of the imagination. -- Angela Y. Davis, University of California, Santa CruzSpivak remains an indispensable leader and guide in the exhilarating conceptual adventure—the trip—which, since the late sixties, we’ve called theory. Aesthetic Education presents us with lessons that she has learnt on the way—difficult, defiant, sober lessons for these unpromising times. They demand our attention. -- Simon During, University of Queensland

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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 SynopsisDespite American education's mania for standardized tests, testing misses what matters most about learning: the desire to learn in the first place. Susan Engel offers a highly readable exploration of what curiosity is, how it can be measured, how it develops in childhood, and how educators can put curiosity at the center of the classroom.

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Book SynopsisThe second edition of the Critical Pedagogy Primer not only introduces the topic but also provides a vision for the future of the critical pedagogy. Kincheloe's notion of an evolving criticality makes sure that critical pedagogy will continue to be a vibrant and creative force that makes a powerful difference in education and in the world in general. As it prepares readers for the challenges of the future, it focuses on the traditions and individuals who have helped construct the discipline. This attention to the past and the future provides readers with an introduction unlike most initiations into academic disciplines. In a richly textured but direct manner, Kincheloe captures the spirit of critical pedagogy in a language accessible to diverse audiences. Both the uninitiated and those with experience in critical pedagogy can learn from this unique and compelling perspective on the field.

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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 SynopsisThe first two editions of Finnish Lessons described how a small Nordic nation built a school system that provided access to a world-class education for all of its young people. In this third edition, Pasi Sahlberg updates the story of how Finland sustains its exemplary educational performance, including how it responds to turbulent changes.Trade ReviewInternational Praise for Previous Editions of Finnish Lessons!"Finland’s approach to education reform shows we must address student inequality before we can expect student excellence." - The 2013 Grawemeyer Award Committee"For both educators and non-educators alike, Finnish Lessons 2.0 poses provocative ideas for reflection when contemplating the necessary inputs that contribute to educational success." - Teachers College Record"The story of Finnish educational success as told by Sahlberg in the slim volume Finnish Lessons is remarkable…this is an important book and educators need to read it." - Educational Researcher"Finnish Lessons 2.0 is compelling and well-written. It will be of particular interest to those involved in developing education policy, although the book is also highly accessible and should be recommended reading for principals, teachers and parents—even in Finland." - Limina: A Journal of Historical and Cultural Studies"Sahlberg’s work is enlightening in that it espouses an education system that is different from many other systems in advanced countries across the world and provides solid background on the historical context that allowed Finland’s education system to transform into a powerhouse." - Education Review"If you are interested in how to help your students be better citizens and part of a dynamic society, please read Finnish lessons 2.0." - British Journal of Educational Technology"What I find encouraging in Sahlberg’s book is his recurring note that no matter how dismal a country’s system may seem, there is hope and room for reform." - Philippine Daily Inquirer"Sahlberg’s book contains important lessons for a broad range of academics, educators, politicians, and the public." - Science"This book will give hope, vision, and strategies to anyone who is sincere in bringing a great education to every child. Pick it up and read it." - Education Week's BookMarks"With Version 3.0 of Finnish Lessons, Pasi Sahlberg has made yet another invaluable contribution to creating education policies based on teacher professionalism, trust, respect, equality, and student engagement. The Finnish example offers a real alternative to the punitive education accountability systems found in far too many parts of the world. Every policymaker, parent, and teacher should read this book." - Tony Wagner, senior research fellow, Learning Policy InstituteTable of Contents Foreword by Howard Gardner Preface Acknowledgments Introduction: Where There’s a Will There’s a Way Northern Exposure Finland as an Inspiration Learning From Others The Plan of This Book 1. The Finnish Dream: A Good School for All Postwar Finland Universal Basic Education The New School Is Born Expanding Upper-Secondary Education Improving Educational Attainment Four Phases of Educational Change The Finnish Education System in 2020 The Finnish Dream Challenged 2. The Finnish Paradox: Less Is More From Periphery to Limelight Educational Attainment Equity of Outcomes Learning Cost of Education Finnish Paradoxes of Education The Perils of PISA 3. The Finnish Advantage: The Teachers The Culture of Teaching Becoming a Teacher Research-Based Teacher Education Teachers as Researchers Professional Development Teachers Are Leaders School Leaders Are Teachers Good Teachers, Great Schools What If Finland’s Great Teachers Taught in Your Schools? 4. The Finnish Way: Competitive Welfare State The Power of Globalization The Global Educational Reform Movement An Innovation Economy Welfare, Equality, and Competitiveness Foreign Innovation, Finnish Implementation Myths About The Finnish School 5. Is the Future Finnish? Success by Being Different Successful Educational Reform The Transfer of Change Knowledge Stress Test for Finnish Schools The Future of Finnish Education Postscript by Sir Ken Robinson Notes References Index About the Author

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Book SynopsisAlmost every day you read that a fundamental change is needed in schools in education. This book is a plea for radically aligning upbringing and education with what is needed for healthy development and well-being of children and adolescents. It gives experiences and perspectives from the global Steiner Waldorf School movement the 21st century.

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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 SynopsisIn Climbing Parnassus, Tracy Lee Simmons presents a defense and vindication of the formative power of Greek and Latin. He also shows how these languages have played a crucial role in the development of authentic Humanism, the foundation of the West’s cultural order and America’s understanding of itself as a union of citizens. Simmons’s persuasive witness to the unique, now all-but-forgotten advantages of study in and of the classical languages constitutes a bracing reminder of the genuine aims of a truly liberal education.Trade Review“This luminous book shows that writing precisely and clearly demonstrates an allegiance to civilization itself.”—Jeffrey Hart, professor of English emeritus, Dartmouth College“The author elucidates the values inherent in a classical education, i.e., the Greek and Latin languages and literatures, and these ideals shape this intelligent, passionate, and articulate book.”—Choice

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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 SynopsisTable of ContentsDedication About the Author Acknowledgments Foreword Introduction Chapter 1: Planning for Variability Chapter 2: Emotionally Safe Environments Chapter 3: Options for Expression Chapter 4: Engaging Classrooms Chapter 5: Developing Expert Learners Chapter 6: Flexible Support and Intervention Chapter 7: Mastery Assessment and Grading Chapter 8: Looking Forward References

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Book Synopsis ★ Starred selection for CCBC's Best Books Ideal for Teachers 2023! Now a National Best Seller! How can Indigenous knowledge systems inform our teaching practices and enhance education? How do we create an education system that embodies an anti-racist approach and equity for all learners? This powerful and engaging resource is for non-Indigenous educators who want to learn more, are new to these conversations, or want to deepen their learning. Some educators may come to this work with some trepidation. You may feel that you are not equipped to engage in Indigenous education, reconciliation, or anti-racism work. You may be anxious about perpetuating misconceptions or stereotypes, making mistakes, or giving offence. In these chapters, I invite you to take a walk and have a conversation with a good mind and a good heart. With over two decades in Indigenous education, author Jo Chrona encourages readers to acknowledge and challenge assumptions, reflect on their own experiences, and envision a more equitable education system for all. Each chapter includes reflection questions to help process the ideas in each chapter suggestions for taking action in both personal and professional spheres of influence recommended resources to read, watch, or listen to for further learning personal reflections and anecdotes from the author on her own learning journey voices of non-Indigenous educators who share their learning and model how to move into, and sit, in places of unknowing and discomfort, so we can examine our own biases and engage in this work in a good way Grounded in the First Peoples Principles of Learning, this comprehensive guide builds on Chrona’s own experiences in British Columbia’s education system to explore how to shape anti-racist and equitable education systems for all. Perfect for reading on your own or with your professional learning community!

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Book SynopsisEducational practice does not, for the most part, rely on research findings. Instead, there's a preference for relying on our intuitions about what's best for learning. But relying on intuition may be a bad idea for teachers and learners alike. This accessible guide helps teachers to integrate effective, research-backed strategies for learning into their classroom practice. The book explores exactly what constitutes good evidence for effective learning and teaching strategies, how to make evidence-based judgments instead of relying on intuition, and how to apply findings from cognitive psychology directly to the classroom.Including real-life examples and case studies, FAQs, and a wealth of engaging illustrations to explain complex concepts and emphasize key points, the book is divided into four parts: Evidence-based education and the science of learning Basics of human cognitive processes Strategies for effective learnTrade Review"This book is incredibly useful for students, parents, and teachers alike. As a high school teacher, the information provided will only serve to better my classroom and my student’s understanding of learning. The content, both word and illustrations, creates an easily accessible text packed with material. I highly recommend Understanding How We Learn. I may order two copies because I’m sure I’ll be using and sharing the book often with my fellow teachers." - Blake Harvard, James Clemens High School, USA "Many educators are today advocating for evidence-based education. This book is an excellent source for the current evidence on ways to improve learning, as well as practical tips on how to use the strategies. The authors write for teachers, students, and parents. I highly recommend this book for all three groups." - Henry L. Roediger III, James S. McDonnell Distinguished University Professor of Psychology, Washington University, USA "In Understanding How We Learn Sumeracki and Weinstein urge educators, students and parents to pay less attention to intuition and pay more attention to research. The book then enables them to do that. As a result, they synthesise a huge wealth of research literature on cognitive science into a readable, practical guide that serves as a tool to transform teaching, and hence learning. Laced with anecdotes and examples that make this an essential read, the wealth of academic references mean that this book will be invaluable in transforming your institution, and the educators and students within it, to be more effective. An absolute must-read for all educators, teachers, and students." - Stuart Lock, Executive Principal of Bedford Free School and Director at Northampton Primary Academy Trust, UK"An accessible, fascinating journey through research methods, findings and application. If every teacher across our multi-academy trust could apply these findings (and there’s nothing so complicated here that this couldn’t be done), the benefits to student learning could be enormous." — Linda Ferris, Schools Week "Understanding how we learn: a visual guide should be recommended to every student, and for that matter their teachers. It draws on scientific research in psychology to explain what works and what doesn’t work when it comes to learning and recall."— Terry Freedman, ICT & Computing in Education Table of ContentsAcknowledgments Author Profile Illustrator Profile Part 1 Evidence-Based Education and the Science of Learning Chapter 1: Communication Breakdown Between Science and Practice in Education Chapter 2: Different Types of Evidence in Education Chapter 3: Is Intuition the Enemy of Teaching and Learning? Chapter 4: Pervasive Misunderstandings About Learning: How They Arise, and What We Can Do Part 2 Basics of Human Cognitive Processes Chapter 5: Perception Chapter 6: Attention Chapter 7: Memory Part 3 Strategies for Effective Learning Introduction Chapter 8: Planning Learning: Spaced Practice and Interleaving Chapter 9: Development of Understanding Chapter 10: Reinforcement of Learning: Retrieval Practice Part 4 Tips for Teachers, Students, and Parents Chapter 11: Tips for Teachers Chapter 12: Tips for Students Chapter 13: Tips for Parents Glossary

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Book SynopsisFamous for his advocacy of 'critical pedagogy', Paulo Freire was Latin America's foremost educationalist, a thinker and writer whose work and ideas continue to exert enormous influence in education throughout the world today. Education for Critical Consciousness is the main statement of Freire's revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanize both the oppressor and the oppressed. This edition includes a substantial new introduction by Carlos Alberto Torres, Distinguished Professor and Founding Director of the Paulo Freire Institute, UCLA, USA. Translated by Myra Bergman Ramos.Trade ReviewFreire combines a compassion for the wretched of the earth with an intellectual and practical confidence and personal humility... Most of all he has a vision of man. * Times Higher Educational Supplement *Table of ContentsEducation for Critical Consciousness and Deliberative Democracy: A Critical Reading of Paulo Freire’s Hermeneutic Contributions, Introduction by Carlos Alberto Torres, 2021 Introduction by Denis Goulet, 1973 Preface by Jacques Chonchol, 1968 Part I: Education as the Practice of Freedom 1. Society in Transition 2. Closed Society and Democratic Inexperience 3. Education versus Massification 4. Education and Conscientização 5. Postscript 6. Appendix Part II: Extension or Communication Chapter I Chapter II Chapter III

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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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Book SynopsisLawrence Edwards' clear and artistic exploration of the fascinating qualities of projective geometry illustrated with over 200 diagrams and exercises.

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Book SynopsisTeaching in a democracy is challenging and filled with dilemmas that have no easy answers. For example, how do educators meet their responsibilities of teaching civic norms and dispositions while remaining nonpartisan? Democratic Discord in Schools features eight normative cases of complex dilemmas drawn from real events designed to help educators practice the type of collaborative problem solving and civil discourse needed to meet these challenges of democratic education. Each of the cases also features a set of six commentaries written by a diverse array of scholars, educators, policy makers, students, and activists with a range of political views to spark reflection and conversation. Drawing on research and methods developed in the Justice in Schools project at the Harvard Graduate School of Education (HGSE), Democratic Discord in Schools provides the tools that allow educators and others to practice the deliberative skills they need in order to find reasonable solutions to common ethical dilemmas in politically fraught times.

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Book SynopsisIn this book George Marsden responds to critics of his The Soul of the American University (OUP 1994), and attempts to explain how, without heavy-handed dogmatism or moralizing, Christian faith can be of great relevance to contemporary scholarship of the highest standards.Trade Review"A frank assertion that religious faith does indeed have a place in academia."--Kirkus Reviews "A lucid, thoughtful book even his toughest critics will find compelling."--Publishers Weekly "An exciting and thought-provoking work."--Commonweal "Marsden's arguments need to be read both off and on the campus."--Fort Worth Star-Telegram "Marsden's earlier book...established him as an astute student of today's academic culture. In The Outrageous Idea, Marsden expands his former inquiry into basic ideas about scholarship that create a climate that is pervasively hostile to religion....The book is not an instance of special pleading for Christians. The gravamen of Marsden's case is that the academy's hostility to religion undermines the very idea of the university as an institution dedicated to honest intellectual engagement. Academics both junior and senior should want to check out Marden's diagnosis and explore what they together might do about it, even at the risk of appearing outrageous."--First Things "Marsden presents his 'outrageous idea' with such calm, persuasive power and fundamental decency that it is hard to imagine any person of good will taking exception. He here reaffirms his status as one of our leading interpreters of religion and contemporary American culture."--Jean Bethke Elshtain, Professor of Social and Political Ethics, The University of Chicago, author of Augustine and the Limits of Politics." "A masterly explanation and defense of Christian learning in the contemporary world, displaying the learning it advocates."--Nicholas Wolterstorff, Noah Porter Professor of Philosophical Theology, Yale University "A frank assertion that religious faith does indeed have a place in academia."--Kirkus Reviews "In a lucid, thoughtful book even his toughest critics will find compelling, Marsden outlines specific ways that a scholarship informed by faith can, within the accepted rules of academic discourse, contribute new insights to the most sharply debated issues of the day, such as how to assert moral claims and affirm pluralism without lapsing into relativism."--Publishers Weekly "An exciting and thought-provoking work for anyone who cares about the future of the university and education today."--Commonweal "Marsden's arguments need to be read both off and on the campus."--Fort Worth Star-Telegram "For all those who take seriously the command to 'love the Lord your God...with all your mind,' Marsden's book is essential reading."--Christianity Today "Much is at stake in Mr. Marsden's program--not only the truth about the past, but a way of getting at issues often excluded in the present."--Robert Royal, The Washington Times "The Outrageous Idea of Christian Scholarship is a heavenward glance. The scholarly community, secular and Christian alike, cannot but be the better for it."--Glenn Tinder, The Christian Century "This study combines the virtues of competence in historical analysis with personal commitment and experience....This is a book that should be pondered by all thoughtful Christians, and should be read by ministers and seminary professors, as well as Christians working in colleges and universities."--Theology Today "Marsden paints the canvas of Academia with the foundational tools of faith, purpose, and meaning. To be a scholar (a true scholar) one must be Christian."--Eric Pratt, Anderson College "Excellent text. Marsden surveys the academic landscape and summarizes it well. His characterization is apt."--Mark Discher, Ottawa University, Kansas "Marsden's work provides an excellent and accurate overview of the status of the modern academy with its operating, theoretical frameworks. He offers carefully poised responses and critiques from a Christian perspective."--The Master's Seminary Journal

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Book SynopsisThis primer on authentic education explores how mind and heart can work together in the learning process. Moving beyond the bankruptcy of our current model of education, Parker Palmer finds the soul of education through a lifelong cultivation of the wisdom each of us possesses and can share to benefit others.

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