Philosophy and theory of education Books

Book SynopsisPetra Mikulan teaches in the Department of Educational Studies at the University of British Columbia, Canada, where she completed SSHRC and Killam funded postdoctoral fellowship. Nathalie Sinclair is Distinguished University Professor at Simon Fraser University, Canada. She is co-author of Mathematics and the Body: Material Entanglements in the Classroom (2014).

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Book SynopsisWritten as a practical guide for teachers, this expanded third edition of Carol Ann Tomlinson's groundbreaking work covers the fundamentals of differentiation and provides additional guidelines and new strategies for how to go about it.

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Book SynopsisWinner - AERA 2011 Outstanding Book AwardJacques Rancière: Education, Truth, Emancipation demonstrates the importance of Rancière’s work for educational theory, and in turn, it shows just how central Rancière’s educational thought is to his work in political theory and aesthetics. Charles Bingham and Gert Biesta illustrate brilliantly how philosophy can benefit from Rancière’s particular way of thinking about education, and go on to offer their own provocative account of the relationship between education, truth, and emancipation. Including a new essay by Rancière himself, this book is a must-read for scholars of social theory and all who profess to educate.Trade Review"By showing how the relationship between education and emancipation can be thought of as political, rather than psychological or sociological, Bingham and Biesta put into question many received educational ideas, for example about what 'school improvement' means and what is involved in 'inclusive pedagogy'. The book's argument and experimentations with concepts such as 'police', 'politics' and 'disagreement' vividly portray the relevance of Ranciere's thought for contemporary education practice, policy-making and philosophy." - Caroline Pellatier, Institute of Education, University of London, UK"Table of Contents1. On Ignorant Schoolmasters, by Jacques Ranciere; 2. A New Logic of Emancipation; 3. The Figure of the Child in Ranciere and Paulo Freire; 4. Inclusion in Question; 5. Recognition's Pedagogy; 6. Truth and Emancipation; 7. Learner, Student, Speaker; 8. Conclusion: The World is Not a School; Bibliography; Index.

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Book SynopsisGerard Lum is Lecturer in Philosophy and Education Management at King's College, London, UK. He is a longstanding member of the Philosophy of Education Society of Great Britain.Table of ContentsIntroduction; 1: The Orthodox Conception of the Vocational; 2: Philosophical foundations of the orthodoxy; 3: Knowing how and Knowing that; 4: The Competence Problem; 5: Towards an ontology of occupational capability; 6: An alternative conception of vocational and professional capability; 7: Working to Rules; 8: Constitutive Rules and the Problem of Structure; 9: The Trouble with Competence-based Education and Training; 10: Rethinking Vocational and Professional Education References.

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Book SynopsisDavid W. Jardine is a full professor of education at the University of Calgary, Calgary,Alberta, Canada. He is the author and co-author of seven other books in education, over 80 articles in refereed scholarly journals, and dozens of book chapters.Trade ReviewThis wise, challenging book is strongly recommended for readers searching beyond the worn-out language of school reform. Summing Up: Highly recommended. Upper-division undergraduate, graduate, research, and professional collections. -- T.R. Glander, Nazareth College * CHOICE *Table of ContentsINTRODUCTION: "Left in Peace"; 1: "A Zone of Deep Shadow"; David W. Jardine, Rahat Naqvi, Eric Jardine, & Ahmad Zaidi.; 2: "I AM Hath Sent Me Unto You"; David W. Jardine; 3: "The Savage Childhood of the Human Race"; David W. Jardine; 4: "Sickness is now 'Out There'"; David W. Jardine; 5: "A Hitherto Concealed Experience That Transcends Thinking From The Position Of Subjectivity" David W. Jardine; 6: "Figures in Hell" David W. Jardine; 7: Filling This Empty Chair; David W. Jardine & Jennifer Batycky; 8: "Youth need images for Their Imaginations and for the Formation of their Memory" David W. Jardine; 9: On the While of Things David W. Jardine; 10: Learning Not To Speak In Tongues David W. Jardine & Rahat Naqvi; 11: "Take the Feeling of Letting Go as Your Refuge" David W. Jardine; REFERENCES.

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Book SynopsisCaroline Sarojini Hart is Senior Lecturer in Education at Sheffield Hallam University, UK, and Affiliated Lecturer in Education at the University of Cambridge, UK.Trade ReviewIn Aspirations, Education and Social Justice: Applying Sen and Bourdieu, Caroline Sarojini Hart provides a new and innovative approach to understand how aspirations are developed and realized ... The strongest parts of the book are the chapters where Hart unfolds the impressive data set she produced through the Bradford and Sheffield studies. Especially, the insightful, thoughtful, and often witty interview extracts are introduced eloquently, and ... illustrate Hart’s eminence in conducting interviews ... Aspirations, Education and Social Justice: Applying Sen and Bourdieu is a well-written and well-researched book that introduces a new approach to evaluate the ways in which students build aspirations and how they transform aspirations into decisions ... The book is therefore highly recommended for scholars interested in Sen’s capability approach and for policy-makers involved in the education sector. * Journal of Human Development and Capabilities *This is a wonderfully probing work on the contribution of aspiration and confidence in education, along with the role of education in the pursuit of social justice. Caroline Hart combines lessons from her empirical investigations with a sharp understanding of the conceptual and analytical problems that bear on this centrally important issue in public policy and social ethics. The result is a deeply engaging book with important lessons on a neglected aspect of educational policy. * Amartya Sen, Thomas W. Lamont University Professor, and Professor of Economics and Philosophy, Harvard University, USA *Table of ContentsIntroduction 1. Education Policy Issues 2. Sen's Capability Approach 3. Blending Sen and Bourdieu 4. Evolving Theory into Method 5. The Nature of Aspirations 6. The Genesis of Capabilities 7. Aspirations, Capabilities and Choice 8. The Promise of Higher Education 9. The New Pursuit of Justice Bibliography Index

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Book SynopsisDavid Blundell is Principal Lecturer and Programme Director for Education Studies at London Metropolitan University, UK. He is the author of Education and Constructions of Childhood (Bloomsbury, 2012).Trade Review[Blundell] writes in a highly engaging style, with a lightness and clarity that makes some very difficult theoretical material highly accessible to a wide audience. For this reason, the book will be an invaluable resource to support undergraduate teaching. * Education 3-13 *Rethinking Children’s Spaces and Places deals with our complicated thinking about children and our sophisticated spatial theorizing in palatable and accessible ways. It opens up sometimes impenetrable empirical research in delightful ways, and as the book progresses the arguments build on and fold into each other in an engaging and understandable way. It will make converts to this research field of many students who get the opportunity to use it. * Stuart C. Aitken, Professor and Distinguished Faculty Member, San Diego State University, USA *This book provides an accessible and comprehensive overview of academic work exploring the geographies of childhood and generates significant insights to how we can conceptualise space and place in children’s lives. Blundell pulls together a fascinating range of key studies and guides the reader though them, identifying what is most significant and establishing clear links between them. The result is an assured handling of a diverse range of material which enables the reader to move between the big picture and the detail, to get a clear sense of the underlying debates and theoretical traditions and how they relate to practical attempts to describe and explain childhood. This book will be a valuable resource for anyone studying childhood, education or preparing for teaching. It will also be of interest to anyone studying social sciences as a valuable insight into the contribution of a broadly geographical perspective to understanding the social world. * Lee Jerome, Associate Professor of Education, Middlesex University, UK *This book presents thought provoking reflective engagement with contemporary issues related to children's spaces and places. It is underpinned by some complex theory which is related to a range of research to provide a rich understanding and critique of key themes throughout. Much awaited, this debate challenges thinking about the spaces children inhabit in an engaging manner. * Anne Kellock, Senior Lecturer in Childhood Studies, Sheffield Hallam University, UK *This book certainly challenges the representation of modern childhood. The author focuses on the vital contribution of children’s spaces and places in the construction of children’s social realities. The content is thought-provoking as it endorses the agency and diversity of children’s lives. This is an excellent resource for readers who wish to challenge ways of living and working with children. * Zeta Brown, Lecturer in Childhood, Families and Communities Studies, University of Wolverhampton, UK *Table of ContentsSeries Editor's Preface Acknowledgements Preface Part I: Debates, Dilemmas and Challenges: Childhood and the Place of Children 1. Introduction 2. Modern Childhood as a Symbolic Space and Children as Social Actors Part II: The Issues and Debates Defined: Space, Place and Spatiality 3. Spatiality and Understanding Children’s Lives Part III: Implications for Children’s Lives 4. Scholarisation and Institutional Spaces of Childhood 5. Playing Out: Range, Territories and Children’s Activity Space 6. Constructing Identities and Children in Relational Space 7. ‘Nature’ and Discursive Spaces of Childhood 8. Globalization and Future Spaces of Childhood Bibliography Index

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Trade ReviewThis volume provides a very comprehensive review of the field and can therefore be seen as a major contribution to current debates on educational policy. -- César Guadalupe * International Review of Education *This book explores the legal, philosophical and practical dimensions of human rights, with a specific focus on the right to education. While addressing complex questions and maintaining an informed international perspective, Tristan McCowan writes accessibly and engagingly, making this an excellent book for anyone concerned with these issues. * Michele Schweisfurth, Professor of Comparative and International Education, University of Glasgow, UK *Human rights will be the defining feature of the 21st century and Tristan McCowan's important book provides a lucid and thoughtful account of its meaning for education. Drawing on Dewey, Freire, Sen, and others, McCowan offers a political, moral, legal, and philosophical approach to rights, contrasting It with other approaches such as human capital and capabilities. This book is a must read for educators generally, especially those concerned with education policy, progressive education, comparative and international education, and, of course, human rights. * Steven J. Klees, Professor of International Education Policy, University of Maryland, USA *Tristan McCowan provides an excellent genealogy of current debates surrounding the right to education. By examining both the ‘right to education’ and ‘rights within education,’ and by coupling these analyses with diverse global examples, the author offers an extremely compelling and useful text for scholars of human rights, international and comparative education, and international development broadly. * Monisha Bajaj, Associate Professor and International and Comparative Education, Teachers College, Columbia University, UK *Table of ContentsAcknowledgements Abbreviations 1. Introduction: The Global Education Landscape 2. The Right to Education in International Law 3. Justifications for the Right to Education 4. A Right to What? Inputs, Outcomes and Processes 5. Upholding Human Rights within Education 6. Is there a Universal Right to Higher Education? 7. Contributions of the Capabilities Approach 8. Learning Human Rights 9. Principles and Implications References Index

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Book SynopsisIn her renowned and provocative essay, The Crisis in Education, Hannah Arendt observed that a crisis becomes a disaster only when we respond to it with preformed judgements, that is, with prejudices'. Taken as a whole, Arendt's work provides an enduring provocation to think and to make judgements about education and the issues that impact on it, such as political, economic and cultural disruption and uncertainty. Drawing together the leading thinkers on Arendtian ideas and education, this collection explores the role and promise education can have in preparing the future generation to understand, to think about and to act within the world. Concluding the same essay on the crisis in education, Arendt declared education to be the point at which love for the world meets love for those who are newcomers to it. The authors respond to Arendt's call for responsibility and authority in education, providing a leading edge thinking, analysis and agenda setting for public education systemsTrade ReviewThis compelling collection will be of interest to anyone seeking alternative perspectives on education to those which currently dominate. Each essay demands thoughtfulness in the process of reading, and subsequently, our research and practice, in order to enact our natality on the world. * Educational Review *An outstanding collection of essays that puts Hannah Arendt into conversation with pressing educational issues – from today’s global refugee crisis as it pertains to the rise of populist movements and renationalization trends to putting the public back in public education. A must read. * Hannah Spector, Associate Professor of Education, Pennsylvania State University, USA *Many enduring lessons are on offer in this volume, which advances Arendtian scholarship as well as educational thought, and itself embodies the thoughtful research it calls out for. * Phenomenological Reviews *The threads of the book are stitched together well by the editors in a concluding chapter, which makes important the notion of action as well as thoughtful research. This is a truly heroic effort. * The British Journal of Sociology of Education *Table of ContentsIntroduction: Hannah Arendt and the Promise of Education in Dark Times, Wayne Veck (University of Winchester, UK) and Helen M. Gunter (University of Manchester, UK) Part I: The Promise of Education 1. Public Education: The Challenge of Educational Authority in a World Without Authority, Roger Berkowitz (Bard College, USA) 2. Thinking with Arendt: Education and Temporality, Faisal Baluch (College of the Holy Cross in Massachusetts, USA) 3. Education in and for a World of Difference, Jon Nixon (University of Hong Kong, Hong Kong) Part II: Education and Crisis 4. Identity as Other and the Promise of the Narrative Imagination: An Arendtian Vision for Educational Theorising, Jo Dillabough (University of Cambridge, UK) 5. The Politics of Education Policy, Helen M. Gunter (University of Manchester, UK) 6. Hannah Arendt, Education and the Refugee Crisis: Natality, Compensatory Schooling and Assimilation, Wayne Veck (University of Winchester, UK) Part III: Education for Love of the World 7. Hannah Arendt and Holocaust Education, Marie Morgan (University of Winchester, UK) 8. Can You Learn Democracy in a Classroom? John Dewey and Hannah Arendt on the “Paradox of Size”, Aaron Schutz (University of Wisconsin-Milwaukee, USA) 9. Thinking in Dark Times: Learning to Repair and Renew Our Common World, Eduardo Duarte (Hofstra University, USA) Conclusion: The Promise of Education Revisited, Wayne Veck (University of Winchester, UK) and Helen M. Gunter (University of Manchester, UK) References Index

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Book SynopsisSusan Davis is Senior Lecturer at Central Queensland University, Australia. Beth Ferholt is Assistant Professor of Education in Early Childhood and Art at Brooklyn College, City University of New York, USA. Hannah Grainger Clemson is a researcher currently working on education and cultural policy and programmes in the UK and Europe. She is also Tutor in Drama and Theatre Education at the University of Warwick, UK.Satu-Mari Jansson is a theatre-based trainer at Theatreworks Training, UK, and affiliated researcher at The Center for Research on Activity, Development and Learning (CRADLE) at the University of Helsinki, Finland.Ana Marjanovic-Shane is Associate Professor of Education at Chestnut Hill College, Philadelphia, USA.Trade ReviewThis invaluable compilation of essays synthesises Vygotsky's thinking, socio-cultural theories and the various practices of drama in education. As such, it shines a spotlight on how we come to do what we do as humans. * Andy Kempe, Professor of Drama Education, University of Reading, UK *Table of ContentsNotes on Contributors Foreword, Vera John-Steiner (University of New Mexico, USA) Introduction: Vygotsky, Sociocultural Concepts and Drama in and for Education, Susan Davis (Central Queensland University, Australia), Hannah Grainger Clemson (University of Warwick, UK), Beth Ferholt (Brooklyn College, City University of New York, USA) and Satu-Mari Jansson (University of Helsinki, Finland) Part I: Vygotsky, Drama, Perezhivanie and the Unity of Development 1. Dramatic Interactions: From Vygotsky's Life of Drama to the Drama of Life, Michael Michell (University of New South Wales, Australia) 2. Stanislavski and Vygotsky: On the Problem of the Actor’s and Learner’s Work, Hannah Grainger Clemson (University of Warwick, UK) 3. Perezhivanie in Researching Playworlds: Applying the Concept of Perezhivanie in the Study of Play, Beth Ferholt (City University of New York, USA) Part II: Sociocultural Insights into Learning through Drama 4. Dialogue and Social Positioning in Dramatic Inquiry: Creating with Prospero, Brian Edmiston (Ohio State University, USA) 5. Identity and Creativity: The Transformative Potential of Drama, Harry Daniels (University of Oxford, UK) and Emma Downes (Bartley Green School, Birmingham, UK) 6. Constructing Identity and Motivation in the Drama Classroom: A Sociocultural Approach, Richard Walker (University of Sydney, Australia), Michael Anderson (University of Sydney, Australia), Robyn Gibson (University of Sydney, Australia) and Andrew Martin (University of New South Wales, Australia) Part III: The Dynamics of Meaning Making Through Drama Processes in the Classroom 7. Dramatic Play and Process Drama: Towards a Collective Zone of Proximal Development to Enhance Language and Literacy Learning, Robyn Ewing (University of Sydney, Australia) 8. Sociocultural Theory, Process Drama and Second Language Learning , Penny Bundy (Griffith University, Australia), Erika Piazzoli (Griffith University, Australia) and Julie Dunn (Griffith University, Australia) 9. Prolepsis and Educational Change Through Drama: Bringing the Future Forward, Patricia Enciso (Ohio State University, USA) 10. Interactive Drama with Digital Technology and Tools for Creative Learning, Susan Davis (Central Queensland University, Australia) Part IV: Practice and Research Inspired by Sociocultural Approaches to Drama, Education and Learning 11. A Theatre Company’s Development and Learning Through Cultural-historical Activity Theory and Developmental Work Research: Movement between Archetypes, Satu-Mari Jansson (University of Helsinki, Finland) 13. How Environment Affects Learning: Schoolteachers Engaging with Theatre-based Pedagogies, Anton Franks (University of Nottingham, UK) 14. Drama, Theatre and Performance Creativity, R. Keith Sawyer (Washington University, USA) 15. Building a Workplace Theatre: Forum Theatre and Developmental Work Research as Developmental Resources in Interventions, Satu-Mari Jansson (University of Helsinki, Finland) Index

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Book SynopsisNEW YORK TIMES BESTSELLER • Advice for graduates and reflections on staying true to yourself from the beloved Gilmore Girls actress and New York Times bestselling author of the memoir Talking as Fast as I Can and the novel Someday, Someday, Maybe.  “If you’re kicking yourself for not having accomplished all you should have by now, don’t worry about it. Even without any ‘big’ accomplishments yet to your name, you are enough.”   In this expansion of the 2017 commencement speech she gave at her hometown Langley High, Lauren Graham, the beloved star of Gilmore Girls and Parenthood, reflects on growing up, pursuing your dreams, and living in the here and now. “Whatever path you choose, whatever career you decide to go after, the important thing is that you keep finding joy in what you’re doing, especially when the joy isn’t finding you.” In her hilarious, relatable voice, Graham reminds us to be curious and compassionate, no matter where life takes us or what we’ve yet to achieve. Grounded and inspiring—and illustrated throughout with drawings by Graham herself—here is a comforting road map to a happy life.   “I’ve had ups and downs. I’ve had successes and senior slumps. I’ve been the girl who has the lead, and the one who wished she had the bigger part. The truth? They don’t feel that different from each other.”

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Book SynopsisIntegrate chemistry and art with hands-on activities and fascinating demonstrations that enable students to see and understand how the science of chemistry is involved in the creation of art. Investigate such topics as color integrated with electromagnetic radiation, atoms, and ions; paints integrated with classes of matter, specifically solutions; three-dimensional works of art integrated with organic chemistry; photography integrated with chemical equilibrium; art forgeries integrated with qualitative analysis; and more. This is a complete and sequential introduction to General Chemistry and Introductory Art topics. In this newly revised edition, the author, a retired Chemistry teacher, gives extensive and in-depth new explanations for the experiments and demonstrations, as well as expanded safety instructions to insure student safety. Grades 7-12.Trade Review"[A] complete and sequential introduction to General Chemistry and Introductory Art topics for students in grades 7-12. In this newly revised edition, the authors....provide extensive and in-depth new explanations for the experiements and demonstrations. Expanded safety instructions are offered as well." - Library Media ConnectionTable of ContentsPreface Introduction Part 1: Colors Do Matter: How Do We See Color? Part 2: Paint Does Matter: What Is Paint? Part 3: Supports and Grounds: Down Under: What Is Underneath? Part 4: Three-Dimensional Works of Art: Playing with Clay Part 5: Sculpture and Organic Chemistry: Macroscopic and Microscopic Sculpture Part 6: Jewelry: Heavy Metal Part 7: Two and Three Dimensional Works of Art Revisited: Putting Together the Pieces of the Puzzle Part 8: Photography: A Picture is Worth a Thousand Words Part 9: The Art of Forgery: Art Conservation and Restoration Part 10: Chemical Hazards in Art Appendix A: Periodic Table Appendix B: Materials List Index

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Table of ContentsIntroduction. Chapter 1. Childhood. Chapter 2. Adolescence. Chapter 3. Young Adulthood. Chapter 4. Postgraduate Work. Chapter 5. Origin Of Ideas. Chapter 6. The Lessons Taught On How To Conquer Adversity. Chapter 7. The Pedagogy If Piaget And Vygotsky Were Able To Fully Collaborate. Chapter 8. Bibliography. Chapter 9. Appendix. Index.

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