Philosophy and theory of education Books

Book SynopsisThis edited book considers the main issues and controversies within the current educational context of inclusive education, from an international perspective. Authorities in the field such as Norwich, Kauffman, and Boyle, amongst many other international scholars, provide an enticing insight into many of the issues and controversies around inclusive education, and whether it is achievable or not. We have reached a point in time where inclusive education has been the prevailing doctrine for universal education policies. However, there are still many challenges facing those working within the inclusive education space, with some countries actually becoming less inclusive. International and national legislation has continued to move towards inclusive education, yet there seems to be many gaps between the philosophy and the principles of inclusive education and systemic practice. The book aims to address the current debates surrounding the implementation of inclusive education, and also offers insights into the inconsistencies between policies and practices in inclusive environments. Moreover, it analyzes contemporary research evidence on the effectiveness of inclusion and identify directions for future research. Contributors are: Kelly-Ann Allen, Dimitris Anastasiou, Joanna Anderson, Adrian Ashman, Jeanmarie Badar, Christopher Boyle, Jonathan M. Campbell, Heather Craig, Leire Darretxe, Julian Elliott, Zuriñe Gaintza, Betty A. Hallenbeck, Divya Jindal-Snape, Marguerite Jones, James M. Kauffman, George Koutsouris, Fraser Lauchlan, Gerry Mac Ruairc, Sofia Mavropoulou, Daniel Mays, Brahm Norwich, Angela Page, Kirsten S. Railey, and Federico R. Waitoller.Trade Review"This book offers useful insights into the inconsistent policies and practices of inclusive education as they are implemented internationally". S. Buczynski, in CHOICE, 58 (9), 2021.Table of ContentsForeword  Adrian Ashman Preface Acknowledgements Figures and Tables Notes on Contributors 1 Inclusive Education: An Enigma of ‘Wicked’ Proportions  Joanna Anderson, Christopher Boyle, Angela Page and Sofia Mavropoulou PART 1: Values, Philosophy and Debate about What Education Is in an Inclusive Context 2 Including into What? Reigniting the ‘Good Education’ Debate in an Age of Diversity  Joanna Anderson and Christopher Boyle 3 ‘Good’ Education in a Neo-Liberal Paradigm: Challenges, Contradictions and Consternations  Joanna Anderson and Christopher Boyle 4 Headspace: School Leaders Working towards Inclusive Schools  Gerry Mac Ruairc PART 2: What’s Gone Wrong? Why Are We Not More Inclusive? 5 Becoming Your Own Worst Enemy: Converging Paths  James M. Kauffman, Dimitris Anastasiou, Jeanmarie Badar and Betty A. Hallenbeck 6 Why Are We Not More Inclusive? Examining Neoliberal Selective Inclusionism  Federico R. Waitoller 7 The Dyslexia Debate and Its Relevance to Inclusive Education  Julian Elliott PART 3: School Level – Existing Practices & Future Needs 8 The Importance of Teacher Attitudes to Inclusive Education  Christopher Boyle, Joanna Anderson and Kelly-Ann Allen 9 Transforming Teacher Education Classroom Management to Provoke Philosophies and Engender Practices of Inclusivity  Angela Page and Marguerite Jones 10 Transitions of Children with Additional Support Needs across Stages  Daniel Mays, Divya Jindal-Snape and Christopher Boyle 11 Peers as Influential Agents of the Inclusion of Learners with Autism  Sofia Mavropoulou, Kirsten S. Railey and Jonathan M. Campbell 12 Using Social Skills Training to Enhance Inclusion for Students with ASD in Mainstream Schools  Kelly-Ann Allen, Christopher Boyle, Fraser Lauchlan and Heather Craig 13 An Inclusive Model of Targeting Literacy Teaching for 7–8-Year-Old Children Who Are Struggling to Learn to Read: The Integrated Group Reading (IGR) Approach  Brahm Norwich and George Koutsouris 14 Understanding Issues in Inclusive Education in the Basque Country  Zuriñe Gaintza, Leire Darretxe and Christopher Boyle 15 Conclusion: The Perpetual Dilemma of Inclusive Education  Christopher Boyle, Joanna Anderson, Angela Page and Sofia Mavropoulou Index

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Book SynopsisIn Contextual Intelligence in School Leadership the author presents a new leadership construct suitable for the 21st century context of school improvement. He presents school leadership from contextual intelligence perspective as a function of various elements, which interact within the leadership they shape and the context in which such leadership is exercised to exert influence on the core areas of practice, including student learning, teacher development and school-community engagement. The construct represents a departure from the contemporary leadership theories, which place emphasis on separate elements of leadership and inadvertently create a problem of disintegration that does not bode well for sustainable school improvement.Table of ContentsForeword  Matthew Kutz Preface 1 Theoretical Grounding for Contextual Intelligence in School Leadership  1 Introduction  2 Context and Contextual Inteligence  3 Contemporary School Leadership Theories and Context  4 Conclusion 2 Contextual Intelligence for Redesigning School Organisational Environment  1 Introduction  2 Redesigning the School Organisational Environment  3 Why Contextual Intelligence Matters for a School Leader  4 The Complexity of School Organisational Context  5 Contextual Intelligence for Integrated School Organisational Construct  6 Conclusion 3 Navigating the Dynamic School Organisational Landscape  1 Introduction  2 Interplay of Contextual Factors Influencing the School’s Organisational Landscape  3 Paradigmatic Shiftsin the School Organisational Landscape  4 Responding to the Dynamics and Paradigmatic Shifts in the School Organisational Context  5 Conclusion 4 School-Home-Community Engagement as an Essential Component of Contextual Intelligence  1 Introduction  2 Conclusion 5 Context-Responsive Teacher Development  1 Introduction  2 Teacher Development in Context: What Is It?  3 The Context in Which Contemporary Teachers Work  4 Leading Teacher Development Intelligently  5 Conclusion 6 Contextual Intelligence for Student Learning  1 Introduction  2 Theoretical Perspectives on Knowledge and Student Learning Process  3 Insight into Contemporary Context of Student Learning  4 Orientation towards Students’ Learning Outcomes  5 Conclusion 7 Connecting the Disconnected through Contextextual Intelligence  1 Introduction  2 Fragmented Construct of School Leadership  3 Leading the School in the Context of Change and Uncertainty  4 Transcending the Past and the Present through Thought and Action  5 Conclusion References Index

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Book SynopsisSeeing the World through Children’s Eyes brings an overarching emphasis on ‘seeing’ to early years research. The book provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies and young children. It explores the problems, pitfalls and promises that these offer for reflexive, critical inquiry that privileges the ‘work of the eye’ whilst implicating the researcher ‘I’ for what is revealed. Readers are invited to see for themselves what might be revealed through their discoveries, and to contemplate how these ideas might influence their own seeings. See inside the book.Table of ContentsForeword  Sarah Pink Acknowledgements List of Figures and Tables Notes on Contributors 1 The Work of the Eye/I in ‘Seeing’ Children: Visual Methodologies for the Early Years  E. Jayne White 2 ‘Third Objects’ and Sandboxes: Creatively Engaging Children to Share Their Understandings of Social Worlds  Dawn Mannay and Amie Hodges 3 Reaching beyond the ‘Visual Givens’ through Philosophical-Empirical Inquiry: Video, Depth and Epiphany  Sheena Elwick 4 Multimodal Visual Methods for Seeing with Children  Helen Lomax 5 Competing Voices: Hidden Dialogicity through Visual Encounters with Children’s Play with Touchscreen Devices  Dandan Cao 6 Deconstructing the Use of Video for Research with Children: A Methodology of ‘Truth’ and Meaning  Julie Carmel and Elizabeth Rouse 7 Visual Dialogic Self-Study in ECE: ‘Video-of-Video’  Bridgette Redder 8 But Where Is the Child? Using Digital Documentation in Pedagogical Practice with Parents and Practitioners  Amanda Crow 9 Cameras and Carnivals: A Visual Dialogic Route to Young Children’s Humour  Laura Jennings-Tallant 10 Phenomenological Participatory Research: Opportunities for ‘Seeing’ and Producing Meaning  Nicola Firth 11 Visual Methodology: Processing Relational Pedagogy  Avis Ridgway, Gloria Quinones and Liang Li 12 Bringing Immersive Embodied Visual Methodology to Bear on Play Pedagogies for ECE Teachers  Rene Novak Index

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Book SynopsisSeeing the World through Children’s Eyes brings an overarching emphasis on ‘seeing’ to early years research. The book provides an opportunity to see and hear from leading researchers in the field concerning how they work with visual methodologies and young children. It explores the problems, pitfalls and promises that these offer for reflexive, critical inquiry that privileges the ‘work of the eye’ whilst implicating the researcher ‘I’ for what is revealed. Readers are invited to see for themselves what might be revealed through their discoveries, and to contemplate how these ideas might influence their own seeings. See inside the book.Table of ContentsForeword  Sarah Pink Acknowledgements List of Figures and Tables Notes on Contributors 1 The Work of the Eye/I in ‘Seeing’ Children: Visual Methodologies for the Early Years  E. Jayne White 2 ‘Third Objects’ and Sandboxes: Creatively Engaging Children to Share Their Understandings of Social Worlds  Dawn Mannay and Amie Hodges 3 Reaching beyond the ‘Visual Givens’ through Philosophical-Empirical Inquiry: Video, Depth and Epiphany  Sheena Elwick 4 Multimodal Visual Methods for Seeing with Children  Helen Lomax 5 Competing Voices: Hidden Dialogicity through Visual Encounters with Children’s Play with Touchscreen Devices  Dandan Cao 6 Deconstructing the Use of Video for Research with Children: A Methodology of ‘Truth’ and Meaning  Julie Carmel and Elizabeth Rouse 7 Visual Dialogic Self-Study in ECE: ‘Video-of-Video’  Bridgette Redder 8 But Where Is the Child? Using Digital Documentation in Pedagogical Practice with Parents and Practitioners  Amanda Crow 9 Cameras and Carnivals: A Visual Dialogic Route to Young Children’s Humour  Laura Jennings-Tallant 10 Phenomenological Participatory Research: Opportunities for ‘Seeing’ and Producing Meaning  Nicola Firth 11 Visual Methodology: Processing Relational Pedagogy  Avis Ridgway, Gloria Quinones and Liang Li 12 Bringing Immersive Embodied Visual Methodology to Bear on Play Pedagogies for ECE Teachers  Rene Novak Index

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Book SynopsisIn the Jim Rutt Show, Brad Kershner talks about this book. He also had an interview with Layman Pascal about it in the Integral Stage Authors Series. Our ability to understand and improve the field of education depends upon our ability to understand human development, culture, and society. We cannot understand what is happening in schools unless we understand the context in which schools exist. Through meaningful stories of school leadership and critical reflections on theories of complex systems, this book offers a framework for understanding how the intractable dilemmas of education reflect and embody the social, cultural, and developmental patterns of society. From the concrete dilemmas of school leadership to the abstract vistas of integral meta-theory, this book is a guide to understanding how it all fits together, and how to encourage the holistic growth of students, teachers, leaders, and educational systems.Trade Review"5.0 out of 5 stars A must read for any educator looking to expand their horizons & navigate our age of complexity." - Customer Review by Trevor, teacher and instructional leader, on Amazon “A masterpiece of big picture thinking that is also firmly rooted in rich descriptions of leadership practice. Brad Kershner, a proven teacher and school leader himself, is among the very first to portray how complexity theory can illuminate what it is like to lead schools in times of rapid and turbulent change.” – Andy Hargreaves, Professor Emeritus, Boston College, author of Professional Capital, Sustainable Leadership, and Uplifting Leadership “Dr. Kershner has written an immensely important book, not just for educators, but for anyone interested in how to think in a more complex and adequate way about organizations, learning, and culture. This is one of the best uses I have seen made of Integral Theory, providing a path breaking application, demonstrating the power of truly comprehensive frameworks. All school leaders should read this book, and most sociologists and philosophers as well.” – Zachary Stein, author of Social Justice and Educational Measurement and Education in a Time between Worlds “If education is about growth in knowledge in a wide and deep sense, shouldn't the educational systems, cultures, and practices be informed by the best possible maps of the different fields of knowledge and their interrelations? Moreover, if education is about psychological growth and the development of the entire personality of children, youth, and adults, shouldn't education follow the steps of the best developmental psychology, and align with our knowledge of how the human mind and personality learns, grows, and prospers? In today's world, neither of these two things is true. Education-as-we-know-it is informed by rich academic and research traditions of pedagogy, but not by developmental psychology, by systems perspectives, or by a holistic theory of the fields of human knowledge. [..] Brad Kershner offers us this fundamental upgrade in his book. Well-read in growth and development, the varieties of systems theory, and holistic meta-theories of knowledge, he ventures into sensitive and detailed case studies of American schools and projects—with the gaze that only the experience and ethos of a teacher who truly cares about children can grant—and unpacks their potential. No single blueprint is offered, but the rich timbre of commentary, reflection, and explication opens doors and pathways to an entirely new world of education. [..] Of all theorists in the interrelated fields of development/systems/metatheory, Brad Kershner is, to my knowledge, the foremost in his grasp of schooling and the teacher's perspective. Of all teachers and educational theorists, he is the foremost theorist in said fields, able not only to apply them but to synthesize and comment upon their limitations and uses. And these fields can and will reshape the future of education. Indeed, they must. And society cannot transform to sanity and sustainability without a fundamental reform of education. For this reason, I believe that Brad Kershner's book plays an indispensable role in the future of society as a whole. It is a rare and impressive achievement that marries the teacher's heart to the theorist's mind.” – Hanzi Freinacht, author of The Listening Society, Nordic Ideology, and The 6 Hidden Patterns of History “True reform in any school community involves structural changes which emerge from shifts within each human participant. New ways of being dance with new ways of doing, forming new narratives about the community. Understanding Educational Complexity is the rare book that is able to shine light on such complexity. In these pages are deep lessons drawn from the experiences of a true reformer—someone who is able to form and reform their own ideas about a subject. Dr. Kershner uses concrete examples to show how an adult learner who celebrates the process of change has a greater impact than a leader who views reform as a discrete set of policies or practices.” – Nadav Zeimer, author of Education in the Digital AgeTable of ContentsPreface List of Figures 1 The Complexity of Everything  1 Two Schools, Two Principals, Myriad Challenges  2 Wicked Complexity and Integral Theory 2 Complexity Leadership  1 Distributed Leadership  2 The Complex Systems View 3 Jeffrey Jackson School: Repetitive Reform and the Slow Process of Adaptive Change  1 Culture, Climate, and Collaboration  2 Distributed Leadership: Consistency and Structured Collaboration  3 Instructional Leadership: Principal Presence in the Classroom  4 Reform Is in the Eye of the Beholder 4 Saint Catherine’s School: Collective Urgency at the Edge of Chaos  1 DREAM BIG: Creating a Common School Culture  2 Distributed Leadership: Creating Structures for Organizational Learning  3 Instructional Leadership: Challenging and Supporting Teachers  4 Guiding Emergence through Challenge, Support, and Balance  5 Case Study Summary: Contextualizing Processes and Outcomes 5 Perpetual Learning in an Integral Ecology  1 Post-Postmodern Pluralism: Integrating Perspectives on Leadership and Change  2 Subjective Realities: Understanding the Spectrum of Perspectives  3 Social Realities: Surfacing System Infrastructures and Ideological Influences 6 Methodological Hindsight: Reflections on Systems Thinking, Integral Theory, and Educational Research  1 Fostering and Assessing Development in Complex Systems  2 Plea for a Post-Postmodern Paradigm of Practice  3 Positionality as a Kosmic Address Postscript: Phronetic Social Science and Methodological Metacognition References

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Book SynopsisIn Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into ‘traditional’ methodologies chapters or essays, but are nonetheless instructive – issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens. Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klodiana Kolomitro, Minna Körkkö, Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corinne Laverty, Elizabeth Lee, Narelle Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West and Cherie Woolmer.Table of ContentsList of Figures and Tables Notes on Contributors 1 Critical Reflection on Research on Teaching and Learning  Whitney Ross and Nancy E. Fenton PART 1: Critical Explorations through Visual Media 2 Photo-Elicitation: A Powerful and Challenging Strategy for Exploration and Enhancement of Education  Narelle Patton 3 Educating Reflective Practitioners through Video-Elicited Reflection  Minna Körkkö, Outi Kyrö-Ämmälä and Suvi Lakkala 4 Understanding Educational Leadership through Network Analysis: A Critical Reflection on Using Social Network Analysis in a Mixed Methods Study  Cherie Woolmer and Jee Su Suh PART 2: Critical Explorations through Affect, Voice, and Power Relationships 5 Using Poetic Re-Presentation to Study Trust in Higher Education  Candace D. Bloomquist and Kim West 6 Narratives of Embodied Practice: Using Portraiture to Study Leadership  Jessica Raffoul, Beverley Hamilton and David Andrews 7 Complexity, Negotiations, and Processes: A Longitudinal Qualitative, Narrative Approach to Young People’s Transition to and from University  Henriette Tolstrup Holmegaard Part 3: Clinical Explorations through Dialogue, Collaboration, and Ethics 8 Participatory Action Research: Navigating Nuances  Nicola Simmons 9 Making Learning Visible: Research Methods to Uncover Learning Processes  Klodiana Kolomitro, Corinne Laverty, Elizabeth A. Lee 10 Reflecting on Messy Practice: Action Research on Peer Review of Teaching  Agnes Bosanquet and Rod Lane 11 Concluding Comments  Nancy E. Fenton and Whitney Ross Index

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Book SynopsisIn Critical Reflection on Research in Teaching and Learning, the editors bring together a collection of works that explore a wide range of concerns related to questions of researching teaching and learning in higher education and shine a light on the diversity of qualitative methods in practice. This book uniquely focuses on reflections of practice where researchers expose aspects of their work that might otherwise fit neatly into ‘traditional’ methodologies chapters or essays, but are nonetheless instructive – issues, events, and thoughts that deserve to be highlighted rather than buried in a footnote. This collection serves to make accessible the importance of teaching and learning issues related to learners, teachers, and a variety of contexts in which education work happens. Contributors are: David Andrews, Candace D. Bloomquist, Agnes Bosanquet, Beverley Hamilton, Henriette Tolstrup Holmegaard, Klodiana Kolomitro, Minna Körkkö, Outi Kyrö-Ämmälä, Suvi Lakkala, Rod Lane, Corinne Laverty, Elizabeth Lee, Narelle Patton, Jessica Raffoul, Nicola Simmons, Jee Su Suh, Kim West and Cherie Woolmer.Table of ContentsList of Figures and Tables Notes on Contributors 1 Critical Reflection on Research on Teaching and Learning  Whitney Ross and Nancy E. Fenton PART 1: Critical Explorations through Visual Media 2 Photo-Elicitation: A Powerful and Challenging Strategy for Exploration and Enhancement of Education  Narelle Patton 3 Educating Reflective Practitioners through Video-Elicited Reflection  Minna Körkkö, Outi Kyrö-Ämmälä and Suvi Lakkala 4 Understanding Educational Leadership through Network Analysis: A Critical Reflection on Using Social Network Analysis in a Mixed Methods Study  Cherie Woolmer and Jee Su Suh PART 2: Critical Explorations through Affect, Voice, and Power Relationships 5 Using Poetic Re-Presentation to Study Trust in Higher Education  Candace D. Bloomquist and Kim West 6 Narratives of Embodied Practice: Using Portraiture to Study Leadership  Jessica Raffoul, Beverley Hamilton and David Andrews 7 Complexity, Negotiations, and Processes: A Longitudinal Qualitative, Narrative Approach to Young People’s Transition to and from University  Henriette Tolstrup Holmegaard Part 3: Clinical Explorations through Dialogue, Collaboration, and Ethics 8 Participatory Action Research: Navigating Nuances  Nicola Simmons 9 Making Learning Visible: Research Methods to Uncover Learning Processes  Klodiana Kolomitro, Corinne Laverty, Elizabeth A. Lee 10 Reflecting on Messy Practice: Action Research on Peer Review of Teaching  Agnes Bosanquet and Rod Lane 11 Concluding Comments  Nancy E. Fenton and Whitney Ross Index

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Book SynopsisAwarded an Honorable Mention for the 2022 Society of Professors of Education Outstanding Book Award Imagining Dewey features productive (re)interpretations of 21st century experience using the lens of John Dewey’s Art as Experience, through the doubled task of putting an array of international philosophers, educators, and artists-researchers in transactional dialogue and on equal footing in an academic text. This book is a pragmatic attempt to encourage application of aesthetic learning and living, ekphrasic interpretation, critical art, and agonist pluralism. There are two foci: (a) Deweyan philosophy and educational themes with (b) analysis and examples of how educators, artists, and researchers envision and enact artful meaning making. This structure meets the needs of university and high school audiences, who are accustomed to learning about challenging ideas through multimedia and aesthetic experience. Contributors are: James M. Albrecht, Adam I. Attwood, John Baldacchino, Carolyn L. Berenato, M. Cristina Di Gregori, Holly Fairbank, Jim Garrison, Amanda Gulla, Bethany Henning, Jessica Heybach, David L. Hildebrand, Ellyn Lyle, Livio Mattarollo, Christy McConnell Moroye, María-Isabel Moreno-Montoro, María Martínez Morales, Stephen M. Noonan, Louise G. Phillips, Scott L. Pratt, Joaquin Roldan, Leopoldo Rueda, Tadd Ruetenik, Leísa Sasso, Bruce Uhrmacher, David Vessey, Ricardo Marín Viadel, Sean Wiebe, Li Xu and Martha Patricia Espíritu Zavalza.Trade Review“The ancients posited ‘a quarrel between poetry and philosophy’: yet centuries later, work occasionally arises that throws into dazzling relief the interplay between fact and value, stasis and process, sedimented past and the spark of innovation. With one foot firmly planted in Dewey’s Art as Experience and the other mid-step into our present day, Imagining Dewey mines Deweyan/American pragmatist ideas on creativity, innovation, truth, and flourishing. It provides a refreshing dialogue between threads of fields too often artificially separated, as it connects resources in American, continental, and postmodern traditions with foundational insights and concerns of Plato and Aristotle. As internationally, cultures struggle today to integrate STEM fields with MESH fields (media literacy, ethics, sociology & history), Imagining Dewey provides a tapestry of theories, practices, hyperlinks, illustrations, and case examples highlighting practices of creative innovation that offer direction for both personal development and democratic, sociopolitical growth. Its energy of analysis is akin to mid-20th c. critical social theory critiques of increasingly dominative configurations of media, economics, and power: but in the spirit of early U.S. pragmatism, the essays focus “a pedagogy and politics of possibility” on 21st c. dynamics for new directions and solutions.” – L. Ryan Musgrave, PhD, Rollins College, Florida, USA “Imagining Dewey takes up the philosopher's 1934 text, Art as Experience, and demonstrates its pertinence and thought-provoking power for our day. Maarhuis and Rud have assembled a wide-ranging set of essays that illuminate our aesthetic experience of contemporary artistic and non-artistic works of very different kinds. Their imaginative rediscovery of Dewey's insights and interests in the present will be revitalizing for scholars of aesthetic education.” – René V. Arcilla, PhD, New York University, New York, USA “Enter this book and fall into Dewey’s promises. Imagining Dewey by Maarhuis and Rud pulls together philosophy, pedagogy, and making to create a dialogic canvas of polyglossia on the aesthetics of unfolding life-learning. This collection bids for a reader response that experiences the art of living fully alive, in the halo of the present flash and flow, awake to the quickening of unity and dissonance of the real, the complexity of beauty, the freedom of harmony, the openness of rhythm. Experience the art of imagining here, cultivate a recovery of the soul. Read this and feel yourself change in the experience. A must-read for all graduate programs.” – Pauline Sameshima, PhD, Lakehead University, Ontario, Canada “Dewey scholars, arts-based researchers and arts-integrated teachers, progressive educators, and all people who like to view and discuss art will benefit from this vigorous presentation of artworks created and recreated through the aesthetic experience of explorations of the connecting links among artists and their audiences. The text provides multiple inroads to curricular innovation. It is profoundly pluralistic and, therefore, a treatise on the connecting link between the arts and social justice.” – Susan Finley, PhD, Washington State University, Washington, USATable of ContentsForeword  Jim Garrison List of Figures Notes on Contributors Introduction  Patricia L. Maarhuis and A. G. Rud Part 1: Art Is/Is Not Experience 1. Art as Experience, Experience as Art  M. Cristina Di GreGori, Livio Mattarollo and Leopoldo Rueda 2. Travels through China in the Dewey and Barnes Letters: Arts, education, and politics  Carolyn L. Berenato 3. Art Is (Not) Experience: Engaging Dewey in Reverse  John Baldacchino Part 2: Performance & Happenings 4. The Aesthetics of Rehearsal  Scott L. Pratt 5. Building Experience: Fiction Account as Narrative Support and Product of Artistic Investigation  Martha Patricia Espíritu Zavalza 6. Collapsing Life and Art  David Vessey 7. The Artworks of Women: Weaving in a Semiotic and Pragmatic Performative Action  María-Isabel Moreno-Montoro Part 3: Encounters & Relationships 8. Dewey’s Art as Experience: A Guide in an Age of Personal Technology  David L. Hildebrand 9. Images of Injustice: The Problem of Visual Culture in Dewey’s Aesthetics  Jessica A. Heybach 10. Illumination: Teacher Education and the Aesthetic Encounter  Sean Wiebe and Ellyn Lyle Part 4: Dissonance & Reflection 11. Experiencing Art and Social Science: A Multimodal Poetic Perception of Social Ecological Cohesion  Adam I. Attwood 12. Aesthetic Experiences and Dewey’s Descendants: Poetic Inquiry as a Way of Knowing  Amanda N. Gulla 13. “Art Is More Moral than Moralities”: Deweyan Reflections on Literature in/as Education  James M. Albrecht 14. Father Catich and the Clean-Cut Christs: Re-presenting American Values Then and Now  Tadd Ruetenik Part 5: Time, Space, & Nature 15. Eco-Aesthetic Experiences: A Deweyan Framework for Ecological Aims in Schools  Christy McConnell Moroye and P. Bruce Uhrmacher 16. Temporality and Spatiality in Artwork: Dewey and Traditional Chinese Painting  Li Xu 17. Articulation from an Aesthetic Environment: Experience of research A/r/tographic  María Martínez Morales 18. Aesthetic Experiences of Making with Paper: The (Artist-Infused) Corner for Under Eight Year Olds  Louise G. Phillips Part 6: Transformation & The Work of Art 19. Sincerity in the Work of Art  Bethany N. Henning 20. Practicing the New School: Dewey, A/r/tography and the Intrusion of Poetics in Education  Leísa Sasso 21. Arts Based Educational Research and Social Transformation: A Project of Social A/r/tography  Ricardo Marín-Viadel and Joaquin Roldan 22. Imagination, Inquiry, and Voice: A Deweyan Approach to Education in a 21st Century Urban High School  Amanda N. Gulla, Holly Fairbank, and Stephen Noonan Index

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Book SynopsisReaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys. This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor. Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.Table of ContentsForeword  Maria Coady Preface  Erin Mikulec In Memoriam: Paul Chamness Iida—Scholar and Renaissance Man  Mary Frances Agnello About the Cover List of Figures and Tables Notes on Contributors Introduction  Erin Mikulec and Mary Frances Agnello 1 Training for Bilingual Programs: An Examination of Teachers’ Perceived Needs in Rural Poland  Piotr Romanowski and Emilia Wąsikiewicz-Firlej 2 Rural Primary English Education in Thailand: Policy, Structure, Practice, and Prospects for Reform  Munchuree Kaosayapandhu 3 Voices of Multilingual Immigrant Women in a Rural New York Community  Monica A. Baker 4 A Day in the Life of an English Teacher: Narratives from English Language Teachers in a Rural Primary School in China  Di Liang and Xingtan Cao 5 First-Generation Somali Student Success in a Rural Two-Year College in the Upper Midwest of the United States  Lee E. Friederich 6 The Reality of English Language Teaching and Learning at Rural Telesecundarias in Mexico  Arely Romero García and Leticia Araceli Salas Serrano 7 Preparing English Language Teachers for Rural Education: Pedagogically Creative Responses to Online Language Teaching in China and Indonesia  Carla Meskill, Wuri P. Kusumastuti, Dongni Guo and Fang Wang 8 The Imposition of Silence: An Examination of the Impact of the Urban-Rural Divide in English Language Teaching in Bangladesh  Md. Al Amin and Janinka Greenwood 9 Georgia’s Bilingual Education and Impact on Rural Latino Dual Language Learners  Maribel Villegas Greene 10 “They Never Had a School Trip”: English Education at a Rural Secondary School in Northwestern China  Jing Yixuan, Dai Changzhi and Jing Zhiyuan 11 English Language Teaching in Bilingual Pesantren in Indonesia: From Native Speakerisms to Transformative Mediocrity  Irham Irham 12 Disrupting Discipline Based Learning: Integrating English and Programming Education  Florent Domenach, Naoko Araki and Mary Frances Agnello Index

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Book SynopsisReaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys. This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor. Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.Table of ContentsForeword  Maria Coady Preface  Erin Mikulec In Memoriam: Paul Chamness Iida—Scholar and Renaissance Man  Mary Frances Agnello About the Cover List of Figures and Tables Notes on Contributors Introduction  Erin Mikulec and Mary Frances Agnello 1 Training for Bilingual Programs: An Examination of Teachers’ Perceived Needs in Rural Poland  Piotr Romanowski and Emilia Wąsikiewicz-Firlej 2 Rural Primary English Education in Thailand: Policy, Structure, Practice, and Prospects for Reform  Munchuree Kaosayapandhu 3 Voices of Multilingual Immigrant Women in a Rural New York Community  Monica A. Baker 4 A Day in the Life of an English Teacher: Narratives from English Language Teachers in a Rural Primary School in China  Di Liang and Xingtan Cao 5 First-Generation Somali Student Success in a Rural Two-Year College in the Upper Midwest of the United States  Lee E. Friederich 6 The Reality of English Language Teaching and Learning at Rural Telesecundarias in Mexico  Arely Romero García and Leticia Araceli Salas Serrano 7 Preparing English Language Teachers for Rural Education: Pedagogically Creative Responses to Online Language Teaching in China and Indonesia  Carla Meskill, Wuri P. Kusumastuti, Dongni Guo and Fang Wang 8 The Imposition of Silence: An Examination of the Impact of the Urban-Rural Divide in English Language Teaching in Bangladesh  Md. Al Amin and Janinka Greenwood 9 Georgia’s Bilingual Education and Impact on Rural Latino Dual Language Learners  Maribel Villegas Greene 10 “They Never Had a School Trip”: English Education at a Rural Secondary School in Northwestern China  Jing Yixuan, Dai Changzhi and Jing Zhiyuan 11 English Language Teaching in Bilingual Pesantren in Indonesia: From Native Speakerisms to Transformative Mediocrity  Irham Irham 12 Disrupting Discipline Based Learning: Integrating English and Programming Education  Florent Domenach, Naoko Araki and Mary Frances Agnello Index

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Book SynopsisIncludes a prize-winning chapter by the winner of the 2021 Early Career Award of the International Narrative Research Special Interest Group of the American Education Research Association. Trudy Cardinal was awarded this prize, among other publications, for chapter 11 in The Doctoral Journey: International Educationalist Perspectives: An Autobiographical Narrative Inquiry into the Experiences of One Cree/Métis Doctoral Student. This book has prompted an expanded book series: The Doctoral Journey in Education. Please click here to find out more! The Doctoral Journey: International Educationalist Perspectives assembles a collective narrative related to the doctoral journey of recent graduates in the field of education. Clearly, the doctoral journey is not a linear process but rather a lattice of ever-evolving professional and personal relationships, experiences, perspectives, and insights. From early on when considering whether or not to apply to a programme, to deciding on an institution and supervisor, to delving into the related literature, to data collection and analyses, to closing in on the defence, to results dissemination, and everything in between and beyond, the doctoral journey presents incalculable obstacles that can be, and have been, overcome by doctoral graduates—including the contributors in this inspirationally-sparked collective narrative. Contributors are: Trudy Cardinal, Philip Wing Keung Chan, José da Costa, Alison Egan, Janet McConaghy, June McConaghy, Kelsey McEntyre, Sammy M. Mutisya, Christina A. Parker, Carla L. Peck, Colin G. Pennington, Kathleen Pithouse-Morgan, Edgar Schmidt, and Pearl Subban.Trade Review“The text resonates with my 25 years in academia (including difficult challenges faced when being a graduate advisor) and it resonates with the 20 doctoral students I have supervised to completion during that time.” – Anthony Clarke, University of British Columbia “Unlike other similar volumes, The Doctoral Journey offers a new approach – it represents authentic experiences as diverse as people pursuing doctoral degrees and institutions offering them. The book is original because it offers readers an opportunity to see how real people live through personal and academic challenges, how they develop as future scholars, and how they learn to be compassionate and ‘stay real’ as they complete their journeys. It is the richness and diversity of the experiences and personal backgrounds of the contributors that make this book outstanding.” – Tatiana Gounko, University of VictoriaTable of ContentsDedication Acknowledgements List of Figures Notes on Contributors Introduction: Multiple Pathways  Brent Bradford Notable Quotes Part 1: Doctorates in Education 1 Doctorates in Education: Paths through the Journey  José da Costa Part 2: Beyond Completion 2 Choosing My Own Adventures: A Short Story of My Doctoral Journey  Kathleen Pithouse-Morgan 3 Growth from Cross-Disciplinary Research: A Learning Journey from Doctoral Student to University Scholar  Philip Wing Keung Chan 4 The Doctoral Journey: A Kenyan Experience  Sammy Mutisya Part 3: Journeys Revealed 5 Mapping the Journey: Directed by the “F” Word  Pearl Subban 6 Doing a PhD Part-Time: An Irish Perspective  Alison Egan 7 Teacher in the Academy: A Doctoral Journey  Edgar Schmidt 8 Exploring Place and Identity through Research: How My Doctoral Journey Shaped My Subjective Positionality  Christina A. Parker 9 My Doctoral Journey: Aiming to Become an Effective Scholar of Physical Education  Colin G. Pennington 10 Chasing My Educational Goals: The Journey of a First-Generation Post-Secondary Female Student While Expecting a First Born  Kelsey McEntyre Part 4: An Indigenous Scholar’s Journey from ‘Little Me’ to ‘Knower’ 11 Becoming Real: An Autobiographical Narrative Inquiry into the Experiences of One Métis/Cree Doctoral Student  Trudy Cardinal Part 5: Considering Next Steps upon Completion 12 What’s Next?  Carla L. Peck Part 6: Final Thoughts Contributor Thoughts upon Completion Afterword  June McConaghy and Janet McConaghy

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Book SynopsisNow, more than ever, high quality relationships between teachers and learners are critical to deep meaningful learning and to the learner's long-term success. Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher (Second Edition) explores the nature of the transcendent teacher learner relationship and precisely how such relationships of warmth, safety, mutual care, mutual respect and mutual trust are developed and maintained. Personal narratives from the classroom frontlines as well as the analysis contained herein provide a fresh outlook, a roadmap that leads to the most transformative relationships imaginable for teachers and learners.Trade ReviewAdvance praise for Transcendent Teacher Learner Relationships: “Hunter O’Hara crafts a rare work of significance that encapsulates the art of great teaching. The focus of the book on the transcendent teacher learner relationship reveals the core of educational effectiveness. Wrapped up in the unique package of teacher as shaman, this book gifts the reader great insight and powerful examples. Revives teaching as joyous - a must read for all educators.” – Patty O’Grady, Teacher, Teacher Educator and Author of Positive Psychology in the Classroom, W. W. Norton, 2013 “Obviously written by a careful scholar and person of integrity and rather beautiful ideas. There is something lovely and authentic and very personal about his work. I feel the rarity of what he talks about.” – Maxine Greene, Ph.D., Teachers College, Columbia University, teacher, author, existential philosopher of education of Hunter O’Hara’s original research on transcendent teacher learner relationships "In an era when teachers are losing more of their power and free-will in the classroom every day, Hunter O’Hara reminds us all to stay connected to the truth: Authentic education is a co-mingling of souls, and both teacher and learner have so much to gain when they harness the power of the transcendent. Dr. O’Hara gathers the wisdom of the ages and then performs the remarkable task of offering us a grounded road map, enabling courageous teachers to bring these gifts to their students. Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher should be required reading in all education programs.” – Patricia Dunn-Fierstein, LCSW, CST-T, Jungian Psychotherapist, author of the forthcoming novel Finding Grace “I entered into Hunter O’Hara’s work and experienced many moments that moved me deeply, at times with great joy but also with feelings of sadness in the awareness that transcendent relationships are rare and that many children and adults go through an entire lifetime without knowing one of life’s treasures - the mystery, beauty, and wonder of a loving relationship. His writing is vivid and alive and with passion and depth portrays the nature and essence of the constituents of a transcendent relationship.” – Clark Moustakas, Ed.D., Ph.D., founder of the Center for Humanistic Studies (now the Michigan School of Professional Psychology) of Hunter O’Hara’s original research on transcendent teacher learner relationships “At once humbling and empowering, this work will not fail to touch its readers and, ultimately, bring to learners authentic caring, love, hope, and a sense of being valued. The very real stories of the teachers and learners that are revealed here in their portraits leap vividly off the pages of the book. Hunter O’Hara’s bold vision of schools of transcendence is the next crucial step toward transcendent relationships and community consciousness. Readers will be inspired by this vision in Dr. O’Hara’s ground breaking work and will be able to look within themselves for the capacity to become shamanic transcendent teachers.” – Edyth James Wheeler, Ph.D. Professor Emerita, Towson University, teacher and author of Conflict Resolution in Early Childhood: Helping Children Understand and Resolve Conflicts, Merrill, 2004Table of ContentsAcknowledgements 1 The Nature of the Transcendent Relationship  1 Dash and the Electrician: A Parable of a Transcendent Relationship  2 Analysis  3 Teacher and Learner  4 The King’s Speech  5 The Transcendent Teacher  6 The Transcendent Teacher Learner Relationship  7 The Author’s Background with Teaching and Learning Encounters  8 The Good, the Bad and the Ugly  9 The Mother as Teacher  10 Life at School  11 How People Acted at School  12 Life at Home  13 What I Needed at School  14 Teacher Realness  15 Mrs. Peggy Pridemore, Transcendent Teacher  16 Down the Road  17 A Reflection Before a Storm, Then Sunshine  18 Teacher Power and Relationships  19 Questions for Thought 2 The Nature of the Transcendent Shamanic Teacher  1 Anne And Helen  2 Transcendent Shamanic Teaching  3 The Transcendent Shamanic Teacher Merges with the Learner  4 Transcendent Shamanic Teaching as a Glamorous Act  5 Transcendent Shamanic Teaching Uplifts, Heals and Mobilizes the Learner  6 A Note Regarding the Unencumbered Learner and the Transcendent Shamanic Teacher  7 The Origins of Transcendent Shamans  8 Portrait of Veronica and Theoni  9 Veronica Risks  10 Final Thoughts from Theoni  11 Transcendent Shamanism in the Everyday Context  12 Questions for Thought 3 Portrait of Transcendent Shamanic Teacher  1 Peggy the Learner and Her Transcendent Teacher Mr. Santon  2 Peggy the Teacher  3 Charley  4 Peggy and Hunter  5 A Moment of Peggy’s Teaching: An Act of Glamour and Power  6 Questions for Thought 4 An Ethic of Care, Tact and Tone  1 An Ethic of Care  2 Obstacles to Caring for the Learner  3 Tact  4 Tone  5 Questions for Thought 5 Portrait of Transcendent Relator  1 At Home  2 Frances  3 Ms. Nettie  4 The Pedagogy of Manners  5 Being Open  6 The Art of Conversation  7 Freedom and Afffection  8 Questions for Thought 6 Trust, Freedom and Mother Love  1 The Facilitator  2 Three Essential Attitudes of the Facilitator  3 A Bit on Trust from Rogers  4 The Move toward Freedom  5 Mother Love  6 Questions for Thought 7 Portraits of Transcendent Relators  1 Lauren  2 Lauren’s School Experiences  3 The Connection  4 Portrait of Kathy  5 Kathy  6 Kathy in High School  7 Kathy at College  8 Questions for Thought 8 Risk, Authority and Trust  1 Authority and Corresponding Risk  2 The Dilemma of Building a New Authority Dynamic  3 Trust  4 An Atmosphere of Security  5 The Revelation of the Teacher’s Innermost Self  6 Morning Spirit  7 Questions for Thought 9 Portraits of Transcendent Relators  1 Jerry  2 A Cold Teacher (Ms. Gilzenskolds [A Pseudonym])  3 Leslie, a Caring Teacher  4 Jerry at Saint Albans High School  5 A Little Thing  6 Afffijirming the Learner’s Individuality  7 Portrait of Transcendent Shamanic Teacher: Leslie  8 Leslie (Jerry’s Professor)  9 Spiritual Professor  10 Direct Professor  11 Beloved Professor  12 Challenging Professor  13 Pushing Professor  14 Graceful Professor  15 Leslie the Teacher  16 Putting Oneself in the Place of the Learner  17 Jerry (Prior Portrait) and Leslie  18 Risk  19 Questions for Thought 10 Balance, Transcendence and Dispositions  1 Maxine Greene, Freedom and Negotiation  2 Freedom and Discipline  3 The Transcendence Space  4 Hospitality  5 Teacher Reflection  6 Transcendence  7 Hope  8 Creativity  9 Awareness  10 Faithful Doubt  11 Wonder, Awe and Reverence  12 Questions for Thought 11 Portraits of Transcendent Relators  1 Kellen  2 Kellen’s Life  3 Jan  4 Dr. Noy  5 Dr. Ball  6 Portrait of Dr. Ball  7 Dr. Ball (Kellen’s Professor)  8 The Service  9 More Background  10 Dr. Ball, the Teacher  11 The Teacher as Empowerer, Not as Helper  12 Humor and Answers  13 Questions for Thought 12 Reconciliation, Banking Education, Problem Posing Education, the I-It and I-Thou Relationships, and the Teacher as Midwife  1 Reconciliation between Teacher and Student  2 Banking Education  3 Problem Posing Education  4 The I-IT Relationship  5 The I-Thou Relationship  6 Becoming Mutual  7 Dialogue and Inclusion  8 The Teacher as Midwife  9 Communion  10 Questions for Thought 13 Portrait of Transcendent Shamanic Teacher  1 Laura  2 First Transcendence  3 The Confrontation  4 The Transformation  5 A Mutual Relationship  6 Laura the Teacher  7 Equality and Freedom  8 Humor  9 The Mutual Exchange  10 Reciprocal Relationships  11 Questions for Thought 14 Power, Rhythm, the Turning Point, Limits, Limitations and Labeling  1 Compelling Powers and Rhythm  2 Establishing a Bond with the Learner  3 The Turning Point  4 Limits and Limitations  5 The Damaging Impact of Labels  6 Precocious Learners and Labeling  7 Questions for Thought 15 Portrait of Transcendent Shamanic Teacher  1 Beth  2 Beth’s Classroom  3 Beth the Teacher  4 Alexander  5 Removing Barriers  6 Questions for Thought 16 The Transcendent Teacher-Learner Relationship: A Class Investigation  1 Introduction/Perspectives of the Research  2 Methods/Data Source  3 Composite Narratives  4 Summary and Implications  5 Implications for Early Childhood Teacher Educators  6 Questions for Thought 17 Miracles Can Happen: The School of Transcendence  1 Perspectives on Education  2 Methods/Data Source  3 Findings  4 Philosophical Orientation and Approach to Creating Learning Encounters  5 Curricula  6 Planning and Scheduling  7 Assessment And Evaluation  8 Physical Space  9 School Community Interpersonal Relationships  10 Traditional Schools as Places of Violence  11 Governance of the School of Transcendence  12 Transcendence-Oriented Approaches Implemented in Reggio Emilia Schools  13 Metaphors for the School of Transcendence  14 Conclusion  15 Questions for Thought 18 Putting It All Together  1 A Synthesis of the Research on Transcendent Teacher Learner Relationships  2 Love  3 Trust, Risk and Tact  4 Seeing from the Other’s Point of View  5 Dialogue and the Reduction of Distance  6 Mutuality and Reciprocity  7 Transcendent Impact  8 Community  9 The Transformative Impact of the Transcendent Teacher Learner Relationship  10 Questions for Thought Appendix A: Heuristic Research Methodology and Procedures Appendix B: Transcendent Teacher Dispositions Appendix C: Role Play Scenarios References

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Book SynopsisNow, more than ever, high quality relationships between teachers and learners are critical to deep meaningful learning and to the learner's long-term success. Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher (Second Edition) explores the nature of the transcendent teacher learner relationship and precisely how such relationships of warmth, safety, mutual care, mutual respect and mutual trust are developed and maintained. Personal narratives from the classroom frontlines as well as the analysis contained herein provide a fresh outlook, a roadmap that leads to the most transformative relationships imaginable for teachers and learners.Trade ReviewAdvance praise for Transcendent Teacher Learner Relationships: “Hunter O’Hara crafts a rare work of significance that encapsulates the art of great teaching. The focus of the book on the transcendent teacher learner relationship reveals the core of educational effectiveness. Wrapped up in the unique package of teacher as shaman, this book gifts the reader great insight and powerful examples. Revives teaching as joyous - a must read for all educators.” – Patty O’Grady, Teacher, Teacher Educator and Author of Positive Psychology in the Classroom, W. W. Norton, 2013 “Obviously written by a careful scholar and person of integrity and rather beautiful ideas. There is something lovely and authentic and very personal about his work. I feel the rarity of what he talks about.” – Maxine Greene, Ph.D., Teachers College, Columbia University, teacher, author, existential philosopher of education of Hunter O’Hara’s original research on transcendent teacher learner relationships "In an era when teachers are losing more of their power and free-will in the classroom every day, Hunter O’Hara reminds us all to stay connected to the truth: Authentic education is a co-mingling of souls, and both teacher and learner have so much to gain when they harness the power of the transcendent. Dr. O’Hara gathers the wisdom of the ages and then performs the remarkable task of offering us a grounded road map, enabling courageous teachers to bring these gifts to their students. Transcendent Teacher Learner Relationships: The Way of the Shamanic Teacher should be required reading in all education programs.” – Patricia Dunn-Fierstein, LCSW, CST-T, Jungian Psychotherapist, author of the forthcoming novel Finding Grace “I entered into Hunter O’Hara’s work and experienced many moments that moved me deeply, at times with great joy but also with feelings of sadness in the awareness that transcendent relationships are rare and that many children and adults go through an entire lifetime without knowing one of life’s treasures - the mystery, beauty, and wonder of a loving relationship. His writing is vivid and alive and with passion and depth portrays the nature and essence of the constituents of a transcendent relationship.” – Clark Moustakas, Ed.D., Ph.D., founder of the Center for Humanistic Studies (now the Michigan School of Professional Psychology) of Hunter O’Hara’s original research on transcendent teacher learner relationships “At once humbling and empowering, this work will not fail to touch its readers and, ultimately, bring to learners authentic caring, love, hope, and a sense of being valued. The very real stories of the teachers and learners that are revealed here in their portraits leap vividly off the pages of the book. Hunter O’Hara’s bold vision of schools of transcendence is the next crucial step toward transcendent relationships and community consciousness. Readers will be inspired by this vision in Dr. O’Hara’s ground breaking work and will be able to look within themselves for the capacity to become shamanic transcendent teachers.” – Edyth James Wheeler, Ph.D. Professor Emerita, Towson University, teacher and author of Conflict Resolution in Early Childhood: Helping Children Understand and Resolve Conflicts, Merrill, 2004Table of ContentsAcknowledgements 1 The Nature of the Transcendent Relationship  1 Dash and the Electrician: A Parable of a Transcendent Relationship  2 Analysis  3 Teacher and Learner  4 The King’s Speech  5 The Transcendent Teacher  6 The Transcendent Teacher Learner Relationship  7 The Author’s Background with Teaching and Learning Encounters  8 The Good, the Bad and the Ugly  9 The Mother as Teacher  10 Life at School  11 How People Acted at School  12 Life at Home  13 What I Needed at School  14 Teacher Realness  15 Mrs. Peggy Pridemore, Transcendent Teacher  16 Down the Road  17 A Reflection Before a Storm, Then Sunshine  18 Teacher Power and Relationships  19 Questions for Thought 2 The Nature of the Transcendent Shamanic Teacher  1 Anne And Helen  2 Transcendent Shamanic Teaching  3 The Transcendent Shamanic Teacher Merges with the Learner  4 Transcendent Shamanic Teaching as a Glamorous Act  5 Transcendent Shamanic Teaching Uplifts, Heals and Mobilizes the Learner  6 A Note Regarding the Unencumbered Learner and the Transcendent Shamanic Teacher  7 The Origins of Transcendent Shamans  8 Portrait of Veronica and Theoni  9 Veronica Risks  10 Final Thoughts from Theoni  11 Transcendent Shamanism in the Everyday Context  12 Questions for Thought 3 Portrait of Transcendent Shamanic Teacher  1 Peggy the Learner and Her Transcendent Teacher Mr. Santon  2 Peggy the Teacher  3 Charley  4 Peggy and Hunter  5 A Moment of Peggy’s Teaching: An Act of Glamour and Power  6 Questions for Thought 4 An Ethic of Care, Tact and Tone  1 An Ethic of Care  2 Obstacles to Caring for the Learner  3 Tact  4 Tone  5 Questions for Thought 5 Portrait of Transcendent Relator  1 At Home  2 Frances  3 Ms. Nettie  4 The Pedagogy of Manners  5 Being Open  6 The Art of Conversation  7 Freedom and Afffection  8 Questions for Thought 6 Trust, Freedom and Mother Love  1 The Facilitator  2 Three Essential Attitudes of the Facilitator  3 A Bit on Trust from Rogers  4 The Move toward Freedom  5 Mother Love  6 Questions for Thought 7 Portraits of Transcendent Relators  1 Lauren  2 Lauren’s School Experiences  3 The Connection  4 Portrait of Kathy  5 Kathy  6 Kathy in High School  7 Kathy at College  8 Questions for Thought 8 Risk, Authority and Trust  1 Authority and Corresponding Risk  2 The Dilemma of Building a New Authority Dynamic  3 Trust  4 An Atmosphere of Security  5 The Revelation of the Teacher’s Innermost Self  6 Morning Spirit  7 Questions for Thought 9 Portraits of Transcendent Relators  1 Jerry  2 A Cold Teacher (Ms. Gilzenskolds [A Pseudonym])  3 Leslie, a Caring Teacher  4 Jerry at Saint Albans High School  5 A Little Thing  6 Afffijirming the Learner’s Individuality  7 Portrait of Transcendent Shamanic Teacher: Leslie  8 Leslie (Jerry’s Professor)  9 Spiritual Professor  10 Direct Professor  11 Beloved Professor  12 Challenging Professor  13 Pushing Professor  14 Graceful Professor  15 Leslie the Teacher  16 Putting Oneself in the Place of the Learner  17 Jerry (Prior Portrait) and Leslie  18 Risk  19 Questions for Thought 10 Balance, Transcendence and Dispositions  1 Maxine Greene, Freedom and Negotiation  2 Freedom and Discipline  3 The Transcendence Space  4 Hospitality  5 Teacher Reflection  6 Transcendence  7 Hope  8 Creativity  9 Awareness  10 Faithful Doubt  11 Wonder, Awe and Reverence  12 Questions for Thought 11 Portraits of Transcendent Relators  1 Kellen  2 Kellen’s Life  3 Jan  4 Dr. Noy  5 Dr. Ball  6 Portrait of Dr. Ball  7 Dr. Ball (Kellen’s Professor)  8 The Service  9 More Background  10 Dr. Ball, the Teacher  11 The Teacher as Empowerer, Not as Helper  12 Humor and Answers  13 Questions for Thought 12 Reconciliation, Banking Education, Problem Posing Education, the I-It and I-Thou Relationships, and the Teacher as Midwife  1 Reconciliation between Teacher and Student  2 Banking Education  3 Problem Posing Education  4 The I-IT Relationship  5 The I-Thou Relationship  6 Becoming Mutual  7 Dialogue and Inclusion  8 The Teacher as Midwife  9 Communion  10 Questions for Thought 13 Portrait of Transcendent Shamanic Teacher  1 Laura  2 First Transcendence  3 The Confrontation  4 The Transformation  5 A Mutual Relationship  6 Laura the Teacher  7 Equality and Freedom  8 Humor  9 The Mutual Exchange  10 Reciprocal Relationships  11 Questions for Thought 14 Power, Rhythm, the Turning Point, Limits, Limitations and Labeling  1 Compelling Powers and Rhythm  2 Establishing a Bond with the Learner  3 The Turning Point  4 Limits and Limitations  5 The Damaging Impact of Labels  6 Precocious Learners and Labeling  7 Questions for Thought 15 Portrait of Transcendent Shamanic Teacher  1 Beth  2 Beth’s Classroom  3 Beth the Teacher  4 Alexander  5 Removing Barriers  6 Questions for Thought 16 The Transcendent Teacher-Learner Relationship: A Class Investigation  1 Introduction/Perspectives of the Research  2 Methods/Data Source  3 Composite Narratives  4 Summary and Implications  5 Implications for Early Childhood Teacher Educators  6 Questions for Thought 17 Miracles Can Happen: The School of Transcendence  1 Perspectives on Education  2 Methods/Data Source  3 Findings  4 Philosophical Orientation and Approach to Creating Learning Encounters  5 Curricula  6 Planning and Scheduling  7 Assessment And Evaluation  8 Physical Space  9 School Community Interpersonal Relationships  10 Traditional Schools as Places of Violence  11 Governance of the School of Transcendence  12 Transcendence-Oriented Approaches Implemented in Reggio Emilia Schools  13 Metaphors for the School of Transcendence  14 Conclusion  15 Questions for Thought 18 Putting It All Together  1 A Synthesis of the Research on Transcendent Teacher Learner Relationships  2 Love  3 Trust, Risk and Tact  4 Seeing from the Other’s Point of View  5 Dialogue and the Reduction of Distance  6 Mutuality and Reciprocity  7 Transcendent Impact  8 Community  9 The Transformative Impact of the Transcendent Teacher Learner Relationship  10 Questions for Thought Appendix A: Heuristic Research Methodology and Procedures Appendix B: Transcendent Teacher Dispositions Appendix C: Role Play Scenarios References

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Book SynopsisIn Jean Baudrillard and Radical Education Theory: Turning Right to Go Left, the authors argue that Baudrillard has been underappreciated in philosophical and theoretical work in education. They introduce him here as an important figure in radical thought who has something to add to theoretical lines of inquiry in education. The book does not offer an introduction to Baudrillard. Rather, his corpus is mined in order to describe how it functions as a counter to the code of education, rational thought, critical reason, etc. In effect, they establish that Baudrillard advocates for a counter-path to thinking that can shake us out of our ready-made thoughts and realize the radical potential for change.Table of ContentsForeword  Mike Gane List of Figures Introduction: The Seduction of Baudrillard  1 Baudrillard’s Teaching: How I Learned to Avoid the Trap of the Dialectic  2 9/11 Did Not Take Place: Or How I Learned to Love Baudrillard 1 Relevance for Educational Thinking  1 What Does Baudrillard Say about Thinking? Paradox in Baudrillard as Productive Spaces for Learning  2 Imagining ‘Learning’ from Baudrillard  3 The Ecstasy of Education  4 Toward an Education for Counter-Intuition 2 The End of Traditional Critique in Education  1 The State of Critique in Education  2 The Space for Thinking about Baudrillard  3 Baudrillard and Form  4 The Orders of Simulacra  5 The Fourth Order and Radical Thought  6 Radical Thought in Practice: Baudrillard’s Theory-Fiction  7 Conclusion 3 From Representation to Simulation  1 Introduction: The Reality We Have ‘Now’ …  2 From Representation to a Hyperspace without Atmosphere  3 The Entangled Orders of Simulacra: Disneyland, Disneyworld, Disneyverse*  4 The Precession of Simulation: The Decay/Delay/Displacement of Reality  5 The Case of Salvator Mundi and atomic printed Mona Lisa  6 The Dark Art of Deepfakes  7 Algorithmic Life and Fractal Futures 4 Fatal Theory and Education  1 Ars Moriendi for Education  2 Amor Fati: Embracing Fatal Theory in Education  3 Fatal Theory or Fatal Strategy: The Baudrillard Experience  4 Fatal Strategies for Education: Learning the Art of Dying, Loving Fate, and Making Friends with Chaos Index

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Book SynopsisIn Jean Baudrillard and Radical Education Theory: Turning Right to Go Left, the authors argue that Baudrillard has been underappreciated in philosophical and theoretical work in education. They introduce him here as an important figure in radical thought who has something to add to theoretical lines of inquiry in education. The book does not offer an introduction to Baudrillard. Rather, his corpus is mined in order to describe how it functions as a counter to the code of education, rational thought, critical reason, etc. In effect, they establish that Baudrillard advocates for a counter-path to thinking that can shake us out of our ready-made thoughts and realize the radical potential for change.Table of ContentsForeword  Mike Gane List of Figures Introduction: The Seduction of Baudrillard  1 Baudrillard’s Teaching: How I Learned to Avoid the Trap of the Dialectic  2 9/11 Did Not Take Place: Or How I Learned to Love Baudrillard 1 Relevance for Educational Thinking  1 What Does Baudrillard Say about Thinking? Paradox in Baudrillard as Productive Spaces for Learning  2 Imagining ‘Learning’ from Baudrillard  3 The Ecstasy of Education  4 Toward an Education for Counter-Intuition 2 The End of Traditional Critique in Education  1 The State of Critique in Education  2 The Space for Thinking about Baudrillard  3 Baudrillard and Form  4 The Orders of Simulacra  5 The Fourth Order and Radical Thought  6 Radical Thought in Practice: Baudrillard’s Theory-Fiction  7 Conclusion 3 From Representation to Simulation  1 Introduction: The Reality We Have ‘Now’ …  2 From Representation to a Hyperspace without Atmosphere  3 The Entangled Orders of Simulacra: Disneyland, Disneyworld, Disneyverse*  4 The Precession of Simulation: The Decay/Delay/Displacement of Reality  5 The Case of Salvator Mundi and atomic printed Mona Lisa  6 The Dark Art of Deepfakes  7 Algorithmic Life and Fractal Futures 4 Fatal Theory and Education  1 Ars Moriendi for Education  2 Amor Fati: Embracing Fatal Theory in Education  3 Fatal Theory or Fatal Strategy: The Baudrillard Experience  4 Fatal Strategies for Education: Learning the Art of Dying, Loving Fate, and Making Friends with Chaos Index

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Book SynopsisThis book presents an international perspective of the influence of cultural issues on STEM reform. Effective STEM education is of considerable importance internationally because there is increase pressure by governments to produce technically skilled people from the compulsory education sectors; people capable of participating actively in the so-called’ knowledge economy’ or knowledge society. An important and distinguishing feature of the book is that it draws upon the empirical experiences and research of the local experts from an extremely diverse cohort across the world. Contributors are: Nayif Awad, David Barlex, Alexandra Bazdar, Saouma BouJaoude, Heba EL-Deghaidy, Marwa Eltanahy, Sibel Erduran, Sufian Forawi, Clare Gartland, Lilia Halim, Ying-Shao Hsu, Zanaton Haji Iksan, Deena Khalil, Meredith Kier, Nasser Mansour, Mohamad Sattar Rasul, Seema Rivera, Dalene Swanson, Paige Teamey, Tuan Mastura Tuan Soh, Russell Tytler, Noël Williams and Yi-Fen Yeh.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: STEM in Science Education and S in STEM Heba EL-Deghaidy and Nasser Mansour PART 1: Current Practices and Challenges in STEM Education in Different Educational Settings and Cultures 1 STEM and Pedagogical Content Knowledge: Case Studies of Teachers in a Girls’ School in Taiwan Ying-Shao Hsu, Sibel Erduran and Yi-Fen Yeh 2 STEM Graduate Teaching Assistants (GTAs) and the Development of STEM Pedagogy Seema Rivera 3 The Pivots of a Research-Practice Partnership When Centering Learning in Culturally Responsive Engineering Tasks Meredith W. Kier, Noël G. Williams, Alexandra C. Bazdar, Deena Khalil and Paige Teamey 4 Promotion of STEM Education in Schools through Partnerships Nasser Mansour and Heba EL-Deghaidy PART 2: STEM Educational Reforms and Innovations That Are Being Implemented from an International Perspective 5 Science and Design & Technology: An Exploration of Their Relationship in the Secondary School Curriculum David Barlex 6 Pedagogical Content Knowledge of Young Scientists in Promoting STEM Learning in an Informal Context Lilia Halim, Zanaton H. Iksan, Mohamad Sattar Rasul and Tuan Mastura Tuan Soh 7 Integrating the Learning of Science, Technology, Engineering, and Mathematics through a Sound, Waves and Communication Systems Course: Exploring Cognitive and Affective Aspects Nayif Awad 8 The Diffusion of Entrepreneurial Practices at Schools through STEM Education Marwa Eltanahy, Sufian Forawi and Nasser Mansour PART 3: Sociocultural Issues That Have an Impact on Shaping and Reshaping Stem Education 9 Stem Education in the Arab Countries: Rationale, Significance, and Future Prospects Saouma BouJaoude 10 Unpacking the Purposes and Potential of Interdisciplinary STEM Russell Tytler and Dalene Swanson 11 UK and USA University Outreach Practices: The Need to Develop STEM Learning Pedagogies for Student Ambassador Activity Clare Gartland 12 Localising STE2AM Education: A Transdisciplinary Response to Local and Global Challenges Heba EL-Deghaidy Index

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Book SynopsisThis book presents an international perspective of the influence of cultural issues on STEM reform. Effective STEM education is of considerable importance internationally because there is increase pressure by governments to produce technically skilled people from the compulsory education sectors; people capable of participating actively in the so-called’ knowledge economy’ or knowledge society. An important and distinguishing feature of the book is that it draws upon the empirical experiences and research of the local experts from an extremely diverse cohort across the world. Contributors are: Nayif Awad, David Barlex, Alexandra Bazdar, Saouma BouJaoude, Heba EL-Deghaidy, Marwa Eltanahy, Sibel Erduran, Sufian Forawi, Clare Gartland, Lilia Halim, Ying-Shao Hsu, Zanaton Haji Iksan, Deena Khalil, Meredith Kier, Nasser Mansour, Mohamad Sattar Rasul, Seema Rivera, Dalene Swanson, Paige Teamey, Tuan Mastura Tuan Soh, Russell Tytler, Noël Williams and Yi-Fen Yeh.Table of ContentsList of Figures and Tables Notes on Contributors Introduction: STEM in Science Education and S in STEM Heba EL-Deghaidy and Nasser Mansour PART 1: Current Practices and Challenges in STEM Education in Different Educational Settings and Cultures 1 STEM and Pedagogical Content Knowledge: Case Studies of Teachers in a Girls’ School in Taiwan Ying-Shao Hsu, Sibel Erduran and Yi-Fen Yeh 2 STEM Graduate Teaching Assistants (GTAs) and the Development of STEM Pedagogy Seema Rivera 3 The Pivots of a Research-Practice Partnership When Centering Learning in Culturally Responsive Engineering Tasks Meredith W. Kier, Noël G. Williams, Alexandra C. Bazdar, Deena Khalil and Paige Teamey 4 Promotion of STEM Education in Schools through Partnerships Nasser Mansour and Heba EL-Deghaidy PART 2: STEM Educational Reforms and Innovations That Are Being Implemented from an International Perspective 5 Science and Design & Technology: An Exploration of Their Relationship in the Secondary School Curriculum David Barlex 6 Pedagogical Content Knowledge of Young Scientists in Promoting STEM Learning in an Informal Context Lilia Halim, Zanaton H. Iksan, Mohamad Sattar Rasul and Tuan Mastura Tuan Soh 7 Integrating the Learning of Science, Technology, Engineering, and Mathematics through a Sound, Waves and Communication Systems Course: Exploring Cognitive and Affective Aspects Nayif Awad 8 The Diffusion of Entrepreneurial Practices at Schools through STEM Education Marwa Eltanahy, Sufian Forawi and Nasser Mansour PART 3: Sociocultural Issues That Have an Impact on Shaping and Reshaping Stem Education 9 Stem Education in the Arab Countries: Rationale, Significance, and Future Prospects Saouma BouJaoude 10 Unpacking the Purposes and Potential of Interdisciplinary STEM Russell Tytler and Dalene Swanson 11 UK and USA University Outreach Practices: The Need to Develop STEM Learning Pedagogies for Student Ambassador Activity Clare Gartland 12 Localising STE2AM Education: A Transdisciplinary Response to Local and Global Challenges Heba EL-Deghaidy Index

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Book SynopsisAs diversity increases across the world, there is renewed interest in the place of religion in the public sphere. Is religion a private matter or of concern to everyone – even if they are not religious? What should religious education look like in the public sphere? Is religious education something for everyone, in all schools? What is educational about religious education? What is the justification for religious education? How do we make sense of religion itself, bearing in mind the wide variety of views and traditions? The chapters in Religion and Education: The Forgotten Dimensions of Religious Education? deal with these questions, focusing particularly on the two constituting elements of religious education: religion and education. Rather than discussing curriculum, pedagogy and assessment, the authors delve into more fundamental questions and concerns. Through this they provide a range of different responses to the question of whether religion and education may have become the ‘forgotten dimensions’ of contemporary religious education. Covering different educational views and traditions, and exploring a range of different religious ideas, traditions, and practices, whilst connecting this all to the challenge of religious education in the public sphere, this book seeks to make a contribution to the ongoing conversation about the importance of religious education for all.Trade Review“Following the publication of the Commission on Religious Education (CoRE) Final report there has been a mood change in the theoretical discussions about the nature and purpose of RE. The true game-changing significance of the Commission's introduction of the language of worldview is beginning to dawn. This fine collection of essays from a variety of talented thinkers represents some green shoots heralding the paradigm shift that might be to come. The authors are a mixture of well-known old hands, including three who served as commissioners on the CoRE team, and some mid-career rising stars whose ideas will no doubt become increasingly influential. Their interests are wide-ranging across, amongst others, the representation of Islam, the nature of religion and of education, the place of theology in Catholic schools, GCSE question setting , pedagogy and hermeneutics. But the common theme is the offer of an alternative to a lazy approach to notions like knowledge, understanding and academic rigour that forget that our pupils are developing human beings and not just consumers of knowledge organisers. This book is a must-read for anyone wanting to grapple with the future direction of a Religious Education that takes seriously both religion and education.” – Trevor Cooling, Professor, National Institute for Christian Education Research, Canterbury Christ Church University, UK “This compilation is a valuable contribution to all people interested in religion and worldviews in public education. It can be seen as a call for focus on the fundamentals of religion in education. The volume comprises of several independent scholarly essays on what is the very ‘soul’ of religion in public education: religion and education. Each internationally recognized author draws from his or her scholarly background in their contribution so that the reader will find the issues brought up to resonate with and be relevant to several disciplines. While the individual works are diverse in their approach, topics and execution, the editorship and authors have managed to produce a contribution with coherence and high-quality. We simply need this kind of critical scholarship to lay the foundation against which more peripheral, but also important, issues can be analysed and solved, but also, when necessary, kept in the periphery of what is called good research, curriculum or practice concerning religion and worldviews in education. To me this book represents an urgent call for focus. Policy-makers, scholars, teachers and students alike will find this compilation a versatile, timely and high-quality research-based contribution to the discussion on religion in public education.” – Martin Ubani, Professor of Religious Education, University of Eastern Finland “Religious education is more important now than ever before as children and young people grow up in an increasingly diverse and complex world. This text nourishes – educare – and leads us – educere – into a broader and more ambitious understanding of religious education. The emphasis on the relational nature of the subject and a clarion call for a reframing and recontextualization of the subject rooted in both education theory and new understandings of ‘religion’ will no doubt bring the reader to attention and action. In their different ways, the authors challenge and disrupt some of the current understandings of religious education presenting their wisdom with depth, discernment and insight. This is an exciting contribution in current debates about the subject.” – Kathryn Wright, CEO, Culham St Gabriel’s Trust "The volume as a whole offers a strong plea to open up the discussion on RE [Religious Education] to a stronger consideration of an existential dimension, which does not only orientate teaching towards the imparting of knowledge, but also takes up the question of how students can shape the world with this knowledge and their attitudes. The demand to place the students' becoming subjects at the centre of all educational considerations must also be perceived and materialised again and again in religious education, dialogically and realistically". - Peter Schreiner translated from Zeitschrift fur Padagogik und Theologie, Vol. 74, Iss. 2. (May 7, 2022)Table of ContentsAcknowledgements Notes on Contributors Introducing: The Forgotten Dimensions of Religious Education  Gert Biesta and Patricia Hannam 1 Education, Education, Education: Reflections on a Missing Dimension  Gert Biesta 2 Education as Social Practice  Ruth Heilbronn 3 Education and Belonging to a Subject Matter  David Aldridge 4 Religion, Reductionism and Pedagogical Reduction  David Lewin 5 ‘Buddhism Is Not a Religion, But Paganism Is’: The Applicability of the Concept of ‘Religion’ to Dharmic and Nature-Based Traditions, and the Implications for Religious Education  Denise Cush and Catherine Robinson 6 Teaching about Islam: From Essentialism to Hermeneutics: An Interview with Farid Panjwani and Lynn Revell, by Gert Biesta  Gert Biesta, Farid Panjwani and Lynn Revell 7 On the Precarious Role of Theology in Religious Education  Sean Whittle 8 Implicit Knowledge Structures in English Religious Studies Public Exam Questions: How Exam Questions Frame Knowledge, the Experience of Learning, and Pedagogy  Robert A. Bowie 9 What Should Religious Education Seek to Achieve in the Public Sphere?  Patricia Hannam 10 Reflections on the Seminar on Religion and Education: The Forgotten Dimensions of Religious Education  Joyce Miller Afterword: Reflecting on the Forgotten Dimensions of Religious Education: Conclusions and Ways Forward  Patricia Hannam and Gert Biesta Index

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Book SynopsisIn the Jim Rutt Show, Brad Kershner talks about this book. He also had an interview with Layman Pascal about it in the Integral Stage Authors Series. Our ability to understand and improve the field of education depends upon our ability to understand human development, culture, and society. We cannot understand what is happening in schools unless we understand the context in which schools exist. Through meaningful stories of school leadership and critical reflections on theories of complex systems, this book offers a framework for understanding how the intractable dilemmas of education reflect and embody the social, cultural, and developmental patterns of society. From the concrete dilemmas of school leadership to the abstract vistas of integral meta-theory, this book is a guide to understanding how it all fits together, and how to encourage the holistic growth of students, teachers, leaders, and educational systems.Trade Review"5.0 out of 5 stars A must read for any educator looking to expand their horizons & navigate our age of complexity." - Customer Review by Trevor, teacher and instructional leader, on Amazon “A masterpiece of big picture thinking that is also firmly rooted in rich descriptions of leadership practice. Brad Kershner, a proven teacher and school leader himself, is among the very first to portray how complexity theory can illuminate what it is like to lead schools in times of rapid and turbulent change.” – Andy Hargreaves, Professor Emeritus, Boston College, author of Professional Capital, Sustainable Leadership, and Uplifting Leadership “Dr. Kershner has written an immensely important book, not just for educators, but for anyone interested in how to think in a more complex and adequate way about organizations, learning, and culture. This is one of the best uses I have seen made of Integral Theory, providing a path breaking application, demonstrating the power of truly comprehensive frameworks. All school leaders should read this book, and most sociologists and philosophers as well.” – Zachary Stein, author of Social Justice and Educational Measurement and Education in a Time between Worlds “If education is about growth in knowledge in a wide and deep sense, shouldn't the educational systems, cultures, and practices be informed by the best possible maps of the different fields of knowledge and their interrelations? Moreover, if education is about psychological growth and the development of the entire personality of children, youth, and adults, shouldn't education follow the steps of the best developmental psychology, and align with our knowledge of how the human mind and personality learns, grows, and prospers? In today's world, neither of these two things is true. Education-as-we-know-it is informed by rich academic and research traditions of pedagogy, but not by developmental psychology, by systems perspectives, or by a holistic theory of the fields of human knowledge. [..] Brad Kershner offers us this fundamental upgrade in his book. Well-read in growth and development, the varieties of systems theory, and holistic meta-theories of knowledge, he ventures into sensitive and detailed case studies of American schools and projects—with the gaze that only the experience and ethos of a teacher who truly cares about children can grant—and unpacks their potential. No single blueprint is offered, but the rich timbre of commentary, reflection, and explication opens doors and pathways to an entirely new world of education. [..] Of all theorists in the interrelated fields of development/systems/metatheory, Brad Kershner is, to my knowledge, the foremost in his grasp of schooling and the teacher's perspective. Of all teachers and educational theorists, he is the foremost theorist in said fields, able not only to apply them but to synthesize and comment upon their limitations and uses. And these fields can and will reshape the future of education. Indeed, they must. And society cannot transform to sanity and sustainability without a fundamental reform of education. For this reason, I believe that Brad Kershner's book plays an indispensable role in the future of society as a whole. It is a rare and impressive achievement that marries the teacher's heart to the theorist's mind.” – Hanzi Freinacht, author of The Listening Society, Nordic Ideology, and The 6 Hidden Patterns of History “True reform in any school community involves structural changes which emerge from shifts within each human participant. New ways of being dance with new ways of doing, forming new narratives about the community. Understanding Educational Complexity is the rare book that is able to shine light on such complexity. In these pages are deep lessons drawn from the experiences of a true reformer—someone who is able to form and reform their own ideas about a subject. Dr. Kershner uses concrete examples to show how an adult learner who celebrates the process of change has a greater impact than a leader who views reform as a discrete set of policies or practices.” – Nadav Zeimer, author of Education in the Digital AgeTable of ContentsPreface List of Figures 1 The Complexity of Everything  1 Two Schools, Two Principals, Myriad Challenges  2 Wicked Complexity and Integral Theory 2 Complexity Leadership  1 Distributed Leadership  2 The Complex Systems View 3 Jeffrey Jackson School: Repetitive Reform and the Slow Process of Adaptive Change  1 Culture, Climate, and Collaboration  2 Distributed Leadership: Consistency and Structured Collaboration  3 Instructional Leadership: Principal Presence in the Classroom  4 Reform Is in the Eye of the Beholder 4 Saint Catherine’s School: Collective Urgency at the Edge of Chaos  1 DREAM BIG: Creating a Common School Culture  2 Distributed Leadership: Creating Structures for Organizational Learning  3 Instructional Leadership: Challenging and Supporting Teachers  4 Guiding Emergence through Challenge, Support, and Balance  5 Case Study Summary: Contextualizing Processes and Outcomes 5 Perpetual Learning in an Integral Ecology  1 Post-Postmodern Pluralism: Integrating Perspectives on Leadership and Change  2 Subjective Realities: Understanding the Spectrum of Perspectives  3 Social Realities: Surfacing System Infrastructures and Ideological Influences 6 Methodological Hindsight: Reflections on Systems Thinking, Integral Theory, and Educational Research  1 Fostering and Assessing Development in Complex Systems  2 Plea for a Post-Postmodern Paradigm of Practice  3 Positionality as a Kosmic Address Postscript: Phronetic Social Science and Methodological Metacognition References

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Book SynopsisHuman civilisation stands at an unimaginable precipice. The human past, leading up to today, has seen society develop under the conditions of the Holocene since 10000 BC. However – we are now in the Anthropocene, what Deleuze/Guattari term as the future rupturing the present. This book analyses the Anthropocene given four dimensions: ‘tool-enhancement’; ‘carbon trail’; ‘the phallocene’; and ‘atomic-time’. A mode of education and social change lies parallel to this mapping that tackles degrowth, changing consciousness, a Green Utopia, and building a critical-immanent model to realign current practices in the light of globalisation. This is the first book to put the philosophy of Deleuze/Guattari to work for the future, and our collective existence as a differentiated educational practice in the Anthropocene.Trade Review“Anyone still in doubt about the political and ethical significance of environmental education needs to read David R. Cole’s exceptional Education, the Anthropocene, and Deleuze/Guattari. Cole demonstrates with perfect clarity and keen detail how a radical rethinking about the environment rests with also rethinking educational praxis by understanding unconscious drives and desires that perpetuate the Anthropocene and which complicate traditional educational efforts. This is a remarkable and incisive book, that captures the contemporary moment eloquently, and also provides readers with an outstanding website full of contributions and resources from interdisciplinary researchers engaged in rethinking the Anthropocentric moment.” – P. Taylor Webb, Associate Professor, Faculty of Education, The University of British Columbia “David R. Cole’s new book provides a critical reading of education, through the matrix of Deleuze/Guattari theory, examining the problem of the future and how we might escape the Anthropocene, to find what Guattari called ‘the joy of living’. An optimistic and positive view based on the idea that we can change.” – Michael A. Peters, Distinguished Professor, Faculty of Education, Beijing Normal University “While collective human-more-than-human earthly entities are paused in a temporal limbo of precarity; education needs room to breathe. The speculative and gestural possibilities for living within a new mode of humanity depend on it. The planet deserves it. This book by David R. Cole finds new spaces, a place to inhale, as he invites a host of others onto a stage we humans thought we occupied alone.” – Karen Malone, Professor of Education, Director of Research, Swinburne University, Melbourne “Cole’s original and unique book directly speaks to those educators seeking to escape the nightmare of the Anthropocene. It offers an incisive, Deleuze-Guattarian analysis of dominant, yet barely acknowledged drivers of the Anthropocene, and follows these through to stimulating expositions of new ways of learning, teaching and doing pedagogy. In doing so, it offers alternative understandings of how we could practice education that can provide escape routes from the Anthropocene that are not about escapism. It does this in a no-nonsense, hard-hitting style that is entirely appropriate to the urgency of the overwhelming planetary crisis. The book is thus also a demonstration of how to produce original and significant knowledge in ways that can help rejuvenate and re-imagine transformative practices for education. It is a must-read for anyone interested in combining contemporary theory, research and educational practice in ways that can usher in utopian futures.” – Esther Priyadharshini, Associate Professor in Education, University of East Anglia, UK “A brilliant and incredibly timely book. Cole not only provides an original analysis of the trends that have led to our contemporary crises, but more importantly, he shows how Deleuze and Guattari’s work can provide a model for ‘thinking and learning differently’ in the Anthropocene.” – Daniel W. Smith, Professor of Philosophy, Department of Philosophy, Purdue University, USA “In this erudite and carefully crafted conceptual book, with many entry and exit points, David R. Cole challenges the reader to think how education and educational practice can enact a feasible way out from the effects of end-of-world narratives and provide an escape from the entrapment of the Anthropocene.” – Juan Francisco Salazar Sutil, Professor of Anthropology, Institute of Culture and Society, Western Sydney University “Congratulations to David R. Cole for producing a much needed and timely contribution in response to a key question of our time: What does it mean to be learning in the Anthropocene? While reading this book, I was reminded of an assertion by Albert Einstein in a letter, dated 21 March 1955, written four weeks before his death, that 'the separation between past, present and future has only the importance of an admittedly tenacious illusion.' The past is still with us and the future is within us, but we live in the now. We cannot undo the past through linear extrapolation from what went wrong to an idealized future that will save us from perishing in the sixth mass extinction. What we can and must do – and keep doing – is, according to Cole, 'to try and figure out the patterns, tendencies, rhythms, repetitions, forces, and drives that have ... gone to make up the present.' Non-linear analysis of the drives that throughout human history have brought us the Anthropocene allows us to continually reinvent the now as an expanded time dimension and elucidate practices and opportunities for learning in the Anthropocene. One seldom comes across a book that, right from the beginning, is at the same time intoxicating to read but also impossible to put down as soon as one has started reading. With every page one reads and – if not immediately grasped, rereads – one becomes more and more convinced that there is a treasure hidden within, but that it takes hard work to dig it up.” – Jan Visser, President & Sr. Researcher, Learning Development Institute, Professor Extraordinary, University of Stellenbosch, South AfricaTable of ContentsForeword  Will Steffen Preface Acknowledgments List of Figures and Tables 1 Overview: The Problem of the Future  1 Introduction  2 What Is the Position of the Future?  3 Why ‘Deleuze/Guattari’? – An Analysis  4 Education, Social Change, and the Future  5 The Future of the Anthropocene 2 Tool-Enhancement  1 Introduction  2 Prehistory  3 The Beginnings of Civilisation: Agriculture  4 Metallurgy  5 Global Trade  6 World Machine 3 Carbon Trail  1 Introduction  2 The Discovery of Fire  3 Fire, Light, and Society  4 The ‘Energy-Life’ Threshold  5 Furnaces, Mining, and Individual Energy Exchange  6 Steam Engines  7 Fossil Fuel Capitalism 4 The Phallocene  1 Introduction  2 The Phallic God-Heads  3 One Phallus-God  4 Establishment of Phallus-Worship  5 The Working Phallic-Week  6 Digital Phallic-Endeavour 5 Atomic-Time  1 Introduction  2 A Universe of Atoms  3 Atomic Theory  4 Electricity  5 Quantum Mechanics  6 The Atomic Bomb 6 Teaching and Learning Differently in the Anthropocene  1 Introduction  2 Attending to the ‘Forces of Control’ at the Local Level  3 A Global Thinking Matrix  4 What Is Pedagogy of/in the Anthropocene? 7 Incremental Movements towards a New Society  1 Introduction  2 The Great Leap Forward – A Green Utopia?  3 Changing Society at the Micro-Level  4 How Can the Minor Societal Changes Be Augmented? 8 Conclusion: The Double Bind  1 Introduction  2 What Is the Double Bind?  3 The Double Bind of the Future  4 The Role of Politics in the Double Bind  5 Realism and ‘Fabulation’…  6 This Is the End of the ‘End-Times’ References Index

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Book SynopsisHuman civilisation stands at an unimaginable precipice. The human past, leading up to today, has seen society develop under the conditions of the Holocene since 10000 BC. However – we are now in the Anthropocene, what Deleuze/Guattari term as the future rupturing the present. This book analyses the Anthropocene given four dimensions: ‘tool-enhancement’; ‘carbon trail’; ‘the phallocene’; and ‘atomic-time’. A mode of education and social change lies parallel to this mapping that tackles degrowth, changing consciousness, a Green Utopia, and building a critical-immanent model to realign current practices in the light of globalisation. This is the first book to put the philosophy of Deleuze/Guattari to work for the future, and our collective existence as a differentiated educational practice in the Anthropocene.Trade Review“Anyone still in doubt about the political and ethical significance of environmental education needs to read David R. Cole’s exceptional Education, the Anthropocene, and Deleuze/Guattari. Cole demonstrates with perfect clarity and keen detail how a radical rethinking about the environment rests with also rethinking educational praxis by understanding unconscious drives and desires that perpetuate the Anthropocene and which complicate traditional educational efforts. This is a remarkable and incisive book, that captures the contemporary moment eloquently, and also provides readers with an outstanding website full of contributions and resources from interdisciplinary researchers engaged in rethinking the Anthropocentric moment.” – P. Taylor Webb, Associate Professor, Faculty of Education, The University of British Columbia “David R. Cole’s new book provides a critical reading of education, through the matrix of Deleuze/Guattari theory, examining the problem of the future and how we might escape the Anthropocene, to find what Guattari called ‘the joy of living’. An optimistic and positive view based on the idea that we can change.” – Michael A. Peters, Distinguished Professor, Faculty of Education, Beijing Normal University “While collective human-more-than-human earthly entities are paused in a temporal limbo of precarity; education needs room to breathe. The speculative and gestural possibilities for living within a new mode of humanity depend on it. The planet deserves it. This book by David R. Cole finds new spaces, a place to inhale, as he invites a host of others onto a stage we humans thought we occupied alone.” – Karen Malone, Professor of Education, Director of Research, Swinburne University, Melbourne “Cole’s original and unique book directly speaks to those educators seeking to escape the nightmare of the Anthropocene. It offers an incisive, Deleuze-Guattarian analysis of dominant, yet barely acknowledged drivers of the Anthropocene, and follows these through to stimulating expositions of new ways of learning, teaching and doing pedagogy. In doing so, it offers alternative understandings of how we could practice education that can provide escape routes from the Anthropocene that are not about escapism. It does this in a no-nonsense, hard-hitting style that is entirely appropriate to the urgency of the overwhelming planetary crisis. The book is thus also a demonstration of how to produce original and significant knowledge in ways that can help rejuvenate and re-imagine transformative practices for education. It is a must-read for anyone interested in combining contemporary theory, research and educational practice in ways that can usher in utopian futures.” – Esther Priyadharshini, Associate Professor in Education, University of East Anglia, UK “A brilliant and incredibly timely book. Cole not only provides an original analysis of the trends that have led to our contemporary crises, but more importantly, he shows how Deleuze and Guattari’s work can provide a model for ‘thinking and learning differently’ in the Anthropocene.” – Daniel W. Smith, Professor of Philosophy, Department of Philosophy, Purdue University, USA “In this erudite and carefully crafted conceptual book, with many entry and exit points, David R. Cole challenges the reader to think how education and educational practice can enact a feasible way out from the effects of end-of-world narratives and provide an escape from the entrapment of the Anthropocene.” – Juan Francisco Salazar Sutil, Professor of Anthropology, Institute of Culture and Society, Western Sydney University “Congratulations to David R. Cole for producing a much needed and timely contribution in response to a key question of our time: What does it mean to be learning in the Anthropocene? While reading this book, I was reminded of an assertion by Albert Einstein in a letter, dated 21 March 1955, written four weeks before his death, that 'the separation between past, present and future has only the importance of an admittedly tenacious illusion.' The past is still with us and the future is within us, but we live in the now. We cannot undo the past through linear extrapolation from what went wrong to an idealized future that will save us from perishing in the sixth mass extinction. What we can and must do – and keep doing – is, according to Cole, 'to try and figure out the patterns, tendencies, rhythms, repetitions, forces, and drives that have ... gone to make up the present.' Non-linear analysis of the drives that throughout human history have brought us the Anthropocene allows us to continually reinvent the now as an expanded time dimension and elucidate practices and opportunities for learning in the Anthropocene. One seldom comes across a book that, right from the beginning, is at the same time intoxicating to read but also impossible to put down as soon as one has started reading. With every page one reads and – if not immediately grasped, rereads – one becomes more and more convinced that there is a treasure hidden within, but that it takes hard work to dig it up.” – Jan Visser, President & Sr. Researcher, Learning Development Institute, Professor Extraordinary, University of Stellenbosch, South AfricaTable of ContentsForeword  Will Steffen Preface Acknowledgments List of Figures and Tables 1 Overview: The Problem of the Future  1 Introduction  2 What Is the Position of the Future?  3 Why ‘Deleuze/Guattari’? – An Analysis  4 Education, Social Change, and the Future  5 The Future of the Anthropocene 2 Tool-Enhancement  1 Introduction  2 Prehistory  3 The Beginnings of Civilisation: Agriculture  4 Metallurgy  5 Global Trade  6 World Machine 3 Carbon Trail  1 Introduction  2 The Discovery of Fire  3 Fire, Light, and Society  4 The ‘Energy-Life’ Threshold  5 Furnaces, Mining, and Individual Energy Exchange  6 Steam Engines  7 Fossil Fuel Capitalism 4 The Phallocene  1 Introduction  2 The Phallic God-Heads  3 One Phallus-God  4 Establishment of Phallus-Worship  5 The Working Phallic-Week  6 Digital Phallic-Endeavour 5 Atomic-Time  1 Introduction  2 A Universe of Atoms  3 Atomic Theory  4 Electricity  5 Quantum Mechanics  6 The Atomic Bomb 6 Teaching and Learning Differently in the Anthropocene  1 Introduction  2 Attending to the ‘Forces of Control’ at the Local Level  3 A Global Thinking Matrix  4 What Is Pedagogy of/in the Anthropocene? 7 Incremental Movements towards a New Society  1 Introduction  2 The Great Leap Forward – A Green Utopia?  3 Changing Society at the Micro-Level  4 How Can the Minor Societal Changes Be Augmented? 8 Conclusion: The Double Bind  1 Introduction  2 What Is the Double Bind?  3 The Double Bind of the Future  4 The Role of Politics in the Double Bind  5 Realism and ‘Fabulation’…  6 This Is the End of the ‘End-Times’ References Index

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Book SynopsisTeaching and learning are profoundly personal experiences, yet systems of education often prioritize agendas that alienate people rather than engage them. Reconceptualizing teaching and learning as a co-constructed praxis places individuals at the heart of education and, in so doing, regards knowledge acquisition as a process of understanding that is dynamically and personally negotiated at the intersection of self, subject, and relationality. This approach, at once pedagogical and practical, has the capacity to transform the classroom from a place of containment to one of expansiveness. Through critical, qualitative, creative, and arts-integrated approaches, this collection aims to explore the co-curricular capacity of lived experience to re/humanize education. This is a timely project given the multiple race, health, environmental, and socio-political crises playing out on the world stage. Contributions include works by authors who explore: co-curricular inclusion of lived experience for its potential to create more equitable and representative curricula; co-curricular capacity of lived experience to advance relationality, both human and more than human; and co-curricular potential of lived experience to un/privilege the current prioritization of the quantifiable in favour of more inclusive and holistic epistemologies.Table of ContentsForeword Connie Blomgren Notes on Contributors 1 Nesting with/in the Bloom  Ellyn Lyle and Celeste Snowber 2 (Re)storying Education  Kathryn Crawford, Joshua Hill, Dani Dykema, Evan Hiltermann, Hailey Tata and Jon Wong 3 Empty Courtyards  Sepideh Mahani 4 Being and Becoming Human in Higher Education: A Co-Autoethnographic Inquiry  Kathleen Pithouse-Morgan, Daisy Pillay and Inbanathan Naicker 5 Preciousness and Duty: Thoughts on the Pedagogy of Expansive Containment  David W. Jardine 6 On the Condition of Being Human: Holistic and Relational Curricular and Pedagogical Thinking  Shannon Leddy 7 Photo Walks to Re/humanize Education  Christine L. Cho, Julie K. Corkett and Olivia Pitcher 8 Healing the School(ed) Girl Within: Toward a Deschooled Currere for Becoming Teacher Educators  Chelsea Thomas 9 Refusing to Hide the Ragged Edges: Toward a Humanized Curriculum of Wide-Awakeness  Momina Khan 10 Bitter Toughness Meets Fierce Love: Reflections on a Project with Teen Mothers  Kathryn Ricketts, Esther Maeers and Riley Munro 11 Articulating an Arts-Based Language Pedagogy  Adriana Oniță 12 Unpacking the Equity Backpack Project: Implications for Rehumanizing Education  Awneet Sivia, Nerlap Kaur Sidhu and Ian Levings 13 Re/spiriting Education: Fostering Flourishing through W(h)olism  Paula Rosehart and Ramona Elke 14 “Who Feels It Knows It”: Black Mothers’ Resistance of Anti-Black Racism in North American K–12 Schools  Michelle Grace-Williams 15 Participatory Theatre: Towards Humane Encounters in Education and Professional Development  Joe Norris, Kevin Hobbs, Michael Martin Metz, Valerie Michaelson and Sheila O’Keefe-McCarthy 16 Re/humanizing Language Teacher Education: A Muralization Project  Andrés Valencia 17 Homeland of the Métis Nation: A Critical Inquiry into the Hidden Curriculum at Winnipeg’s Upper Fort Garry  Katya Adamov Ferguson 18 Representation Matters: Creating a Sense of Belonging in Early Childhood Studies  Nidhi Menon 19 Finding Humanity, Finding Ourselves: How Our Critical Friendship Reignited Our Desire for Futures in Academia  Vusi Msiza, Nosipho Mbatha and Nokukhanya Ndlovu 20 Curriculum-Making through a Mural Mile: Narrating a Social History  Rita Forte 21 Rehumanizing the Heart  Kimberley Holmes

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Book SynopsisTeaching and learning are profoundly personal experiences, yet systems of education often prioritize agendas that alienate people rather than engage them. Reconceptualizing teaching and learning as a co-constructed praxis places individuals at the heart of education and, in so doing, regards knowledge acquisition as a process of understanding that is dynamically and personally negotiated at the intersection of self, subject, and relationality. This approach, at once pedagogical and practical, has the capacity to transform the classroom from a place of containment to one of expansiveness. Through critical, qualitative, creative, and arts-integrated approaches, this collection aims to explore the co-curricular capacity of lived experience to re/humanize education. This is a timely project given the multiple race, health, environmental, and socio-political crises playing out on the world stage. Contributions include works by authors who explore: co-curricular inclusion of lived experience for its potential to create more equitable and representative curricula; co-curricular capacity of lived experience to advance relationality, both human and more than human; and co-curricular potential of lived experience to un/privilege the current prioritization of the quantifiable in favour of more inclusive and holistic epistemologies.Table of ContentsForeword Connie Blomgren Notes on Contributors 1 Nesting with/in the Bloom  Ellyn Lyle and Celeste Snowber 2 (Re)storying Education  Kathryn Crawford, Joshua Hill, Dani Dykema, Evan Hiltermann, Hailey Tata and Jon Wong 3 Empty Courtyards  Sepideh Mahani 4 Being and Becoming Human in Higher Education: A Co-Autoethnographic Inquiry  Kathleen Pithouse-Morgan, Daisy Pillay and Inbanathan Naicker 5 Preciousness and Duty: Thoughts on the Pedagogy of Expansive Containment  David W. Jardine 6 On the Condition of Being Human: Holistic and Relational Curricular and Pedagogical Thinking  Shannon Leddy 7 Photo Walks to Re/humanize Education  Christine L. Cho, Julie K. Corkett and Olivia Pitcher 8 Healing the School(ed) Girl Within: Toward a Deschooled Currere for Becoming Teacher Educators  Chelsea Thomas 9 Refusing to Hide the Ragged Edges: Toward a Humanized Curriculum of Wide-Awakeness  Momina Khan 10 Bitter Toughness Meets Fierce Love: Reflections on a Project with Teen Mothers  Kathryn Ricketts, Esther Maeers and Riley Munro 11 Articulating an Arts-Based Language Pedagogy  Adriana Oniță 12 Unpacking the Equity Backpack Project: Implications for Rehumanizing Education  Awneet Sivia, Nerlap Kaur Sidhu and Ian Levings 13 Re/spiriting Education: Fostering Flourishing through W(h)olism  Paula Rosehart and Ramona Elke 14 “Who Feels It Knows It”: Black Mothers’ Resistance of Anti-Black Racism in North American K–12 Schools  Michelle Grace-Williams 15 Participatory Theatre: Towards Humane Encounters in Education and Professional Development  Joe Norris, Kevin Hobbs, Michael Martin Metz, Valerie Michaelson and Sheila O’Keefe-McCarthy 16 Re/humanizing Language Teacher Education: A Muralization Project  Andrés Valencia 17 Homeland of the Métis Nation: A Critical Inquiry into the Hidden Curriculum at Winnipeg’s Upper Fort Garry  Katya Adamov Ferguson 18 Representation Matters: Creating a Sense of Belonging in Early Childhood Studies  Nidhi Menon 19 Finding Humanity, Finding Ourselves: How Our Critical Friendship Reignited Our Desire for Futures in Academia  Vusi Msiza, Nosipho Mbatha and Nokukhanya Ndlovu 20 Curriculum-Making through a Mural Mile: Narrating a Social History  Rita Forte 21 Rehumanizing the Heart  Kimberley Holmes

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Book SynopsisSandra Gilgan’s Utopia in the Revival of Confucian Education examines the classics-reading movement in contemporary China as not only driven by attraction to certain elements of tradition, but even more by caesuras in the past that caused people to detach from their cultural roots. The author argues that activism in the classics-reading movement arises from an entanglement of past, present, and future. Social and political upheaval in the near past of the twentieth century caused people to disconnect from their traditional culture and ways of living, resulting in the present need to reconnect with perceived “original” culture and tradition from the more distant past. Through peoples’ imaginaries of a better future that are informed by past traditions, new ways of the past find entrance into life and education in study halls and academies. This new study draws on multi-sited ethnographic field research in ten Chinese cities, with the broadest database currently available. It combines theoretical elements from anthropology, history, sociology and sinology in a grounded theory approach. As an interdisciplinary study, the book is of interest for academics in Asian and Chinese studies, heritage and memory studies, religious studies, educational sciences, history, and cultural anthropology, as well as social and political sciences.

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Book SynopsisComparative Education: A Field in Discussion is a personal reflection on the field of comparative education from the perspective of one scholar who has been active in the field since the 1980s. In the 1960s and 1970s many scholars attempted to develop a science of comparative education, and those diverse efforts formed the backdrop to the study of comparative education in the 1980s. In this volume, the author, who was originally educated as a physical scientist, draws upon those earlier attempts, at the same time introducing new insights from the complexity of science and systems theory. David Turner argues that these new insights should lead us away from a positivist vision of science, largely based on nineteenth century ideas of scientific method, and challenge us to accept that concepts are fluid, change over time, and are frequently contested. Nonetheless, those same concepts are essential to the way that we think of ourselves, our environment and the institutions that we inhabit. Caught between the generalisations that our concepts force on us, and our wish to capture the specificity of each personal history, the activity that we engage in is comparative education.Table of Contents1 What Is Comparative Education? 2 Models and Multi-Centred Studies of Education  1 Introduction  2 The Detail of Macro Level Patterns  3 The Game of Life as Metaphor  4 An Area of Special Interest  5 The Next Step  6 Life Is Not the Game of Life  7 A Thought Experiment  8 Games against Nature 3 Understanding Comparison  1 Introduction  2 An Educational Computer Programme  3 An Historical Approach  4 A Dynamic of Diversity  5 More Models 4 Mapping the Field 5 National Character  1 Introduction  2 Forming a National Character  3 Essentialism  4 Encyclopaedism  5 Pragmatism  6 Polytechnicalism  7 Other Ideal Typical Models  8 Confucianism 6 Nicholas Hans Revisited 7 Holmes’ Problem Solving Approach  1 Sociological Laws 8 Revisiting the Field  1 Conclusions References

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Book SynopsisComparative Education: A Field in Discussion is a personal reflection on the field of comparative education from the perspective of one scholar who has been active in the field since the 1980s. In the 1960s and 1970s many scholars attempted to develop a science of comparative education, and those diverse efforts formed the backdrop to the study of comparative education in the 1980s. In this volume, the author, who was originally educated as a physical scientist, draws upon those earlier attempts, at the same time introducing new insights from the complexity of science and systems theory. David Turner argues that these new insights should lead us away from a positivist vision of science, largely based on nineteenth century ideas of scientific method, and challenge us to accept that concepts are fluid, change over time, and are frequently contested. Nonetheless, those same concepts are essential to the way that we think of ourselves, our environment and the institutions that we inhabit. Caught between the generalisations that our concepts force on us, and our wish to capture the specificity of each personal history, the activity that we engage in is comparative education.Table of Contents1 What Is Comparative Education? 2 Models and Multi-Centred Studies of Education  1 Introduction  2 The Detail of Macro Level Patterns  3 The Game of Life as Metaphor  4 An Area of Special Interest  5 The Next Step  6 Life Is Not the Game of Life  7 A Thought Experiment  8 Games against Nature 3 Understanding Comparison  1 Introduction  2 An Educational Computer Programme  3 An Historical Approach  4 A Dynamic of Diversity  5 More Models 4 Mapping the Field 5 National Character  1 Introduction  2 Forming a National Character  3 Essentialism  4 Encyclopaedism  5 Pragmatism  6 Polytechnicalism  7 Other Ideal Typical Models  8 Confucianism 6 Nicholas Hans Revisited 7 Holmes’ Problem Solving Approach  1 Sociological Laws 8 Revisiting the Field  1 Conclusions References

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Book SynopsisThis book provides a distinctive perspective on some of the ways in which performativity, as an expression of neoliberal and managerialist thinking, ‘works’ in specific policy contexts. It pays particular attention to higher education and considers how the logic of performativity reconfigures our sense of what it means to engage in worthwhile research, what it means to be ‘well’, and, ultimately, what it means to be human. Philosophy of education, conceived not just as a domain of scholarly activity but as a way of life, rubs against the grain of performativity. In a performance-driven world, efficiency, measurability and predictability are all important. A philosophical life in education is often unpredictable, uncertain and ‘inefficient’; it creates a kind of intellectual restlessness that can never be fully satisfied. Performativity, Politics and Education: From Policy to Philosophy suggests that the current obsession with productivity, performance and prosperity is misguided. It argues that policies and practices underpinned by the principle of performativity are dehumanising and offers an alternative approach: an orientation to education grounded in a philosophy of hope and underpinned by a commitment to collegiality, constructive critique and ongoing dialogue.Table of ContentsNotes on Original Publications Introduction: From Policy to Philosophy: Education in the Era of Performativity 1 Performativity, Big Data and Higher Education: The Death of the Professor?  1 Introduction  2 Knowledge, Performativity and the Death of the Professor  3 Higher Education in the Age of Big Data  4 Conclusion 2 Academic Dystopia: Knowledge, Efficiency and Intellectual Life  1 Introduction  2 Knowledge, Efffijiciency and Performativity  3 Performance-Based Research Funding in New Zealand  4 Lyotard, Tertiary Education and the PBRF  5 Conclusion: A Dystopian Future for the Academy? 3 Higher Education, Impact and the Internet: Publishing, Politics and Performativity  1 Introduction  2 Scholarly Publishing in the Age of the Internet  3 Peer Review, Performativity and Impact  4 Concluding Remarks 4 Problematising Productivity: Neoliberalism, Wellbeing and Education  1 Introduction  2 The Productivity Commission’s Report: Context and Content  3 A Critique  4 Conclusion 5 ‘It Was the Best of Times, It Was the Worst of Times …’: Philosophy of Education in the Contemporary World  1 Introduction  2 Shifting Sands: The Evolution of PESA  3 Philosophy of Education as a Way of Life  4 Conclusion 6 A Philosophy of Hope: Pedagogy, Politics and Humanisation  1 Introduction  2 Paulo Freire: Philosophy, Pedagogy, Practice  3 Critical, Engaged Teaching: Ira Shor and bell hooks  4 Conclusion: A Philosophy of Hope 7 Philosophy of Education as a Way of Life: A Case Study  1 Introduction  2 Schooling and Uuniversity Experiences  3 Academic Life  4 Conclusion References Index

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Book SynopsisHow can we manifest more relational care in education by harnessing joy in the school setting? Finding Joy suggests it is found in care-based pedagogies, radical collegiality and relational reading practices. Guided by philosophical conversations with educational thinkers whose works have informed the author’s own praxis over a twenty-year career in public education, at the end of each chapter the reader is given provocations for reflection through a series of questions. Finding Joy offers readers the opportunity to spend time with educational philosophers like Gert Biesta, Nel Noddings, Michael Fielding and Maxine Greene. A relational reading of education-adjacent thinkers like D.W. Winnicott and Martha Nussbaum also point to the work that must be done to sustain and grow a thriving collegium in a changing world. Using narrative interviews and a/r/tographical research to help unpack what care looks like in education across various sectors, this book suggests that collegiality and care are required for the support of both teachers and students.Table of ContentsPreface Introduction 1 Social-Emotional Learning (SEL) and Relational Pedagogies in the K-12 Classroom  1 Relational Pedagogy: An Introduction  2 Relational Pedagogy in Action  3 Social-Emotional Learning and Relational Pedagogies  4 Reflection Questions for Educators 2 Finding Joy through Care: Nel Noddings’ Caring Relation  1 Reflection Questions for Educators 3 A Pedagogy of Care  1 The Good Enough Teacher  2 Building the Framework: Hochschild, Noddings and Winnicott  3 Key Tenets: A Pedagogical Model of Car  4 Barriers  5 An Anticipated Future of Educational Care  6 Reflection Questions for Educators 4 Radical Collegiality and Cross-Institutional Partnerships  1 Research Methodology  2 Fielding’s “Radical Collegiality”  3 Student Surveys and Narrative Analysis of Participant Interviews  4 Extending beyond This Study  5 Reflection Questions for Educators 5 Finding Joy through a Relational Reading Practice  1 Relational Learning through Relational Reading  2 Relational Reading with Gert Biesta  3 Biesta’s Relational Reading of Levinas  4 Relational Reading with Maxine Greene  5 Narrative Compassion: Putting Biesta and Greene into Action  6 Compassion, Joy and Relational Care  7 Reflection Questions for Educators 6 Finding Joy: How to Be Good Enough beyond the Classroom  1 Pedagogies of Care and Radical Collegiality in the Virtual Classroom  2 Pedagogies of Care and Radical Collegiality beyond the Classroom References Index

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Book SynopsisThe discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development. This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.Table of ContentsAcronyms Notes on Contributors 1 The African University in Pursuit of an Emancipatory Knowledge Trajectory: Deciphering the Dialogues  Amasa P. Ndofirepi 2 African Knowledge and Canonicity: Historical Inertia and Intellectual Liberation  Pascah Mungwini 3 Africanising the University Curriculum: Possibilities and Challenges  Jeriphanos Makaye 4 The African University and the Urgent Need for Decoupling from the Global North  Jacob Mapara 5 Cognitive Justice as Social Justice in Postcolonial Africa: The Idea of the University in the North-South Dialectic  Ephraim T. Gwaravanda and Amasa P. Ndofirepi 6 False Dichotomy in Epistemic Decolonisation of Philosophy  Ephraim T. Gwaravanda 7 From Academic Coconuts to Knowledge Custodians: Redefining a New Epistemic Trajectory for an African University  Simon Vurayai 8 Decolonising the African Union Regional Higher Education Policy: A Tentative Approach against Neocolonial Entanglement  Emnet Tadesse Woldegiorgis 9 Repurposing the University in Africa in the Context of the Tenacity of an Explicitly Racist Epistemology  Teboho J. Lebakeng 10 Social Justice Reconsidered: Making a Defence for a University of Critique Again  Yusef Waghid, Zayd Waghid and Faiq Waghid 11 Decolonising Knowledge in African Universities: Could It Be Too Late?  Gloria Erima 12 The Hermeneutics of a Liberated Knowledge Fund in an African University: Winding Up the Business  Amasa P. Ndofirepi Index

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Book SynopsisThe discourse of decolonisation, though littered with unresolved contestation in the university as an institution of higher learning, has often been blamed on the impact of neoliberal globalisation philosophy. The volume focuses on unfinished project of decolonisation, with an aim on African knowledge and the historical question of canonicity by keeping the emancipative dialogue alive. The authors place great scrutiny on the quality of curriculum offered in universities arguing that a sound relevant curriculum, original to the continent, can save Africa’s citizenry from challenges bedevilling socio-economic development. This book proposes a disruption and potential end to western hegemonic epistemologies that manifest the neoliberal geopolitical terrain in the form of cultural imperialism, epistemicide, and linguicide through a decolonial approach to the curriculum in African universities. It interrogates and challenges the neo-colonial entanglement in regional higher education policy processes coupled with the excessive dependence of regional stakeholders on western external actors for higher education policy and envisages a decolonial alternative future for the regionalisation of higher education in Africa. To this end, the book brings in a more philosophical and practical hermeneutic of knowledge production and dissemination that unyokes post-independence African universities from the bondage of erstwhile colonisers.Table of ContentsAcronyms Notes on Contributors 1 The African University in Pursuit of an Emancipatory Knowledge Trajectory: Deciphering the Dialogues  Amasa P. Ndofirepi 2 African Knowledge and Canonicity: Historical Inertia and Intellectual Liberation  Pascah Mungwini 3 Africanising the University Curriculum: Possibilities and Challenges  Jeriphanos Makaye 4 The African University and the Urgent Need for Decoupling from the Global North  Jacob Mapara 5 Cognitive Justice as Social Justice in Postcolonial Africa: The Idea of the University in the North-South Dialectic  Ephraim T. Gwaravanda and Amasa P. Ndofirepi 6 False Dichotomy in Epistemic Decolonisation of Philosophy  Ephraim T. Gwaravanda 7 From Academic Coconuts to Knowledge Custodians: Redefining a New Epistemic Trajectory for an African University  Simon Vurayai 8 Decolonising the African Union Regional Higher Education Policy: A Tentative Approach against Neocolonial Entanglement  Emnet Tadesse Woldegiorgis 9 Repurposing the University in Africa in the Context of the Tenacity of an Explicitly Racist Epistemology  Teboho J. Lebakeng 10 Social Justice Reconsidered: Making a Defence for a University of Critique Again  Yusef Waghid, Zayd Waghid and Faiq Waghid 11 Decolonising Knowledge in African Universities: Could It Be Too Late?  Gloria Erima 12 The Hermeneutics of a Liberated Knowledge Fund in an African University: Winding Up the Business  Amasa P. Ndofirepi Index

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Book SynopsisCultural-Historical Activity Theory (CHAT) and other Vygotskian approaches are becoming increasingly popular among social scientists interested in studying human actions, thoughts and emotions in their cultural contexts. Building on non-dualist, dialectical materialist epistemological premises, these approaches, however, can pose important challenges to the scholar and the student aiming at first adopting them in their research. What are the concrete, method-related implications of CHAT perspectives for the way we do research in the field? Showcasing the work of well-established as well as emerging CHAT scholars, this volume presents from-the-field insights of non-dualist CHAT methodology for both newcomers and the initiated. Contributors are: Sylvie Barma, Michael Cole, Patricia Dionne, Philip Dupuis-Laflamme, Ritva Engeström, Beth Ferholt, Alfredo Jornet, Isabelle Rioux, Frédéric Saussez, Chris Schuck, Anna Stetsenko, Marie-Caroline Vincent and Samantha Voyer.

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Book SynopsisThe book is a collection of five significant articles that highlight Professor Baokui QU's research on the evolution of the eduational discipline in China, the classfication of educational sciences, and the metatheory of education. One of the features of his research on these topics is that he integrated the perspectives from scholars in many countries, and reflected critically on the past and future of education as a discipline.Table of ContentsForeword Preface 1 One Hundred Years of the Discipline of Education in China: Narrating the Past and Anticipating the Future  Qu Baokui 2 The Discipline of Education in China: A Hundred-Year Odyssey  Qu Baokui, Zheng Jinzhou and Cheng Liang 3 An Overview of Metatheory and Metatheory of Education  Qu Baokui and Tang Ying 4 The Logical Starting Point of Pedagogy: Yesterday’s Perspectives and Today’s Understanding  Qu Baokui and Zheng Jinzhou 5 The Classification of Educational Sciences: Issues and Framework  Qu Baokui and Tang Ying Index

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Book SynopsisFictionalism confronts the dual epistemological nature of education. In this book, Johan Dahlbeck argues that all education, at bottom, concerns a striving for truth initiated through fictions. This foundational aporia is then interrogated and made sense of via Hans Vaihinger’s philosophy of ‘as if’ and Spinoza’s peculiar form of exemplarism. Using a variety of fictional examples, Dahlbeck investigates the different dimensions of educational fictionalism, from teacher exemplarism to the basic educational fictions necessary for getting started in education in the first place. Fictionalism will be a valuable resource for anyone interested in the philosophical foundations of education.Table of ContentsAcknowledgments Abbreviations and Note on Editions Used Abstract Keywords  SECTION 1: BEGINNINGS  Introduction: A Truth Concealed Beneath a Beautiful Lie  1 Emotional Manipulation and Affective Influence: A Philosophical Account  2 Hans Vaihinger’s ‘As If’ and the Promotion of Educational Fictions  3 Taking a Cue from Spinoza’s Exemplars  Conclusion: The End of the Beginning  SECTION 2: EXAMPLES  Introduction: Three Examples, Three Lessons (in Educational Fictionalism)  4 Learning from Satan’s Mistake: Epistemological Restrictions and Imaginative Openings  5 Recollecting Mr. Möller’s Transformative Gesture: Looking Back to Move Ahead  6 Popular Images of Teachers: Control Freaks or Lovers of the Unknown?  Conclusion: These Examples Are Nothing but Fictions  SECTION 3: ENDINGS  Introduction: The Beginning of the End  7 Educational Fictionalism and the Teaching of Truth Disguised as Lies  Conclusion: Acting ‘As If’ We Knew Where We Were Going  Bibliography

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Book SynopsisIn the post-Trump era, the Black lived experience continues to come under assault. Emerging from the suffering imposed on Black bodies comes Black Existential Philosophy, an umbrella term encompassing the multiple depictions of Black life under White subjugation. Whether taking the form of first hand narratives of the lives of enslaved Blacks, the racialized theological discourse of the Nation of Islam, or the writings of W.E.B. Du Bois and Frantz Fanon, the works comprising Black Existentialism offer a look into both the world of the racialized Black “Other” as well as the never-ending quest to recapture and reassert Black humanity. In Discovering Black Existentialism, E. Anthony Muhammad documents his personal and academic journey to Black Existentialism. In doing so, the book illuminates the power of curriculum as a shaping agent in the life of an educator and researcher. As a combination of autobiography, theory, and pedagogy, this work gives the reader an intimate view into the developmental arc of a Black Existentialist scholar. This book offers valuable insights to students searching for direction, to researchers attempting to find meaning in their work, and to educators striving to make their pedagogy relevant to the lives of their students.

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Book SynopsisIn the post-Trump era, the Black lived experience continues to come under assault. Emerging from the suffering imposed on Black bodies comes Black Existential Philosophy, an umbrella term encompassing the multiple depictions of Black life under White subjugation. Whether taking the form of first hand narratives of the lives of enslaved Blacks, the racialized theological discourse of the Nation of Islam, or the writings of W.E.B. Du Bois and Frantz Fanon, the works comprising Black Existentialism offer a look into both the world of the racialized Black “Other” as well as the never-ending quest to recapture and reassert Black humanity. In Discovering Black Existentialism, E. Anthony Muhammad documents his personal and academic journey to Black Existentialism. In doing so, the book illuminates the power of curriculum as a shaping agent in the life of an educator and researcher. As a combination of autobiography, theory, and pedagogy, this work gives the reader an intimate view into the developmental arc of a Black Existentialist scholar. This book offers valuable insights to students searching for direction, to researchers attempting to find meaning in their work, and to educators striving to make their pedagogy relevant to the lives of their students.

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Book SynopsisFor far too many people for far too many years, schooling has been a debilitating, demoralizing, and ultimately dehumanizing experience. Make-shift, half-hearted, and watered-down reform measures have proved ineffective. Reform throws out the bath water, but keeps the baby. Radicalism recognizes not a baby but a beast lurks in the bath water and throws both out. This dramatic redefinition of schooling examines four models of dynamism as provided by Nietzsche, Whitehead, Dewey, and Freire. Nietzsche's af-firmation of dynamism is marred by his elitism. Whitehead understands that inert cripple schooling. Without dialogue, ideas remain inert. Dewey misunderstands thinking and does not grasp its inherent double movement: toward order and disorder. Freire's pedagogy is transcended, with emphasis on negotiation between prime values. The final chapter expounds a radical pedagogy of dynamism. Miller argues that teaching and learning are not separate acts, but form a continuum. Within the teaching-learning continuum, all participants are spontaneous and receptive and seek to overcome fear of process, ambiguity, and doubt. The key to radical schooling is a pro-active stance toward creativity that allows for a dynamic integration of difference in dialogue. Negotiating Toward Truth is a call to arms for all educators. The book asks us to look closely what is in the bath water and to have the courage to throw the beast out with the bath water.Table of ContentsElaine ROSS: Foreword. Acknowledgments. Introduction. ONE. Nietzsche's Treatment of Becoming: Narrowing Is Broadening Horizons. TWO. The Inert Ideas of Alfred North Whitehead. THREE. Upgrading Dewey. FOUR. Freire's Radicalism. FIVE. A Radical Pedagogic Creed of Dynamism. Mark Roelof ELEVELD: Epilogue. Notes. Bibliography. About the Author. Index.

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Book SynopsisThe book explores, in novel form, what can happen to us, whether professor or student, as a result of the philosophical classroom. The approach is to consider the classroom as a unique happening of philosophy, different than reporting theories or doing research, through which a distinctive mode of philosophical formation can occur.Trade Review”A Fierce Little Tragedy ably articulates fundamental issues in the practice of philosophy so important to philosophy of education” – George David MillerTable of ContentsForeword by George David Miller Preface Acknowledgments ONE A Philosophical Lēnōcinium TWO Let Your Reason Serve To Make Truth Appear THREE I Like To Listen To The Way You Speak FOUR Virtuously Vulnerable FIVE Was It Platonic? SIX Tit–À–Tit SEVEN Under The Egoism Beneath The Skin EIGHT Form Precedes Content, And Lingers NINE Philosophical Laughter TEN Fine Hands And The Futures Market ELEVEN Masses Masticating At The Movies TWELVE When The Giver Proves Unkind THIRTEEN Poor Geppetto, Alone In The Ghetto FOURTEEN Never Again Pretend To Understand FIFTEEN Look Homeward, Angel SIXTEEN Psychoanalyzing The Stuffing Out SEVENTEEN The Zhivago Of Chicago EIGHTEEN Amazing Grace? EPILOGUE 1. Philosophy as Wonder 2. Philosophical Asking 3. Metaphysical Wonder 4. Philosophical Thinking as Asking 5. Asking Plato 6. Questions and the Value of Philosophy 7. Heidegger and “Being–a–self” 8. The Asking Mystery 9. Conclusion Works Cited About The Author Index

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Book SynopsisThis book urges educational institutions to contemplate the harm they have caused to individual and society by their tragic suppression of the energy essential to the flowering of the mind's full potential. No more strident and uncompromising a voice is to be found on this topic than Whitehead's, in The Aims of Education and Other Essays. Walker's interpretation of these essays is set in a story of the lives of several teachers, education students, parents, and a professor. Whitehead's presence is conjured among them as an uncomfortable and challenging gadfly. The philosophic depth is made widely accessible through the conversational language of imaginary journals and dialogues. This strategy also enables Walker to demonstrate the neglected power of dialogic pedagogy, and to suggest its centrality in the realization of Whiteheadian aims. The dialogues show a group of people curiously energized by an inquiry in which their stereotypical foundations are crumbling under the combined impact of focused dialogue and the brilliance of Whitehead's counterpoint. Their creative vitality of mind is shaken out of the narcosis of ingrained routines and secondhand ideas, and they discover the forgotten power of revitalizing outlook and action with an individual discernment of meaning, importance, and truth. They have immediately experienced the very quality of mind and its manner of cultivation Whitehead insists upon. This is intelligence enriching life with its full and interweaving spectrum of intellectual, aesthetic, ethical, and spiritual sensitivities.Table of ContentsEditorial Foreword. Preface. Acknowledgments. PART I Meditations of Dissatisfied Teacher. ONE David Ryan's Journal. PART 2 The Dialogues TWO The Participants. THREE First Dialogue: Should a Teacher Tell? FOUR Second Dialogue: The Dying Mind. FIVE Third Dialogue: Much Ado About Aims. SIX Fourth Dialogue: Doing What Comes Naturally. SEVEN Fifth Dialogue: When Work Is Play and Play Is Life. PART 3 The Journal Dialogues. EIGHT First Exchange of Journals: Glenda and Frank. NINE Second Exchange of Journals: Jerry and Louise. TEN Third Exchange of Journals: David and Craig. ELEVEN Fourth Exchange of Journals: Anne and Maria. Works Cited. About the Author. Index.

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Book SynopsisThis book introduces readers to the Buddhist-based philosophy of education of Daisaku Ikeda. Ikeda's philosophy of education offers human revolution, value creation, and dialogue as counterweights to the violence lurking in today's classrooms. Where education becomes wisdom-based, it transforms learners into keen assessors of their inner lives and establishes a foundation for global citizenship.Table of ContentsList of Illustrations Foreword by Lawrence Edward Carter, Sr. Acknowledgements INTRODUCTION 1. The Life Work of Daisaku Ikeda: Peace Through Education 2. The Burden of Introduction 3. Organization of the Book 4. The Search for Wisdom: Spirituality in Education 5. Soka Education PART ONE BLENDING BUDDHISM AND HUMANISM ONE The Buddhism of Nichiren Daishonin 1. Nichiren Daishonin and His Impact on Ikeda 2. The Buddhism Nichiren Daishonin Inherits 3. 1253: The Revolution Begins 4. The Egalitarian and Inclusive Nature of Enlightenment TWO The Humanism of Tsunesaburo Makiguchi 1. Challenging Authority 2. Humanist Manifesto I and Makiguchi’s Philosophy of Education A. Specific Needs, Specific Philosophies of Life B. Happiness as Individual Fulfillment and Shared Experience C. Value Creation D. The Reorientation of Responsibility 3. Makiguchi’s Philosophy of Education: A Brief Evaluation THREE Five Kinds of Eyes FOUR The Ten States of Being 1. From the Prison of Hell to the Eternity of Buddhahood A. Hell (The First Evil Path) B. Hungry Spirits (The Second Evil Path) C. Animals (The Third Evil Path) D. Asura or Warlike Demons (The Fourth Evil Path) E. Human Beings F. Heavenly Beings G. Voice-Hearers H. Cause-Awakened Ones I. Bodhisattva J. Buddhahood FIVE Three Thousand Realms in a Single Moment of Life 1. The 3,000 Possible Worlds or Ichinen Sanzen 2. The Three Realms 3. The Ten Factors 4. The 3,000 Worlds and the Holistic Person SIX The Causality of Karma SEVEN The Nine Consciousnesses and the Greater and Lesser Self EIGHT Kōsen-Rufu NINE Value Creation TEN Enlightenment PART TWO IKEDA’S MAJOR PRINCIPLES AND VIRTUES ELEVEN Compassionate Revolution TWELVE Cosmic Citizenship THIRTEEN Peaceful Competition FOURTEEN Completeness and Incompleteness 61 FIFTEEN Self-Mastery SIXTEEN Philosophically Based Education SEVENTEEN Hope as a Moral Virtue EIGHTEEN Trust and Harmony NINETEEN Faith and Ultimate Meaning TWENTY The Superrational PART THREE IMAGINARY DIALOGUES TWENTY-ONE Lao Tzu’s Hierarchy of Effective Leadership TWENTY-TWO Plato’s Notion of Mass Enlightenment TWENTY-THREE John Stuart Mill’s Higher and Lower Pleasures TWENTY-FOUR Alfred North Whitehead’s Inert Ideas TWENTY-FIVE John Dewey’s Participatory Education TWENTY-SIX Antonio Gramsci’s Organic Intellectual TWENTY-SEVEN Martin Luther King, Jr.’s Tough-Mindedness and Tender-Heartedness TWENTY-EIGHT Paulo Freire’s Circles of Certainty TWENTY-NINE Howard Gardner’s Multiple Intelligences THIRTY George David Miller’s Revolutionary Breaks PART FOUR MEETING TODAY’S EDUCATIONAL CHALLENGES ON IKEDA’S TERMS THIRTY-ONE Chalk, Erasers, and Violence in the Classroom THIRTY-TWO Self-Esteem and the Enduring Self THIRTY-THREE Reductionism and Compartmentalization THIRTY-FOUR Nihilism and Apathy THIRTY-FIVE Intolerance CONCLUSION 1. International Education 2. School Systems 3. The General Curriculum 4. Teachers and Students 5. Addendum Epilogue by Mark Roelof Eleveld Notes Bibliography 1. Writings of Daisaku Ikeda 2. Other Works Cited About the Author Appendix: Photographs Index 187

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Book SynopsisThis book advocates a return to the spirit of the Greek notion of paideia, emphasizing a pedagogy of becoming. The authors offer a holistic approach to education that aspires toward the inclusion, promotion, and nurturance of virtue and valuation. Topics range from the purely conceptual to applied methodology. Several key issues and contemporary trends in education are addressed philosophically, including the values of wisdom, morality, compassion, empathy, interdependence, authenticity, and self-understanding.Trade Review”the chapters achieve the stated goal of presenting teaching as a way to foster the holistic growth of students. The authors have credible backgrounds, largely in academic philosophy and psychology. Readers interested in educational philosophy, holistic education, or teaching in general will find this material thoughtful, readable, and in many cases classroom-tested. Recommended for upper-division undergraduates and above.” in: CHOICE - Current reviews for academic libraries, January 2003Table of ContentsGeorge David MILLER: Editorial Foreword Acknowledgements Jon MILLS: Introduction: Paideia Reconsidered I. PHILOSOPHICAL CONSIDERATIONS ONE David A. JOPLING: Can Wisdom Be Taught? TWO Janusz A. POLANOWSKI: In Search of Moral Teaching THREE Frank GRUBA-McCALLISTER: Education Through Compassion: Cultivating Our Mystical Vocation II. ENACTMENTS AND APPLIED METHODOLOGY FOUR George David MILLER: Abolishing Educational Welfare: Redrawing the Lines of Interdependency Through Dialogue FIVE Jon MILLS: An Unorthodox Pedagogy: Fostering Empathy Through Provocation SIX Guy ALLEN: The “Good Enough” Teacher and the Authentic Student SEVEN Jeffrey TLUMAK: Teaching Through Discussion EIGHT Marc LUBIN: The Classroom Experience as a Laboratory for Self-Understanding NINE John LACHS and Shirley M. LACHS: Education in the Twenty-First Century About the Contributors Index

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Book SynopsisThis book of twelve essays applies the holistic theories of process philosophy to the educational challenges that teachers face in today’s complexly changing world. Topics range from staff development to spirituality, exploring issues of student and teacher motivation, developmental stages of learning, imaginative thinking and writing, nourishing relationships, moral and environmental education, and the development of hospitable learning environments.Table of ContentsGeorge ALLAN and Malcolm D. EVANS: Introduction: A Different Three Rs for Education in Context Malcolm D. EVANS: What is a Process Perspective on Teaching and Learning? George ALLAN: On Learning to be Good Foster N. WALKER: Romancing Education: Whitehead on the Love of Learning Daniel ROYER: Genre, Relationality, and Whitehead’s Principle of Relativity: How We Write Pete A.Y. GUNTER: Whitehead and Environmental Education William J. GARLAND: Finding Flow through Discipline and Imagination Mary Elizabeth Mullino MOORE: Nourishing Relationships that Nourish Life Christelle ESTRADA: They Wear Their Learning With Imagination M. Jayne FLEENER and Stacy REEDER: Teaching Etcetera Malcolm D. EVANS: Reason: A Gift to be Nurtured John B. BENNETT: Educational Spiritualities: Parker J. Palmer and Relational Metaphysics About the Contributors Index

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Book SynopsisThis book is the third volume of selected papers from the Central European Pragmatist Forum (CEPF). It deals with the general question of education, and the papers are organized into sections on Education and Democracy, Education and Values, Education and Social Reconstruction, and Education and the Self. The authors are among the leading specialists in American philosophy from universities across the U.S. and in Central and Eastern Europe. The series Studies in Pragmatism and Values promotes the study of pragmatism’s traditions and figures, and the explorations of pragmatic inquiries in all areas of philosophical thought.Table of ContentsForeword by Larry A. HICKMAN Preface by John RYDER and Gert-Rüdiger WEGMARSHAUS Education and Democracy: Donald MORSE: The Necessity of Criticism: Dewey, Derrida, and Democratic Education Today Carlos MOUGAN RIVERO: John Dewey and the Necessity of Civic Democratic Education Alexander KREMER: Philosophy and Education: About Dewey’s and Rorty’s Consideration Jane SKINNER: Democracy Undefended: Education in the Age of Cognitive Science Education and Values: Sami PIHLSTRÖM: Pragmatic Moral Realism: Education for Ethical Seriousness Dirk JÖRKE: Against the Communitarian Absorption: John Dewey’s Conception of Reflective Morality and Its Practical Implications Lyubov BUGAEVA: Arts as Education: Instrumentalism and Constructivism Krystyna WILKOSZEWSKA: Dewey’s Idea of Aesthetic Experience in the Process of Education Education and Social Reconstruction: James CAMPBELL: Reconstruction Through Education Gert-Rüdiger WEGMARSHAUS: John Dewey on the Role of Schools in Teaching Democracy as a Way of Life: Implications for Germany in Research and Practice John RYDER: Is Pragmatic Political Technology a Reasonable Possibility? Michael ELDRIDGE: Thick Democracy Too Much? Try Pragmatism Lite Education and the Self: :Richard E. HART:: Persons and Educational Values: Socrates, Buber and Dewey :Erin MCKENNA:: Pluralism and Democracy: Individualism by Another Name? :Vincent COLAPIETRO:: Steps Toward an Ecological Consciousness: Loyalty to the Inherited Matrix of Experimental Intelligence :Kathleen WALLACE:: Educating for Autonomy: Identity and Intersectional Selves :John LACHS:: Learning about Possibility About the Editors and Contributors Index

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Book SynopsisInsofern Erziehung auf die Zukunft gerichtet ist, bedarf sie der Hoffnung. Und wer nicht hofft, kann auch nicht erziehen. Doch die nicht selten euphorisch zu nennende Erwartung, dass man von einer wissenschaftlich begründeten Erziehung auch eine entscheidende Weltverbesserung erhoffen könne, dürfte wesentlich eine Erfindung der anhebenden Neuzeit gewesen sein. Die übliche pädagogische Ideengeschichte sieht in Comenius zumeist einen vormodernen Gegenpol zum technisch-zivilisatorischen Denken der Neuzeit – und übersah damit notwendig wesentliche Kontinuitäten. Denn es war Comenius, der mit seiner pansophischen Systematik zuerst die Hoffnung verband, eine solcherart durchkonstruierte Erziehungsmaschine begründet zu haben, dass eine wahrhaft pansophisch ausgerichtete Erziehung auch einen unfehlbaren Erziehungserfolg verbürgen müsse. Ein mentalitätsgeschichtlicher Zugang vermag dabei zu zeigen, wie sich die pädagogischen Hoffnungen des Comenius entwickelt und zeitgleich mit der pansophischen Systematik ausgeprägt haben. Je durchdachter die Systematik wurde, desto unfehlbarer sollte auch die Erziehung werden. Mit einer vollkommen realisierten pansophischen Erziehung würden sich also alle Hoffnungen auf eine Weltverbesserung erfüllen; alles, was bis dahin zukunftsgerichtete Hoffnung war, würde also mit der Pampaedia zur erfüllten Gegenwart werden. Von der menschlichen resignation der Frühschriften über die gott-menschliche cooperatio der pansophischen Programmschriften führt solcherart der Weg zur intendierten omnipotentia des Menschen, an welcher schließlich auch die Erziehung teilhaben soll. Unter der Rücksicht der longue durée ist Comenius damit nicht nur ein, sondern letztlich der Begründer der pädagogischen Moderne. Seit Comenius produziert wissenschaftlich-systematisches Denken immer neue Erziehungshoffnungen, die sich sodann durch gesellschaftliche Erwartungshaltungen selbstlaufend re-produzieren und die Nachfrage nach pädagogischer Wissenschaftlichkeit wiederum steigern. Doch die Welt hat sich bis heute bekanntlich nicht verbessern lassen – trotz einer über 350 Jahre alten Tradition wissenschaftlich begründeter Pädagogik.Table of ContentsVom Anlass der Nachdenklichkeit Das pädagogische Hoffnungsprogramm der Moderne: Zur Problematik einer Mentalität Die comenianischen Erziehungshoffnungen: Exposition der Thematik Mentalität und Mentalitätengeschichte: Methodische Hinweise Aufriss der mentalitätengeschichtlichen Untersuchung: Inhaltliche Erläuterungen Ausblick Anhang

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Book SynopsisUniversities represent the highest level of education, yet they are notoriously slow in responding to a rapidly changing world. Deeply entrenched elitism and routines, a continued emphasis on reproductive learning, and the continued dominance of disciplinary thinking, have, in many instances, created bastions of educational conservatism, unable to contribute meaningfully to the development of people, businesses and communities within a finite global ecosystem. This book focuses on an African university's efforts to become more innovative and responsive to community needs and the challenges posed by sustainability. A central concept is innovation competence as a pre-requisite for transforming learning, research and consultancy. Making change in society requires innovation competences over and above disciplinary expertise and these competences have to be learnt by both staff and students. Kibwika not only shows that it is imperative that African universities re-orient their programmes to produce graduates capable of enhancing innovation and social change in the community, he also provides a number of solid stepping stones for capacity building and curriculum development that, in time, will result in an innovative university able to contribute to a world that is more sustainable than the one currently in prospect.

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