Search results for ""Author Paul Downes""

This book identifies key elements of an international framework to develop systems-level change to promote access to education, including higher education, for socio-economically marginalized groups. It is based on interviews with senior government officials and senior management in universities, non formal education and prisons across 12 countries in Europe. The book identifies systemic obstacles to and opportunities for promotion of access to education for socio-economically excluded groups that are issues transferable to other countries’ contexts. It adopts a systemic focus on access across a range of domains of education, both formal higher education and non-formal education, as well as prison education. Through a focus on a more dynamic structuralist systems framework it develops an innovative post-Bronfenbrennerian view of system levels in lifespan developmental and educational psychology. It also develops an international agenda for reform in relation to these various system levels for access to education for socio-economically marginalized groups, through extraction of key structural indicators to evaluate reform progress in a transparent, culturally sensitive manner. The book identifies current gaps and strengths in policy, practice and structures that impact upon access to education, including higher education, across a range of countries. These gaps and strengths are illustrative and are to inform a strategic approach to system level change and development for the promotion of access to education for socio-economically marginalized groups in Europe and beyond.“Too many educational practices entrench social exclusion: it is an urgent priority across Europe that social justice policies are implemented for the inclusion of marginalised groups. Paul Downes' analysis of these issues is timely. His conclusions are considered and practical: this book is a valuable and constructive resource for practitioners, academics and the policy community.” Professor Alistair Ross, Jean Monnet ad Personam Professor of Citizenship Education in Europe, Emeritus Professor of Education, Institute for Policy Studies in Education, London Metropolitan University

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Concentric Space as a Life Principle beyond Schopenhauer, Nietzsche and Ricoeur invites a fresh vision of human experience and search for life meanings in terms of potential openings through relational space. Offering a radical spatial rereading of foundational ideas of influential thinkers Schopenhauer, Nietzsche and Ricoeur, it argues that these ideas can be rethought for a more fundamental understanding of life, self and other. This book offers a radical reconceptualisation of space as an animating principle for life through common, although previously hidden, features across the thought of Schopenhauer, Nietzsche and Ricoeur. It offers a fresh spatial interpretation of key themes in these thinkers’ works, such as compassion, will to life, Dionysian rapture, will to power, selfovercoming, re-valuation of values, eternal recurrence, living metaphor and intersubjectivity. It proposes a spatial restructuring of experience from diametric spaces of exclusion towards concentric spaces of inclusion for an experiential restructuring towards unifying modes of experience. This spatial rereading of these major figures in philosophy directly challenges many previous understandings, to offer a distinctive spatial-phenomenological framework for examining a life principle.This book will appeal to academics, researchers and postgraduates engaged in the study of philosophy, wellbeing, education and human development. The book’s interdisciplinary scope ensures that it is also of interest for those in the fields of psychology, anthropology, psychoanalysis and culture studies.

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