This book opens up philosophical spaces for comparative discussions of education across 'East and West'. It develops an intercultural dialogue by exploring the Anglo-American traditions of educational trans-/formation and European constructions of Bildung, alongside East Asian traditions of trans-/formation and development. Comparatively little research has been done in this area, and many questions concerning the commensurability of North American, European and East Asian pedagogies remain. Despite this dearth of theoretical research, there is ample evidence of continued interest in (self-)formation through various East Asian practices, from martial arts to health and spiritual practices (e.g. Aikido, Tai Chi, Yoga, mindfulness etc.), suggesting that these 'traditional' practices and pedagogical relations have something important to offer, despite their marginal standing in educational discourse. This book will appeal to all researchers and students of comparative education studies with an interest in issues of interpretation and translation between different traditions and cultures.

Half the world's population lives in rural places, but education scholars and policy makers worldwide give little attention to rural of education. Indeed, most national systems, including in the developed world, treat their educational systems as institutions to"modernize" the global economy. The authors in this volume have different concerns. They are rural education scholars from Australia, Canada, the United States, and Kyrgyzstan, and here their focus is the dynamics of social class: in particular rural schools but also in rural schooling as a local manifestation of a national (and the global) system. For the most part, the volume comprises relevant empirical reports, but none neglects theory, and some privilege theory and interpretation. First and last chapters introduce the texts and synthesize their joint and separate meanings. What are the implications of place for social class? How do class dynamics manifest differently in more and less racially homogeneous rural communities? How does place affect class and how might class affect place? How doesschooling in rural communities reproduce or interrupt social-class mobility across generations? The chapters engage such questions more completely than other volumes in rural education, not as afinal word or interm summary, but as an opening to an important lineof inquiry thus far largely neglected in rural education scholarship.

How did one of the great inventions of the 19th century-- Thomas Edison's phonograph-- eventually lead to one of the most culturally and economically significant technologies of the 20th and 21st centuries? Sound Recording tells that story, tracing the history of the business boom and the cultural revolution begun by Edison's invention. Ever since, recorded sound has been all around us--not just in reproducing and playing popular music, but also in more mundane areas, such as office dictation machines, radio and television programs, and even telephone answering machines. Just as the styles of music have evolved over the years, the formats on which this music was played have changed as well --from 78s to LPs, from LPs to cassette tapes, from cassettes to CDs--not to mention lesser-known innovations in the motion picture and television industries. The quest for better sound was one of the drivers of technological change, but so too were business strategies, patent battles, and a host of other factors. Sound Recording contains much information that will interest anyone interested in the history of recorded music and sound technology, such as:

• DT The world-famous composer John Phillip Sousa once denounced sound recordings as a threat to good musical tasted. He nonetheless made many recordings over the years
• DT Two innovative new products were introduced by RCA in 1958--the first modern "cassette" tape cartridge and the stereophonic LP record. The tape cartridge, which was about the size of a large paperback, flopped almost immediately; the stereo LP was the music industry's biggest hit ever.
• Chrysler automobiles of the late 1950s offered "Highway Hi-Fi," adashboard phonograph that could play a record without skipping
• DT The predecessor of the Compact Disc was a 12-inch home videodisc system from the late 1970s--the first of its kind--called DiscoVision

HISTORY OF JEWISH EDUCATION FROM 515 B. C. E. TO 220 CE During the Periods of the Second Commonwealth and the Tannaim BY NATHAN DRAZIN. PREFACE The aim and description of this study are set forth in the first few pages of the introductory chapter. Professor Swifts claim that his volume on Education in Ancient Israel to 70 A. D. is the first attempt in English to give education in Ancient Israel any such broad treatment as has long been accorded to that of other ancient peoples stands undisputed. Since the publication of that treatise, another study of considerable merit entitled, The Jewish School from the Earliest Times to the Year 500 of the Present Era, has been offered by Nathan Morris. Both authors, however, undertook too long a period of Jewish history for exhaustive treatment. This study is limited to the periods of the Second Com monwealth and the Tannaim, by which time the Jewish school was fully evolved and tested. It is the first attempt to give a full and comprehensive account of this ancient school system of the Jews. Problems not directly affecting Jewish education of the said periods are avoided. For this reason, such topics as the canonization of the Bible, the origin of the Pharisees and the Sadducees, and similar controversial subjects have been omitted. This study was originally prepared and submitted to the Board of University Studies of the Johns Hopkins Uni versity in 1937 as a doctorate dissertation. Since then a careful revision of the entire manuscript has been made. The author gratefully acknowledges his indebtedness to Professor Florence E. Bamberger, and Doctors E. Earle Franklin, Sidney B. Hoenig and Samuel Rosenblatt for their constructive criticisms andhelpful suggestions in the preparation of this volume. To his wife, Celia H. Dmin, the author acknowledges a deep debt of gratitude for her gentle encouragement at all times a true help meet 1 Special thanks are also due Misses Ida Friedman and Edythe Herman. vii Vlil PREFACE In conclusion, the author sincerely thanks the Shaarei Tfiloh Congregation of Baltimore, of which he has been the spiritual leader for the last seven years, for their splendid cooperation and indulgence without which this volume would not be possible. N. D. October, 1940 TABLE OF CONTENTS HAPTER PAGE L INTRODUCTION 1 1. The Study and its Purpose 1 2. Historical Setting of the Period .... 4 II. PHILOSOPHY OF EDUCATION 11 1. The Essential Character of Jewish Education. 11 2. Educational Ideals and Goals 15 3. The Good Life 23 4. The Importance of Jewish Education ... 27 III. EVOLUTION OF THE SCHOOL SYSTEM .... 35 1. The Educational Setting of the Time ... 35 2. The Development of the School System . . 37 3. The Growth of the Colleges 49 IV. ADMINISTRATION 57 1. The School Buildings and the Classes. . . 57 2. The Support and Maintenance of the Schools. 64 3. The Supervisors and Administrators ... 66 4. The Classes in Operation 67 5. The Qualifications and the Position of the Teachers 72 6. Adult Education. . . 74 V. CONTENT OF EDUCATION 81 1. The Content of Elementary Education. . . 81 2. The Content of Secondary Education ... 87 3. The Content of Higher Education .... 93 4. Educational Activities outside the School System 99 VI. PEDAGOGICAL METHODS AND PRINCIPLES ... 105 1. Psychological Principles of Education . . . 105 2. Methods of Teaching 109 ix X CONTENTS CHAPTER PAGE VII. EDUCATION OF GIRLS AND WOMEN 117 1.The Position of Women 119 2. The Education of Girls 128 3...

"This is a thought-provoking and well-written book."
-- "American Political Science Association"

"Passavant's argument depends on stablising a paradoxical tension between two principles conventionally involved in an adversary relationship."
--"Journal of American Studies"

"Passavant challenges the dichotomous approach to the relationship between liberalism and communitarianism. Overall, "No Escape" offers new insight on the relationship by critcally delving into historical events, sociopolitics, and legal developments. It challenges the conventional wisdom regarding the inherent confloict between expanding liberal rights while embracing communitarian values. Some readers will find considerable value in his judiciously documented and forceful argument."
--"The law and Politics Book Review"

Conventional legal and political scholarship places liberalism, which promotes and defends individual legal rights, in direct opposition to communitarianism, which focuses on the greater good of the social group. According to this mode of thought, liberals value legal rights for precisely the same resason that communitarians seek to limit their scope: they privilege the individual over the community. However, could it be that liberalism is not antithetical to social group identities like nationalism as is traditionally understood? Is it possible that those who assert liberal rights might even strengthen aspects of nationalism?

No Escape argues that this is exactly the case, beginning with the observation that, paradoxical as it might seem, liberalism and nationalism have historically coincided in the United States. No Escape proves that liberal government and nationalism canmutually reinforce each other, taking as its example a preeminent and seemingly universal liberal legal right, freedom of speech, and illustrating how it can function in a way that actually reproduces nationally exclusive conditions of power.

No Escape boldly re-evaluates the relationship between liberal rights and the community at a time when the call has gone out for the nation to defend the freedom to live our way of life. Passavant challenges us to reconsider traditional modes of thought, providing a fresh perspective on seemingly intransigent political and legal debates.

In 2007, the Monash-Kings College London International Centre for the Study of Science and Mathematics Curriculum edited a book called The Re-emergence of Values in Science Education. This book reflects on how values have been considered since this original publication, particularly in terms of socio-cultural, economic and political factors that have impacted broadly on science, technology and society, and more specifically on informal and formal science curricula. Hence, the title of this book has been framed as Values in Science Education: The shifting sands. As in the first book, this collection focuses on values that are centrally associated with science and its teaching, and not the more general notion of values such as cooperation or teamwork that are also important values in current curricula. Such values have indeed become more of a focus in science education. This may be a response to the changing global context, where technological changes have been rapid and accelerating. In such complex and risky environments, it is our guiding principles that become the important mainstays of our decisions and practices. In terms of science education, what is becoming clearer is that traditional content and traditional science and scientific methods are not enough for science and hence science education to meet such challenges. While shifts in values in science education continue, tensions remain in curriculum development and implementation, as evidenced by the continued diversity of views about what and whose values matter most.

Slavery and the University is the first edited collection of scholarly essays devoted solely to the histories and legacies of this subject on North American campuses and in their Atlantic contexts. Gathering together contributions from scholars, activists, and administrators, the volume combines two broad bodies of work: (1) historically based interdisciplinary research on the presence of slavery at higher education institutions in terms of the development of proslavery and antislavery thought and the use of slave labor; and (2) analysis on the ways in which the legacies of slavery in institutions of higher education continued in the post-Civil War era to the present day. The collection features broadly themed essays on issues of religion, economy, and the regional slave trade of the Caribbean. It also includes case studies of slavery's influence on specific institutions, such as Princeton University, Harvard University, Oberlin College, Emory University, and the University of Alabama. Though the roots of Slavery and the University stem from a 2011 conference at Emory University, the collection extends outward to incorporate recent findings. As such, it offers a roadmap to one of the most exciting developments in the field of U.S. slavery studies and to ways of thinking about racial diversity in the history and current practices of higher education.

Mike North's true loves are boxing and photography. But, a Missourian in Los Angeles, he has only managed to live his dreams through being an amateur boxing official and a wedding photographer. Then he meets David, the skilled journalist and retired British midshipman, and together they navigate the hard-hitting, complex, and exciting world of boxing in its heyday. AT THE APRON: A NIGHT AT THE FIGHTS brings us right up to ringside to witness the thrilling, true-tolife experiences of photographers, journalists, promoters, judges, and fighters both at and away from the apron.

"AT THE APRON "explores the boxing world, capturing the lively and action-packed decades in which boxing was the premier combat sport. Mike North, writer, photographer, and amateur boxing official, introduces us to an incredible cast of characters who chose the boxing life-and the arenas where their lifeblood was spent-and invite us to share in their stories, their knowledge, and their passion.

Many books have been written about Tin Pan Alley--the colloquial name assigned to popular music before the advent of rock 'n' roll--yet little is available about the individual songs defining this enormously significant style of American music. This encyclopedia of over 1,200 songs written from the middle of the 19th century through the 1950s provides information and commentary on the music embraced by the American public.

No other single volume contains as much information on the subject. Author Thomas Hischak provides an exhaustive yet highly readable guide to the songs, their periods, their styles, and their performers. His study explains in layman's language how this music survived over time, and how it came to play such an influential role in American popular culture. Ideal for researchers and browsers alike, this encyclopedia is a long overdue examination of an American musical institution.

These songs were not written for stage or screen, but for saloons, singalongs, dance orchestras, sheet music, piano player rolls, recordings, nightclubs, concerts, and radio broadcasts. They colored the fabric of American popular culture for centuries, from early American folk songs to Civil War melodies, 19th-century sentimental ballads, minstrel songs, ragtime, and jazz.

Besieged examines the most important sieges in history-the actions and motivations of attackers and defenders along with conditions inside and outside the city walls. From Joshua's assault on Jericho in the 15th century B.C. to the Russian attack on the Chechen capital of Grozny at the end of the 20th century, siege warfare has been a recurring theme in the human story. Again and again, engineers have built supposedly impregnable fortifications, only to see them overrun by an ingenious enemy. In Besieged, military historian Paul F. Davis analyzes the most crucial sieges in world history, such as the siege of Leningrad, which weakened the Nazi forces in World War II, and that of the Alamo, which culminated in independence for Texas. He also describes important sieges unfamiliar to most readers, such as that of Arcot, where a British victory halted the French takeover of southern India. In engaging, accessible language, Davis tracks the invention of new technologies, analyzes innovative tactics, and tells the human story of conditions both inside and outside the city walls. Examines 100 great sieges, from Jericho in 1405 B.C. to Grozny in 1997 Establishes the historical background of each siege, describes the siege itself in both military and human terms, and analyzes the results Provides more than 75 maps as well as tactical diagrams, archival photographs, and artworks Includes a glossary explaining unfamiliar military terms, from abatis to zig-zags

This book sheds new light on the history of the philosophically crucial notion of intentionality, which accounts for one of the most distinctive aspects of our mental life: the fact that our thoughts are about objects. Intentionality is often described as a certain kind of relation. Focusing on Franz Brentano, who introduced the notion into contemporary philosophy, and on the Aristotelian tradition, which was Brentano's main source of inspiration, the book reveals a rich history of debate on precisely the relational nature of intentionality. It shows that Brentano and the Aristotelian authors from which he drew not only addressed the question whether intentionality is a relation, but also devoted extensive discussions to what kind of relation it is, if any. The book aims to show that Brentano distinguishes the intentional relation from two other relations with which it might be confused, namely, causality and reference, which also hold between thoughts and their objects. Intentionality accounts for the aboutness of a thought; causality, by contrast, explains how the thought is generated, and reference, understood as a sort of similarity, occurs when the object towards which the thought is directed exists. Brentano claims to find some anticipation of his views in Aristotle. This book argues that, whether or not Brentano's interpretation of Aristotle is correct, his claim is true of the Aristotelian tradition as a whole, since followers of Aristotle more or less explicitly made some or all of Brentano's distinctions. This is demonstrated through examination of some major figures of the Aristotelian tradition (broadly understood), including Alexander of Aphrodisias, the Neoplatonic commentators, Thomas Aquinas, Duns Scotus, and Francisco Suarez. This book combines a longue duree approach - focusing on the long-term evolution of philosophical concepts rather than restricting itself to a specific author or period - with systematic analysis in the history of philosophy. By studying Brentano and the Aristotelian authors with theoretical sensitivity, it also aims to contribute to our understanding of intentionality and cognate features of the mind.