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Books > Social sciences > Education > Philosophy of education
Peopled Leadership is a new dynamic model aimed at creating new
leaders and new futures. It is people centric and people oriented
with a focus on developing and empowering others, serving with
humility, and expressing gratitude. Peopled Leadership provides the
much-needed shift from accountability and outcomes focused driven
leadership behaviors to behaviors that focus on people, while
assuring accountability and organizational improvement. Peopled
Leadership is a model which orients a leader's focus on people and
their commitment to the people, organizations, communities, and
institutions they serve. This new model empowers others to lead, be
innovative, engage in collaboration, solve complex problems, and
further outcomes. The result of Peopled Leadership is the
transformation of people and the transformation of practices that
mitigate the complexities intrinsic to peopled organizations.
A thought-provoking contribution to the renaissance of interest in
Bergson, this study brings him to a new generation of readers.
Ansell-Pearson contends that there is a Bergsonian revolution, an
upheaval in philosophy comparable in significance to those that we
are more familiar with, from Kant to Nietzsche and Heidegger, that
make up our intellectual modernity. The focus of the text is on
Bergson's conception of philosophy as the discipline that seeks to
'think beyond the human condition'. Not that we are caught up in an
existential predicament when the appeal is made to think beyond the
human condition; rather that restricting philosophy to the human
condition fails to appreciate the extent to which we are not simply
creatures of habit and automatism, but also organisms involved in a
creative evolution of becoming. Ansell-Pearson introduces the work
of Bergson and core aspects of his innovative modes of thinking;
examines his interest in Epicureanism; explores his interest in the
self and in time and memory; presents Bergson on ethics and on
religion, and illuminates Bergson on the art of life.
At Fault is an exhilarating celebration of risk-taking in the work
of James Joyce. Esteemed Joyce scholar and teacher Sebastian
Knowles takes on the American university system, arguing that the
modernist writer offers the antidote to the risk-averse attitudes
that are increasingly constraining institutions of higher education
today. Knowles shows how Joyce's work connects with research,
teaching, and service, the three primary functions of the academic
enterprise. He demonstrates that Joyce's texts continually push
beyond themselves, resisting the end, defying delimitation. The
characters in these texts also move outward-in a centrifugal
pattern-looking for escape. Knowles further highlights the
expansiveness of Joyce's world by undertaking topics as diverse as
the symbol of Jumbo the elephant, the meaning of the gramophone,
live music performance in the "Sirens" episode of Ulysses, the
neurology of humor, and inventive ways of teaching Finnegans Wake.
Contending that error is the central theme in all of Joyce's work,
Knowles argues that the freedom to challenge boundaries and make
mistakes is essential to the university environment. Energetic and
delightfully erudite, Knowles inspires readers with the infinite
possibilities of human thought exemplified by Joyce's writing.
In an effort to enhance the quality of education, universities and
colleges are developing programs that help faculty and staff
internationalize curriculum. These programs will purposefully
develop the intercultural perspectives of students. Curriculum
Internationalization and the Future of Education is a critical
scholarly resource that examines the steps taken to diversify a
number of courses from various disciplines and addresses the
challenges with curriculum internationalization. Featuring coverage
on a broad range of topics, such as active learning, student
engagement, and grounded globalism, this book is geared towards
academics, upper-level students, educators, professionals, and
practitioners seeking current research on curriculum
internalization.
What is philosophical about the practice Philosophy for Children
(P4C)? In this open access book, the authors offer a surprising
answer to this question: a practitioner's contemplation of the
potentiality to speak, or what can be called infancy. Although
essential to the experience of language, this most basic and
profound capacity is often taken for granted or simply
instrumentalized for the educational purposes of developing
critical, caring, or creative thinking skills in the name of
democratic citizenship. Against this kind of instrumentalization,
the authors' radical reconceptualization of P4C focuses on the
experience of infancy that can take place through collective
inquiry. The authors' Philosophy for Infancy (P4I) emerges as a
non-instrumental educational practice that does not dictate what to
say or how to say it but rather turns attention to the fact of
speaking. Referencing critical theorist Giorgio Agamben's extensive
work on the theme of infancy, the authors philosophically engage
the core writings of Matthew Lipman and Ann Sharp, foundational
scholars in the P4C tradition, to rediscover this latent
potentiality in the original P4C program that has yet to be
developed. Not only does the book provide a new theoretical basis
for appreciating what is philosophical in Lipman and Sharp's
formulations of P4C, it also provides a unique elucidation of key
concepts in Agamben's work-such as infancy, demand, rules,
adventure, happiness, love, and anarchy-within a collective,
educational practice. Throughout, the authors offer applications of
P4I that will provide anchoring points to inspire educators to
return to philosophical experimentation with language as a means
without end. The ebook editions of this book are available open
access under a CC BY-NC-ND 3.0 licence on
bloomsburycollections.com.
Best known for the progressive school he founded in Dessau during
the 18th century, Johann Bernhard Basedow was a central thinker in
the German Enlightenment. Since his death in 1790 a substantial
body of German-language literature about his life, work, and school
(the Philanthropin) has developed. In the first English
intellectual biography of this influential figure, Robert B. Louden
answers questions that continue to surround Basedow and provides a
much-needed examination of Basedow's intellectual legacy. Assessing
the impact of his ideas and theories on subsequent educational
movements, Louden argues that Basedow is the unacknowledged father
of the progressive education movement. He unravels several
paradoxes surrounding the Philanthropin to help understand why it
was described by Immanuel Kant as "the greatest phenomenon which
has appeared in this century for the perfection of humanity",
despite its brief and stormy existence, its low enrollment and
insufficient funding. Among the many neglected stories Louden tells
is the enormous and unacknowledged debt that Kant owes to Basedow
in his philosophy of education, history, and religion. This is a
positive reassessment of Basedow and his difficult personality that
leads to a reevaluation of the originality of major figures as well
as a reconsideration of the significance of allegedly minor authors
who have been eclipsed by the politics of historiography. For
anyone looking to gain a deeper understanding of the history of
German philosophy, Louden's book is essential reading.
For success in school and life, students need more than proficiency
in academic subjects and good scores on tests; those goals should
form the floor, not the ceiling, of their education. To truly
thrive, students need to develop attributes that aren't typically
measured on standardized tests. In this lively, engaging book by
veteran school leader Thomas R. Hoerr, educators will learn how to
foster the "Formative Five" success skills that today's students
need, including: Empathy: learning to see the world through others'
perspectives. Self-control: cultivating the abilities to focus and
delay self-gratification. Integrity: recognizing right from wrong
and practicing ethical behavior. Embracing diversity: recognizing
and appreciating human differences. Grit: persevering in the face
of challenge. When educators engage students in understanding and
developing these five skills, they change mindsets and raise
expectations for student learning. As an added benefit, they see
significant improvements in school and classroom culture. With
specific suggestions and strategies, The Formative Five will help
teachers, principals, and anyone else who has a stake in education
prepare their students-and themselves-for a future in which the
only constant will be change.
Social media is a multi-faceted tool that has been used by
educators and/or their students in ways both beneficial and
detrimental. Despite the ubiquitous nature of this tool, there is
much research still needed on the multitude of ways that social
media impacts education. This book presents research on the
influences of social media on education, broadly construed.
Specifically, the research included in this book is categorized
into four broad areas, examining the educational influence of
social media on youth and college students, professional
development in content areas, higher education learning, and social
justice and activism. Chapter authors emphasize the opportunities
of social media use in education and provide recommendations for
how to address challenges that may arise with social media
integration into the teaching and learning setting. These authors
also advocate for use of social media to grow and enhance
professional interaction among educators, moving beyond the social
aspect of these platforms to advocate for educational and societal
change. Individuals working in K-12 schools, teacher education,
teacher professional development, and higher education, including
pharmacy, nursing, dental and medical education, as well as those
in other educational settings can use these findings to support and
guide integration of social media into teaching and learning as
well as their professional practice.
Engaging in genuine dialogue and authentic communication is
essential for teachers to assist students' successes and help them
further their education through refining critical thinking skills
beyond the classroom. Critical Theory and Transformative Learning
is a critical scholarly resource that examines and contrasts the
key concepts related to critical approaches in educational
settings. Featuring coverage on a broad range of topics including
repressive tolerance, online teaching, and adult education, this
book is geared toward educators, administrators, academicians, and
researchers seeking current research on transformative learning and
addressing the interconnectedness of important theories and praxis.
For at least a decade, university foreign language programs have
been in decline throughout the English-speaking world. As programs
close or are merged into large multi-language departments,
disciplines such as German studies find themselves struggling to
survive. Transverse Disciplines offers an overview of the current
research on the humanities and the academy at large and proposes
creative and courageous ideas for the university of the future.
Using German studies as a case study, the book examines localized
academic work in Australia, Canada, the United Kingdom, and the
United States in order to model new ideas for invigorated thinking
beyond disciplinary specificity, university communities, and
entrenched academic practices. In essays that are theoretical,
speculative, experimental, and deeply personal, contributors
suggest that German studies might do better to stop trying to
protect existing national and disciplinary arrangements. Instead,
the discipline should embrace feminist, queer, anti-racist, and
decolonial academic practices and commitments, including
community-based work, research-creation, and scholar activism.
Interrogating the position of researchers, teachers, and
administrators inside and outside academia, Transverse Disciplines
takes stock of the increasingly tenuous position of the humanities
and stakes a claim for the importance of imagining new disciplinary
futures within the often restrictive and harmful structures of the
academy.
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