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.