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Books > Social sciences > Education > Philosophy of education
In much of the world, religious traditions are seriously valued
but, in the context of religious plurality, this sets
educationalists an enormous challenge. This book provides a way
forward in exploring religious life whilst showing how bridges
might be built between diverse religious traditions. "Teaching
Virtue" puts engagement with religious life - and virtue ethics -
at the heart of religious education, encouraging 'learning from'
religion rather than 'learning about' religion. The authors focus
on eight key virtues, examining these for what they can offer of
religious value to pupils and teachers. Individual chapters put the
discussion into context by offering a vision of what religious
education in the future could look like; the need for responsible
religious education; a historical review of moral education and an
introduction to virtue ethics. Lesson plans and examples
demonstrate how the virtues may be approached in the classroom,
making it an invaluable guide for all involved in teaching
religious education.
This book draws on posthumanist critique and post qualitative
approaches to research to examine the pedagogies offered by
imaginaries of the future. Starting with the question of how
education can be a process for imagining and desiring better
futures that can shorten the Anthropocene, it speaks to concerns
that are relevant to the fields of education, youth and futures
studies. This book explores lessons from the imaginaries of
apocalypse, revolution and utopia, drawing on research from
youth(ful) perspectives in a context when the narrative of 'youth
despair' about the future is becoming persistent. It investigates
how the imaginary of 'Apocalypse' acts as a frame of
intelligibility, a way of making sense of the monstrosities of the
present and also instigates desires to act in different ways.
Studying the School Climate Strikes of 2019 as 'Revolution' moves
us away from the teleologies of capitalist consumption and endless
growth to newer aesthetics. The strikes function as a public
pedagogy that creates new publics that include life beyond the
human. Finally, the book explores how the Utopias of Afrofuturist
fiction provides us with a kind of 'investable' utopia because the
starting point is in racial, economic and ecological injustice. If
the Apocalypse teaches us to recognize what needs to go, and
Revolution accepts that living with 'less than' is necessary, then
this kind of Utopia shows us how becoming 'more than' human may be
the future.
""Place: it's where we're from; it's where we're going. . . . It
asks for our attention and care. If we pay attention, place has
much to teach us.""With this belief as a foundation, The Power of
Place offers a comprehensive and compelling case for making
communities the locus of learning for students of all ages and
backgrounds. Dispelling the notion that place-based education is an
approach limited to those who can afford it, the authors describe
how schools in diverse contexts-urban and rural, public and
private-have adopted place-based programs as a way to better engage
students and attain three important goals of education: student
agency, equity, and community.This book identifies six defining
principles of place-based education. Namely, it: 1. Embeds learning
everywhere and views the community as a classroom. 2. Is centered
on individual learners. 3. Is inquiry based to help students
develop an understanding of their place in the world. 4.
Incorporates local and global thinking and investigations. 5.
Requires design thinking to find solutions to authentic problems.
6. Is interdisciplinary. For each principle, the authors share
stories of students whose lives were transformed by their
experiences in place-based programs, elaborate on what the
principle means, demonstrate what it looks like in practice by
presenting case studies from schools throughout the United States,
and offer action steps for implementation. Aimed at educators from
preK through high school, The Power of Place is a definitive guide
to developing programs that will lead to successful outcomes for
students, more fulfilling careers for teachers, and lasting
benefits for communities.
Idealism, Pragmatism, and Feminism provides an account of the life
and writings of Ella Lyman Cabot (1866-1934), a woman who received
formal training, but not formal recognition, in the field of
classical American philosophy. It highlights the themes of
idealism, pragmatism and feminism as they emerged in the course of
career as an educational reformer and ethicist that spanned nearly
four decades. Cabot's writings, developed in graduate seminars at
Harvard and Radcliffe at the turn of the century complement, and in
many cases anticipate, the thinking of the "fathers" of the
American philosophical cannon: Charles Sanders Peirce, Josiah
Royce, William James, and John Dewey. Her formal philosophical
writing focuses on the concepts of growth, creativity, and the
moral imagination-a fact that is especially interesting given that
these concepts are developed by a woman who faced serious obstacles
in her personal and intellectual development. Indeed, these
concepts are not merely philosophical ideals, but practical tools
that Ella Lyman Cabot used to negotiate the gender roles and
intellectual marginalization that she faces at the turn of the
century. The discipline of philosophy was very slow to incorporate
the insights of women into its self-definition. An analysis of the
writings of Ella Lyman Cabot reveals this point, but also the
pointed ways in which she sought to express her genuinely creative
insights.
American higher education has served to prepare students to be
active participants in a democratic society. During a time of great
civil upheaval following the tumultuous elections of 2016 and 2020,
the outbreak of the COVID-19 pandemic, and mass demonstrations
following the murders of George Floyd and Breonna Taylor, higher
education may be the only institution left to be both responsible
for and responsive to society at large. Public trust in the federal
government is at near-record lows, but confidence in higher
education has decreased more than any other U.S. institution since
2015. In a time where public opinion is quickly changing for the
better or the worse, higher education must respond to this decline
in trust in it as an institution, but also the decline in the
belief that a college degree is worth the time and cost. Higher
education was founded on the idea that colleges would prepare
citizens for a life of public service, but they have quickly
changed to a business model that largely puts profits over people.
Practitioners of higher education must respond to this lack of
trust and the pressures of preparing a 21st century workforce while
battling the threats of a pandemic, declining enrollment, budget
destabilization, and increased regulation. The Proper Role of
Higher Education in a Democratic Society reexamines the purpose of
higher education during rapidly changing times, offers practical
advice and best practices to reclaim higher education's most
fundamental mission, and argues that if higher education is called
to prepare students to serve a government by the people, the people
must be prepared to govern effectively. This book provides
resources and suggestions for restoring the public faith in higher
education by connecting the educational experience with civic
engagement outcomes. Diverse perspectives presented in this book
challenge traditional notions that civic engagement is handled by
one office on a college campus and is only discussed during a
presidential election. Covering everything from civic engagement to
diversity perspectives, this book is ideal for higher education
practitioners and those interested in promoting civic engagement
and democratic participation, improving assessment or accreditation
standards using a civic engagement perspective, and infusing civic
engagement to diversity conversations on campus.
A Toolkit for College Professors is designed to give new and
established faculty members the skills they need in order to do
their jobs more effectively. Combining case studies, scenarios,
practical advice, and problem-solving activities, this book offers
college professors a valuable resource for excelling in the
classroom, lab, studio, library, and beyond. From teaching
effectively to promoting student success, facilitating collegiality
with their peers, conducting research, applying for tenure and
promotion, and many other areas relevant to academic life today, A
Toolkit for College Professors helps faculty members achieve their
goals and avoid common pitfalls along the way.
This book examines Norwegian education throughout the course of the
19th century, and discusses its development in light of broader
transnational impulses. The nineteenth century is regarded as a
period of increasing national consciousness in Norway, pointing
forward to the political independency that the country was granted
in 1905. Education played an important role in this process of
nationalisation: the author posits that transnational - for the
most part Scandinavian - impulses were more decisive for the
development of Norwegian education than has been acknowledged in
previous research. Drawing on the work of educator and school
bureaucrat Hartvig Nissen, who is recognised as the most important
educational strategist in 19th century Norway, this book will be of
interest to scholars of the history of education and Norwegian
education more generally.
A Toolkit for College Professors is designed to give new and
established faculty members the skills they need in order to do
their jobs more effectively. Combining case studies, scenarios,
practical advice, and problem-solving activities, this book offers
college professors a valuable resource for excelling in the
classroom, lab, studio, library, and beyond. From teaching
effectively to promoting student success, facilitating collegiality
with their peers, conducting research, applying for tenure and
promotion, and many other areas relevant to academic life today, A
Toolkit for College Professors helps faculty members achieve their
goals and avoid common pitfalls along the way.
Philosophical Children in Literary Situations: Toward a
Phenomenology of Education argues that both phenomenology and
children's literature can assist one another in understanding the
lived experience of children. Through careful readings of central
figures in the phenomenological tradition, including Husserl,
Heidegger, and Merleau-Ponty, Costello introduces both the novice
and the scholar to the phenomenological method of describing
community, emotion, religion, gender, and loss-experiences that are
central to all humans, but especially to the developing child. When
turning to literary analysis, Costello uses the phenomenological
theory discussed to open up the literary texts of familiar and
award-winning children's chapter books toward new layers of
interpretation, reading such novels as To Kill a Mockingbird, A
Wrinkle in Time, and Charlotte's Web to participate in ongoing
conversations about childhood perception within children's
literature studies and philosophy for children. Scholars of
philosophy, education, literary studies, and psychology will find
this book particularly useful.
As our world becomes increasingly diverse and
technologically-driven, the role and identities of teachers
continues to change. Cases on Teacher Identity, Diversity, and
Cognition in Higher Education seeks to address this change and
provide an accurate depiction of the teaching profession today.
This thought-provoking collection of cases covers a range of
educational contexts from preschool teaching in Europe to higher
education in Australia and North America, and draws on expert
knowledge of these diverse contexts, centered on a common theme of
teacher identity. This book can be used by teacher educators and
trainee teachers, as well as those who have an interest in social
research into teaching.
Understanding and addressing social justice concerns has become a
central focus in an increasing number of schools as well as teacher
education programs. The activities in this book are grounded in the
recognition that personal experience and engagement is essential
for meaningful intercultural learning and social justice awareness
to occur. The authors of these activities, themselves teachers and
teacher educators representing a wide range of disciplines, share
their favorite and most engaging strategies they have found to be
effective at helping students acquire a level of comfort and
insight in what can oftentimes be contentious, challenging and
sensitive issues. These hands-on activities actively engage
pre-service and practicing teachers in real-life and simulated
experiences, raising awareness and providing a foundation for
introspection, reflection and discussion around these critically
important issues in the safety of the classroom setting.
Parents and teachers want to give children the best opportunities
for success in life. But opinions may vary vehemently about the
methods for accomplishing these aims. Starting with Whitehead
begins with the premise that today's children will need skills and
values to live in a world of fast-paced, turbulent change:
creativity, problem solving ability, attitudes of life-long
learning, emotional resilience, and appreciation of different
perspectives. As we seek guidance on these issues, we are led to
the work of Alfred North Whitehead, who brilliantly perceived that
the process of change itself is fundamental to our existence, how
we experience ourselves and others, and how we interact with the
world around us. In his classic work, The Aims of Education, he
elaborated a three-stage process of learning, involving romance,
precision and generalization. His vision of education calls for
exploring real experiences rather than packing scraps of
information into passive students. This book offers examples of
learning events at each stage that illustrate how adults can help
children thrive in a world of change, based on the author's
experience working with children as a parent, teacher, principal
and policy maker. Drawing on seminal psychological and educational
research, De Jonghe sets these events in the context of a vigorous
theoretical foundation and proposes specific strategies for
success. Her recommendations have relevance for parents, teachers,
principals, and policy makers.
Understanding and addressing social justice concerns has become a
central focus in an increasing number of schools as well as teacher
education programs. The activities in this book are grounded in the
recognition that personal experience and engagement is essential
for meaningful intercultural learning and social justice awareness
to occur. The authors of these activities, themselves teachers and
teacher educators representing a wide range of disciplines, share
their favorite and most engaging strategies they have found to be
effective at helping students acquire a level of comfort and
insight in what can oftentimes be contentious, challenging and
sensitive issues. These hands-on activities actively engage
preservice and practicing teachers in real-life and simulated
experiences, raising awareness and providing a foundation for
introspection, reflection and discussion around these critically
important issues in the safety of the classroom setting.
It is easy to see that the world finds itself too often in
tumultuous situations with catastrophic results. An adequate
education can instill holistic knowledge, empathy, and the skills
necessary for promoting an international coalition of peaceful
nations. Promoting Global Peace and Civic Engagement through
Education outlines the pedagogical practices necessary to inspire
the next generation of peace-bringers by addressing strategies to
include topics from human rights and environmental sustainability,
to social justice and disarmament in a comprehensive method.
Providing perspectives on how to live in a multi-cultural,
multi-racial, and multi-religious society, this book is a critical
reference source for educators, students of education, government
officials, and administration who hope to make a positive change.
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