Inspired by Howard Grubera (TM)s Evolving Systems Approach, these studies explore creativity in several domains. The idea that the creative person embodies a system of loosely coupled sub-systems a" knowledge, purpose, and affect that work together, is viewed here in different chapters that explore this concept. These include autobiographies of incarcerated youth, curricula for moral and civic responsibility, changing attitudes of readers to text (romance novels), as well as case studies of highly creative individuals, such as George Bernard Shaw. Grubera (TM)s approach provides concepts as well as methodological tools which the authors apply to diverse creative processes.

This book is a valuable resource for undergraduate as well as graduate level students interested in creativity, development and education. In addition to the intrinsic interest of each chapter, the guiding theme of the book is the underlying theory of creativity, Grubera (TM)s Evolving Systems Approach, and illustrates the unusual breadth and flexibility of that theory.

In an era when most colleges and universities have become vocational schools, their improvement measured in terms of cost reduction or instructional efficiency, the essential values of higher education are too often overlooked. Students are being filled with knowledge, but are not learning how to use it wisely, nor even understanding that it's important to do so.

According to philosopher and educator George Allan, what is most important about a college education is not what students are taught but whether they learn the moral practices that determine how they may best conduct their lives and how they can become responsible individuals-practices that cannot be taught but can only be learned in an environment that encourages imaginative play and open-ended dialogue. The most important thing colleges can offer young people, claims Allan, is a place to converse: to learn the skills of cultured intercourse and not just a trade.

Allan argues that the current goal-orientation of America's colleges and universities has undermined the very nature of higher education. He shows that while colleges historically may have been based on a religious sense of mission or on the Enlightenment's commitment to rational inquiry, today's universities have become resource centers organized to serve the needs of a diverse customer base of students. In its commitment to giving students what they want, this model of higher education not only neglects the broadening and deepening of minds, it encourages students to recognize the validity of numerous points of view without ever learning to interact creatively with them.

Writing with the same inventive openness he encourages for our colleges, Allan explores the essential nature of education and seeks to refocus the debate concerning its future. "Rethinking College Education" engages readers in fundamental issues rarely broached by the current educational literature, and it challenges American colleges and universities to reconsider their priorities before they lose completely the spirit and style that have been the sources of their importance to the nation.

Tyson E. Lewis and Richard Kahn argue for a new critical theory of the monster as an imaginary other on the margins of human and animal. Through a unique combination of critical, posthumanist, and educational theories, the authors engage in a surreal journey into the worlds of feral children, alien reptoids, and faery faiths in order to understand how social movements are renegotiating the boundaries of community. Part philosophy of imagination, part political theory, and part pedagogical critique, this book is a twenty-first century bestiary - a catalog to navigate the monstrous world in which we live.

This book, bringing together contributions by forty-five authors from fourteen countries, represents mostly new material from both emerging and seasoned scholars in the field of philosophy of education. Topics range widely both within and across the four parts of the book: Wittgenstein's biography and style as an educator and philosopher, illustrating the pedagogical dimensions of his early and late philosophy; Wittgenstein's thought and methods in relation to other philosophers such as Cavell, Dewey, Foucault, Hegel and the Buddha; contrasting investigations of training in relation to initiation into forms of life, emotions, mathematics and the arts (dance, poetry, film, and drama), including questions from theory of mind (nativism vs. initiation into social practices), neuroscience, primate studies, constructivism and relativity; and the role of Wittgenstein's philosophy in religious studies and moral philosophy, as well as their profound impact on his own life. This collection explores Wittgenstein not so much as a philosopher who provides a method for teaching or analyzing educational concepts but rather as one who approaches philosophical questions from a pedagogical point of view. Wittgenstein's philosophy is essentially pedagogical: he provides pictures, drawings, analogies, similes, jokes, equations, dialogues with himself, questions and wrong answers, experiments and so on, as a means of shifting our thinking, or of helping us escape the pictures that hold us captive.

Juanita was seventeen years old and pregnant with her first child when she began an activity that would ""open"" her mind. Living in a remote Garifuna village in Honduras, Juanita had dropped out of school after the sixth grade. In 1996, a new educational program, Sistema de Aprendizaje Tutorial (Tutorial Learning System or SAT), was started in her community. The program helped her see the world differently and open a small business. Empowering women through education has become a top priority of international development efforts. Erin Murphy-Graham draws on more than a decade of qualitative research to examine the experiences of Juanita and eighteen other women who participated in the SAT program. Their narratives suggest the simple yet subtle ways education can spark the empowerment process, as well as the role of men and boys in promoting gender equality. Drawing on in-depth interviews and classroom observation in Honduras and Uganda, Murphy-Graham shows the potential of the SAT program to empower women through expanded access and improved quality of secondary education in Latin America and Africa. An appendix provides samples of the classroom lessons.

LD is an ill-conceived, but well-intentioned, movement that has run amok and is placing millions of youth on a disabling trajectory toward failure and low self-esteem. There is no generally accepted definition of LD and no evidence that LD programs help students. The central theme of this book is that all children are capable of learning. It is the trappings of educational practice--the labeling, testing, segregation by exceptionality, poor instruction, and committee-generated curricula--that have caused children to be condemned to the second-class status of LD. Good teaching is what leads to learning. Finlan offers suggestions to parents of what to do to avoid having their children labeled, to take charge of their own children's education and not leave it entirely up to the so-called experts.

This book identifies and emphasizes the need for a holistic approach to school improvement when it comes to both the development of the whole child and the relationships among student, family, and community development. In recent years, the emphasis in PK-12 education in the United States has been on the measurement of student and school performance by high-stakes achievement tests. This emphasis has resulted in a narrowed curriculum emphasizing lower-level cognitive learning, with little attention paid to the moral, social, and creative development of students, families, and communities. This book argues that PK-12 education needs to shift its focus to holistic qualities of the successful school, qualities that reflect a moral rather than a technical approach to education while also improving students' academic performance.

"Queer Masculinities: A Critical Reader in Education "is a substantial addition to the discussion of queer masculinities, of the interplay between queer masculinities and education, and to the political gender discourse as a whole. Enriching the discourse of masculinity politics, the cross-section of scholarly interrogations of the complexities and contradictions of queer masculinities in education demonstrates that any serious study of masculinity-hegemonic or otherwise-must consider the theoretical and political contributions that the concept of queer masculinity makes to a more comprehensive and nuanced understanding of masculinity itself.

The essays adopt a range of approaches from empirical studies to reflective theorizing, and address themselves to three separate educational realms: the K-12 level, the collegiate level, and the level in popular culture, which could be called 'cultural pedagogy'. The wealth of detailed analysis includes, for example, the notion that normative expectations and projections on the part of teachers and administrators unnecessarily reinforce the values and behaviors of heteronormative masculinity, creating an institutionalized loop that disciplines masculinity. At the same time, and for this very reason, schools represent an opportunity to 'provide a setting where a broader menu can be introduced and gender/sexual meanings, expressions, and experiences boys encounter can create new possibilities of what it can mean to be male'. At the collegiate level chapters include analysis of what the authors call 'homosexualization of heterosexual men' on the university dance floor, while the chapters of the third section, on popular culture, include a fascinating analysis of the construction of queer 'counternarratives' that can be constructed watching TV shows of apparently hegemonic bent. In all, this volume's breadth and detail make it a landmark publication in the study of queer masculinities, and thus in critical masculinity studies as a whole.

Synthesizing ideas from such disparate thinkers as educator Maria Montessori, philosophers John Dewey and Ayn Rand, and Austrian economist Ludwig von Mises, Montessori, Dewey, and Capitalism presents a philosophy of education-the theory of concentrated attention and independent judgment-that requires laissez-faire capitalism for its full realization. It is not an argument, except indirectly, for the separation of education and state nor is it a critique of present and past state-run schooling. It is an argument for the abolition of coercion in all areas of life. What is the ideal education system? asks the author. One that rejects the premise of obedience to authority. Not just in teaching, but also in parenting and in all social relations. Just as an ideal social system would allow citizens to pursue their values without interruption or control from an outside authority, namely the state, so also the ideal education system should allow children and students to concentrate without interruption on the learning tasks that interest them. The adult guides and nurtures the young, neither coercing nor neglecting them, to develop the confidence and independence required for an adult life in a capitalist society.

This set of 62 volumes, originally published between 1951 and 1999, amalgamates a wide breadth of literature on Special Educational Needs, with a particular focus on inclusivity, class management and curriculum theory. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject how it has evolved over time, and will be of particular interest to students of Education and those undertaking teaching qualifications.

There is a growing consensus in society on the need for schools and colleges to address the issue of moral education, despite argument over the philosophy that should guide it. This compilation is reflective of the cognitive developmental approach associated primarily with Lawrence Kohlberg and his colleagues. Broad in scope, Part 1 offers an overview of theoretical perspectives on moral education. Part 2 looks at several innovative approaches to the implementation of moral education theory. Chapter topics include: the relationship between families and schools as forces in moral education; the use of literature to teach moral reasoning; an educational program that stimulates thought about moral decisions through its examination of the Holocaust; and a discussion of the potential value of competitive sports teams in moral development. Part 3 focuses on the role that schools can play in the development of democratic values and ways of thinking.

Many sociological, historical and cultural stories can be and have already been told about why it is that parents in post-industrial, western societies face an often overwhelming array of advice on how to bring up their children. At the same time, there have been several philosophical treatments of the legal, moral and political issues surrounding issues of procreation, the rights of children and the duties of parents, as well as some philosophical accounts of the shifts in our underlying conceptualization of childhood and adult-child relationships. While this book partly builds on the insights of this literature, it is significantly different in that it offers a philosophically-informed discussion of the actual practical experience of being a parent, with its deliberations, judgements and dilemmas. In probing the ethical and conceptual questions suggested by the parent-child relationship, this unique volume demonstrates the irreducible philosophical richness of this relationship and thus provides an important counter-balance to the overly empirical and largely psychological focus of a great deal of "parenting" literature. Unlike other analytic work on the parent-child relationship and the educational role of parents, this work draws on first-person accounts of the day-to-day experience of being a parent in order to explore the ethical and epistemological aspects of this experience. In so doing it exposes the limitations of some of the languages within which contemporary "parenting" is conceptualized and discussed, and opens up a space for thinking about childrearing and the parent-child relationship beyond and other than in terms of the languages which dominate the ways in which we generally think about it today.

First published between 1985 and 1987, this set of books attempts to tackle some of the complex issues implied by the title Language, Education and Society. For example how is language related to learning? Or to intelligence? Do regional and social accents and dialects matter? What is meant by standard English? Do immigrant children require special language provision? Why are there so many adult illiterates in Britain and the USA? Although the importance of language to education is agreed there is still a lot to learn about how language is related to either to educational success or to intelligence and thinking - both fields to which this collection contributes valuable research. Some of the specific topics the covered by the wide-ranging and insightful research contained in this series include: an analysis of the school teaching of mathematics from the perspective of mathematics as a language - principally how the processes of communication in a maths classroom are shaped by school conventions and the fact that it is mathematics under discussion; an examination of the changing patterns in English usage and style, especially written usage - focusing on questions of syntax and punctuation - and how this relates to speech and the value of usage as a social act; an exploration of the history and impact of mass literacy on industrialised societies, how this differs from traditional oral culture, and the effect of a culture where most people rely on complex combinations of oral and literate communication on a sizable sub-literate minority; an investigation into which languages are in widespread use among children and adults in England, the patterns of language use in different social contexts, the teaching of community languages inside and outside of mainstream schools, and the educational implications of this linguistic diversity for all children. This set will be of interest to educational researchers, sociologists and students of sociolinguistics.

The college sector is facing a growing number of new challenges caused by technological change, globalisation and the growth of mass higher education. New Frontiers for College Education considers the impact these changes have had and explores the developing role of college education in countries throughout the world. Whilst analysing the issues associated with providing high quality vocational education and training, the book also reflects on the role of colleges in widening access to both further and higher education. Drawing together contributions from leading international academics, policymakers and practitioners, the book explores common themes across these diverse societies, as well as some of the key challenges experienced within individual countries. It considers the distinctive contributions that colleges can make in responding to these challenges through apprenticeships and other types of vocational education and training. Contributors discuss the growing emphasis on creating more integrated systems of tertiary education, recognising that colleges and universities are now expected to work more closely together and that these diverse demands can be difficult to reconcile. Providing an authoritative and timely analysis of the changing role of colleges in contemporary society, this book will be of great interest to academics, researchers and postgraduate students in the areas of further and higher education, vocational education and training, lifelong learning, and skills development. It should also be essential reading for policymakers, as well as practitioners working in colleges and other institutions of higher and further education.

Towards a Posthuman Theory of Educational Relationality critically reads the intersubjective theories on educational relations and uses a posthuman approach to ascribe agency relationally to humans and nonhumans alike. The book introduces the concept of 'educational relationality' and contains examples of nonhuman elements of technology and animals, putting educational relationality and other concepts into context as part of the philosophical investigation. Drawing on educational and posthuman theorists, it answers questions raised in ongoing debates regarding the roles of students and teachers in education, such as the foundations of educational relations and how these can be challenged. The book explores educational relations within the field of philosophy of education. After critically examining intersubjective approaches to theories of educational relations, anthropocentrism and subject-centrism are localized as two problematic aspects. Post-anthropocentrism and intra-relationality are proposed as a theoretical framework, before the book introduces and develops a posthuman theory of educational relations. The analysis is executed through a diffractive reading of intersubjective theories, resulting in five co-concepts: impermanence, uniqueness-as-relationality, proximity, edu-activity, and intelligibility. The analysis provided through educational examples demonstrates the potential of using the proposed theory in everyday practices. Towards a Posthuman Theory of Educational Relationality will be of great interest to researchers and postgraduate students in the fields of philosophy of education, early childhood education, research methodology and curriculum studies.

Drawing on a wide range of international contexts, International Education and Development provides an innovative and comprehensive critique of developments to improve schooling in the global South. Offering both a theoretical critique of the field and a series of case studies, drawn from recent research, illustrating the usefulness of a narrative approach, it generates a greater understanding of the meta-narratives that shape development and international education. Focusing on three periods of extensive field work in South Africa, Bangladesh and Mauritius, this book reflects upon the combination of narrative and biographical approaches in different national settings. Context is provided in three levels, meta, meso and micro, through a clear and critical examination of the macro 'stories' of development and international education over the past fifty years, and an examination of the role that narrative can play at local and micro levels, looking at the stories of individual decision makers - from children in the classroom to education officers at the district education office - and the opportunities and challenges of using these accounts for research, teaching and policy-making purposes. International Education and Development adds a global perspective to an area dominated by a concern with the Northern industrialised world, making it an essential text for students following courses in the social sciences, and individuals working the field of international education. It addresses a fundamental concern of development theory in a unique and engaging manner. A highly original contribution to a growing field, this book synthesises developments both in this field and in the growing topic of narrative research.

This book examines the rise of China's global profile in the international higher education community, as indicated by its rise of human capital, visibility in academic publications, world university ranking, expanding international cultural influence, and becoming a study-abroad destination of international students. It identifies the diplomatic role of higher education in China's politico-economic development over a century, and how the role has been shaped by China's self-identity as a great power in the world. Higher Education and China's Global Rise provides an understanding of linkage between higher education and China's international influence, and a scholarly discussion of what Chinese higher education tells about China's international relations, especially the aims, means, and nature of China's rise as a global power. It will help to broaden perspectives surrounding debate about China's rise that is currently dominated by Western international relations theory and comparative higher education discourses.

Mathematics is a subject held in high esteem around the world, yet the teaching and learning of mathematics is rarely viewed as good enough and many find the subject difficult to comprehend, or engage with. In Manufacturing the Mathematical Child, Anna Llewellyn asks some difficult questions in order to determine why this is the case and to question who it is that we allow to succeed at mathematics, particularly within the context of neoliberalism, where education is a product of the market. By looking at the various sites of production, Llewellyn examines the ways that key discursive spaces produce very different expectations of what it means to do mathematics and demonstrates that these place various homogenised expectations upon children. Arguing that these are not natural, but instead a reproduction of discursive norms, the book demonstrates why some people fit these standardized ways of being and others do not. Using England as a case study and referring to other international contexts, Llewellyn argues that there is a functionality found within certain educational policy discourses, and a romantic attachment to the natural child found within educational research, neither of which can match what happens in the messy classroom. As a result, it becomes evident that exclusion from mathematics is inevitable for many children. Original and exciting, this book will be of great interest to academics, researchers and postgraduate students within the fields of mathematics education, childhood studies, policy studies, and Foucauldian or post-structural analysis.

Discusses learning right from wrong, stressing such aspects as the difference between rules and principles and the importance of an individual's rights.

Higher education research is a developing field internationally, which is attracting more and more researchers from a great variety of disciplinary backgrounds within and beyond higher education institutions. As such, it is an arena within which a wide range of theories, methods and methodologies are being applied. This volume of Theory and Method in Higher Education Research contains analyses and discussions of, amongst others, relational working, corpus linguistics, data dialogues, instrumental variables, participatory pedagogy, diverse participation, policy discourse, quality management and knowledge structures of research.

Celebrity, Aspiration and Contemporary Youth uses the lens of celebrity to explore how young people think about their futures under austerity. Based on an interdisciplinary study, the book offers fresh insights into contemporary youth aspirations and inequalities. It helps us to understand young people's transitions into adulthood at a time of socio-economic 'crisis'. Drawing on original data, the authors examine what it means for young people to be forming their aspirations within the context of 'austere meritocracy'. The book addresses three central questions: What kinds of futures do young people desire and imagine for themselves? What is required of young people in the process of achieving these futures? And how are inequalities embedded and reproduced within these? Using young people's 'celebrity talk' to explore their aspirations, the authors challenge stereotypes of young people as a fame-hungry, get-rich-quick generation. Instead, they show how young people engage critically with celebrity and its discourses. Key chapters focus on how young people talk about youth, work, authenticity, success, happiness, money and fame in relation to their own lives and those of celebrities. Each of these chapters contains a case study of an international celebrity, including, Beyonce, Will Smith, Bill Gates, Prince Harry and Kim Kardashian. The authors conclude with possibilities for social change. They show that celebrity offers an important way of working with young people to critically explore what futures are possible and for whom.

Educators are faced with more challenges today than ever before. Besides being interpreters and implementers of the curriculum, teachers need to understand curriculum design, curriculum approaches and models, legislation, and prescribed policies. They have to be able to analyse existing learning programmes and resource material in order to prepare instructional designs, with effective teaching, learning, and assessment in mind. Curriculum studies: Development, interpretation, plan and practice offers sound, detailed, and practical direction with reference to the CAPS, to help teachers to enhance teaching, learning, and assessment. This book narrows the gap between the curriculum plan, instructional design, and teaching practice. The views of Tyler, Stenhouse, Freire and others serve as a theoretical grounding for a deeper understanding of the teacher's role as interpreter of the curriculum. Reference is also made to the influence of contextual aspects, and practical guidance is provided in terms of curriculum innovation and teaching practice. The topics covered in this book include the following: The theoretical framing of curriculum design; Understanding the curriculum in context; Considering policy documents during curriculum interpretation and implementation; Practical guidance for putting curriculum plans into practice: from the intended to the enacted and the assessed Curriculum studies: Development, interpretation, plan and practice is aimed at teachers in the General Education and Training (GET) and Further Education and Training (FET) phases.

Europe is undergoing rapid and profound social and political change, and time-honoured methods and practices are being challenged as a result. Nowhere is this challenge more pressing and relevant than in education, which is charged with the task of preparing future generations for the "New Europe." Everyone accepts that education should be for all, that it needs to be extended, and that "education for life" is a phrase with real significance, but how is education best provided? In February 1990 the Academia Europaea council decided to sponsor a study group on education in modern European society funded by the Swedish Riksbankens Jubileumsfond. The report, in the form of this book, deals with many problem areas in European education; for example school quality, examinations, the teaching of foreign languages, and science education. It also analyses the role of the school as an institution in an increasingly complex technological and meritocratic society, and spells out the role of basic education in forming a European identity and consciousness.

Educating your children in the public schools does not take one minute or perhaps one day. Education is a life-long process and whether we like it or not, the fact is, it never stops. Your children will spend the most important part of their lives at the public schools and whatever they learn at those schools will impact their lives as long as they live. What really happens to your children at public schools each day? Do you think that your children are learning useful information in today's schools? If you think that your children will leave today's public schools properly prepared for real life, the answer is no, you are WRONG Public schools have failed. Many teachers are not properly educated with the appropriate teaching certification. School administrators constantly sell lies about the "success" of their students, when in reality they are failing miserably today. Courses and exams are designed to be very simple so that they no longer test the knowledge of our children properly. The greatest portion of school budgets is spent on the salary of local school administrators. Almost everything your children learn in today's public schools is useless. Teaching positions are no longer designed for the smartest and most qualified teachers; they have become political positions that anyone can hold as long as they get approved by the school board. It's not too late to do something to turn this around How Public Schools Destroy Your Children's Lives and Careers offers thoughts and solutions on this hot-button topic.