Social control is a central sociological concept which has generated many influential models of man in society. This book examines these major models, and examines the rise of compulsory schooling in Britain and the USA and shows us which aspects of education and social control have been elaborated or neglected in the sociology of education down to the mid 1970s.

Eating less, exercising more and losing weight seem the obvious solution for the oncoming 'obesity epidemic'. Rarely, however, is thought given to how these messages are interpreted and whether they are in fact inherently healthy. Education, Disordered Eating and Obesity Discourse investigates how 'body centred talk' about weight, fat, food and exercise is recycled in schools, enters educational processes, and impacts on the identities and health of young people. Drawing on the experiences of young women who have developed eating disorders and research on international school curricula and the media, the authors challenge the veracity, substance and merits of contemporary 'obesity discourse'. By concentrating on previously unexplored aspects of the debate around weight and health, it is revealed how well-meaning advice can propel some children toward behaviour that seriously damages their health. This book is not only about 'eating disorders' and the people affected, but the effects of obesity discourse on everyone's health as it enters public policy, educational practice and the cultural fabric of our lives. It will interest students, teachers, doctors, health professionals and researchers concerned with obesity and weight issues.

In this 5 session course, Brian Davis vividly reminds us that the human race is facing its greatest challenge: global warming, leading to climate change. This, along with the damage we have done, and are still doing to the environment, God's wonderful creation, means that we all have to make radical changes to our whole way of life. Many of us who care about this issue are sometimes understandably quite pessimistic about the future. That's where faith in God should make a difference. Hope for the future is not the same as being optimistic. Being optimistic suggests always looking on the bright side. A hope based on faith in God should enable us to open our eyes and see what is actually happening to our planet today, and still believe there is much that we can do, individually and together, with God to guide and strengthen us. This York Course is available in the following formats: Course Book (Paperback 9781909107311) Course Book (eBook 9781909107496) Audio Book of Interview to support Caring for Creation York Course (CD 9781909107403) Audio Book of Interview (Digital Download 9781909107489) Transcript of interview to support Caring for Creation Course (Paperback 9781909107328) Transcript of interview (eBook 9781909107502) Book Pack (9781909107410 Featuring Paperback Course Book, Audio Book on CD and Paperback Transcript of Interview) Large print (9781909107427) The five sessions focus on: SESSION 1: The Environment SESSION 2: Global Warming and Climate Change SESSION 3: The Age of Humans - The Anthropocene Era SESSION 4: Coming out of Denial and Facing Crisis SESSION 5: Faith, Hope and Love The course audio features Ruth Valerio, Environmentalist, theologian, social activist, Tearfund Director and author of Saying Yes to Life (SPCK, 2020); Dave Bookless who specializes in biblical theology and biodiversity conservation and is Director of Theology for A Rocha International; Kuki Rokhum, who is on the Leadership Team of Renew our World and involved in the Lausanne Creation Care network; and David Clogh, who launched CreatureKind and DefaultVeg projects, and is concerned with the place of animals in Christian theology and ethics.

What in the digital era is knowledge? Who has knowledge and whose knowledge has value? Postmodernism has introduced a relativist flavour into educational research such that big questions about the purposes of education have tended to be eclipsed by minutiae. Changes in economic and financial markets induce a sense that we are also experiencing an intellectual credit crunch. Societies can no longer afford to think about the role of education merely in relation to national markets and national citizenry. There is growing recognition that, once again, we need big thinking using big theoretical ideas in working on local problems of employability, sustainability and citizenship. Drawing on aspects of Bernstein's work that have attracted an international following for many years, the international contributors to this book raise questions about knowledge production and subjectivity in times dominated by market forces, privatisation and new forms of state regulation. The book is divided into three sections: Part one extends Bernstein's sociology of knowledge by revitalizing fundamental questions, such as: what is knowledge, how is it produced and what are its functions within education and society in late modernity? It demonstrates that big theory, like big science, provides immense resources for thinking ourselves out of crisis because, in contradistinction to micro theory, we are able to contemplate global transformations in ways which otherwise would remain unthinkable. Part two considers the new, hybrid forms of knowledge that are emerging in the gap opened up between economic markets and academic institutions across a range of countries. Bernstein said in the 1970s that schools cannot compensate for society but we might now ask: can universities compensate for the economy? Part three adds new conceptual tools to the understanding of subjectivity within Bernstein's sociology of knowledge and elaborates conceptual developments about pedagogic regulation, consciousness and embodiment. This book will appeal to sociologists, educationists and higher educators internationally and to students on sociology of education, curriculum and policy studies courses.

Basil Bernstein is arguably one of the most important educational theorists of the late 20th century. Whilst most academics and students in sociology of education know of Bernstein, few can claim to fully understand the scope and power of his work, which simply cannot be matched by any of his contemporaries. This book, written by a team of international contributors, offers an insight into the richness and depth of his theories. It demonstrates the growing recognition of the value of Bernstein's work to understanding unfolding developments in education systems around the world today. The volume is divided into four sections: * Section 1 considers the work of the theorists that Bernstein worked 'through' and 'with', from Durkheim and Marx to Bourdieu and Foucault * Section 2 focuses on teaching and learning in school contexts and draw on current issues like boy's underachievement, citizenship, system reform and language learning in varied cultural contexts * Section 3 applies Bernstein's theories to teacher education * Section 4 focuses on international and higher education This comprehensive text will show the international academic community in education and sociology - as well as students on education, sociology, sociolinguistic and social pyschology degrees - how to read and use Bernstein.

This book presents elements of the theory of chaos in dynamical systems in a framework of theoretical understanding coupled with numerical and graphical experimentation. It describes the theory of fractals, focusing on the importance of scaling and ordinary differential equations.

Eating less, exercising more and losing weight seem the obvious solution for the oncoming 'obesity epidemic'. Rarely, however, is thought given to how these messages are interpreted and whether they are in fact inherently healthy. Education, Disordered Eating and Obesity Discourse investigates how 'body centred talk' about weight, fat, food and exercise is recycled in schools, enters educational processes, and impacts on the identities and health of young people. Drawing on the experiences of young women who have developed eating disorders and research on international school curricula and the media, the authors challenge the veracity, substance and merits of contemporary 'obesity discourse'. By concentrating on previously unexplored aspects of the debate around weight and health, it is revealed how well-meaning advice can propel some children toward behaviour that seriously damages their health. This book is not only about 'eating disorders' and the people affected, but the effects of obesity discourse on everyone's health as it enters public policy, educational practice and the cultural fabric of our lives. It will interest students, teachers, doctors, health professionals and researchers concerned with obesity and weight issues.

This crucial period in Russia's history has, up until now, been neglected by historians, but here Brian L. Davies' study provides an essential insight into the emergence of Russia as a great power.

For nearly three centuries, Russia vied with the Crimean Khanate, the Polish-Lithuanian Commonwealth and the Ottoman Empire for mastery of the Ukraine and the fertile steppes above the Black Sea, a region of great strategic and economic importance arguably the pivot of Eurasia at the time.

The long campaign took a great toll upon Russia's population, economy and institutions, and repeatedly frustrated or redefined Russian military and diplomatic projects in the West.

The struggle was every bit as important as Russia's wars in northern and central Europe for driving the Russian state-building process, forcing military reform and shaping Russia's visions of Empire.

This book, written for in-service teachers and student-teachers, summarises the developments in educational policy that have occurred recently. Looking across all education sectors, the book focuses specifically on the struggle for control of educational rules and definitions, their content and consequences.
In recent years a teacher's means of acquiring the understanding needed to help children recognise and apply knowledge, and to understand what children do and how, has largely disappeared. Philosophy, history and sociology have been replaced with classroom management and subject knowledge.
This book looks at:
*education policy studies
*theories of social and cultural reproduction from the 'grand masters' to post-structuralism
*teacher and school professional independence
*comprehensive schools and grouping
*the neo-liberal strategy and the discourse of markets, choice and diversity
*curriculum and its assessment
*classrooms and pedagogy
*teachers and their teaching.

This timely and relevant book focuses on the societal impact of the pandemic on children and the educational, social and psychological services that function to support them. It acknowledges the constant change and adaptation required in real time and provides the basis for a start to the discussion about the effects of COVID-19 on families and everyone involved with 'school life'. Essays include reflections on the impact of lockdown on children and the lessons to be learned, with contributions from children, parents, teachers, educational psychologists and social workers in the UK and worldwide.

Basil Bernstein is arguably one of the most important educational theorists of the late 20th century. Whilst most academics and students in sociology of education know of Bernstein, few can claim to fully understand the scope and power of his work, which simply cannot be matched by any of his contemporaries. This book, written by a team of international contributors, offers an insight into the richness and depth of his theories. It demonstrates the growing recognition of the value of Bernstein's work to understanding unfolding developments in education systems around the world today. The volume is divided into four sections: * Section 1 considers the work of the theorists that Bernstein worked 'through' and 'with', from Durkheim and Marx to Bourdieu and Foucault * Section 2 focuses on teaching and learning in school contexts and draw on current issues like boy's underachievement, citizenship, system reform and language learning in varied cultural contexts * Section 3 applies Bernstein's theories to teacher education * Section 4 focuses on international and higher education This comprehensive text will show the international academic community in education and sociology - as well as students on education, sociology, sociolinguistic and social pyschology degrees - how to read and use Bernstein.

Contemporary societies are besotted with the 'body', its size, shape and 'health'. Governments, business and the popular media, spend and earn fortunes encouraging populations to get healthy, eat properly, exercise daily and get thin. But how are contemporary social trends and attitudes towards the 'body' reflected in the curriculum of schools, in the teaching of Physical Education and Health? How do teachers and health professionals influence young people's experiences of their own and others' bodies? Is health education liberating or merely another form of regulation and social control?

Drawing together some of the latest research on the body and schooling, Body Knowledge and Control offers a sharp and challenging critique of (post) modern day attitudes toward obesity, health, childhood and the mainstream science and business interests that promote narrow body centred ways of thinking. Includes:
* A critical history of notions of body, identity and health in schools.
* Analysis of the 'obesity epidemic', eating disorders and the influence of nurtured body image in racism, sexism, homophobia and body elitism in schools.

Social control is a central sociological concept which has generated many influential models of man in society. This book examines these major models, and examines the rise of compulsory schooling in Britain and the USA and shows us which aspects of education and social control have been elaborated or neglected in the sociology of education down to the mid 1970s.

This book exemplifies the nurturing spirit of inter-discursive debate with a view to opening up new theoretical and empirical insights, understanding, and engagement, with debates on issues relating to pedagogy, policy, equity and embodiment. From a variety of social science perspectives, an international force of contributors apply a multitude of concepts to research agendas which illustrate the multiple ways in which 'the body' both impacts culture and is simultaneously and seamlessly positioned and shaped by it, maintaining social reproduction of class and cultural hierarchies and social regulation and control. They attest that once we begin to trace the flow of knowledge and discourses across continents, countries, regions and communities by registering their re-contextualisation, both within various popular pedagogies (e.g., newspapers, film, TV, web pages, IT) and the formal and informal practices of schools, families and peers, we are compelled to appreciate the bewildering complexity of subjectivity and the ways in which it is embodied. Indeed, the chapters suggest that no matter how hegemonic or ubiquitous discursive practices may be, they inevitably tend to generate both intended and unexpected 'affects' and 'effects': people and populations cannot easily be 'determined', suppressed or controlled. This book was originally published as a special issue of Sport, Education and Society.

Is debate on issues related to faith and reason still possible when dialogue between believers and non-believers has collapsed? Taking God Seriously not only proves that it is possible, but also demonstrates that such dialogue produces fruitful results. Here, Brian Davies, a Dominican priest and leading scholar of Thomas Aquinas, and Michael Ruse, a philosopher of science and well-known non-believer, offer an extended discussion on the nature and plausibility of belief in God and Christianity. They explore key topics in the study of religion, notably the nature of faith, the place of reason in discussions about religion, proofs for the existence of God, the problem of evil, and the problem of multiple competing religious systems, as well as the core concepts of Christian belief including the Trinity and the justification of morality. Written in a jargon-free manner, avoiding the extremes of evangelical literalism and New Atheism prejudice, Taking God Seriously does not compromise integrity or shy from discussing important or difficult issues.

Is debate on issues related to faith and reason still possible when dialogue between believers and non-believers has collapsed? Taking God Seriously not only proves that it is possible, but also demonstrates that such dialogue produces fruitful results. Here, Brian Davies, a Dominican priest and leading scholar of Thomas Aquinas, and Michael Ruse, a philosopher of science and well-known non-believer, offer an extended discussion on the nature and plausibility of belief in God and Christianity. They explore key topics in the study of religion, notably the nature of faith, the place of reason in discussions about religion, proofs for the existence of God, the problem of evil, and the problem of multiple competing religious systems, as well as the core concepts of Christian belief including the Trinity and the justification of morality. Written in a jargon-free manner, avoiding the extremes of evangelical literalism and New Atheism prejudice, Taking God Seriously does not compromise integrity or shy from discussing important or difficult issues.

What in the digital era is knowledge? Who has knowledge and whose knowledge has value? Postmodernism has introduced a relativist flavour into educational research such that big questions about the purposes of education have tended to be eclipsed by minutiae. Changes in economic and financial markets induce a sense that we are also experiencing an intellectual credit crunch. Societies can no longer afford to think about the role of education merely in relation to national markets and national citizenry. There is growing recognition that, once again, we need big thinking using big theoretical ideas in working on local problems of employability, sustainability and citizenship. Drawing on aspects of Bernstein's work that have attracted an international following for many years, the international contributors to this book raise questions about knowledge production and subjectivity in times dominated by market forces, privatisation and new forms of state regulation. The book is divided into three sections: Part one extends Bernstein's sociology of knowledge by revitalizing fundamental questions, such as: what is knowledge, how is it produced and what are its functions within education and society in late modernity? It demonstrates that big theory, like big science, provides immense resources for thinking ourselves out of crisis because, in contradistinction to micro theory, we are able to contemplate global transformations in ways which otherwise would remain unthinkable. Part two considers the new, hybrid forms of knowledge that are emerging in the gap opened up between economic markets and academic institutions across a range of countries. Bernstein said in the 1970s that schools cannot compensate for society but we might now ask: can universities compensate for the economy? Part three adds new conceptual tools to the understanding of subjectivity within Bernstein's sociology of knowledge and elaborates conceptual developments about pedagogic regulation, consciousness and embodiment. This book will appeal to sociologists, educationists and higher educators internationally and to students on sociology of education, curriculum and policy studies courses.

This book, written for in-service teachers and student-teachers, summarises the developments in educational policy that have occurred recently. Looking across all education sectors, the book focuses specifically on the struggle for control of educational rules and definitions, their content and consequences.
In recent years a teacher's means of acquiring the understanding needed to help children recognise and apply knowledge, and to understand what children do and how, has largely disappeared. Philosophy, history and sociology have been replaced with classroom management and subject knowledge.
This book looks at:
*education policy studies
*theories of social and cultural reproduction from the 'grand masters' to post-structuralism
*teacher and school professional independence
*comprehensive schools and grouping
*the neo-liberal strategy and the discourse of markets, choice and diversity
*curriculum and its assessment
*classrooms and pedagogy
*teachers and their teaching.

Today's society is obsessed with the body, its size, shape and healthiness. Governments, business and the popular media, spend and earn fortunes encouraging populations to get healthy, eat properly, exercise daily and get thin. But how are current social trends and attitudes towards the body reflected in the curriculum of schools, in the teaching of Physical Education and Health? How do teachers and health professionals influence young people's experiences of their own and others' bodies? Is health education liberating or merely another form of regulation and social control? Drawing together some of the latest research on the body and schooling, Body Knowledge and Control offers a sharp and challenging critique of (post) modern-day attitudes toward obesity, health, childhood and the mainstream science and business interests that promote narrow body-centred ways of thinking. Includes: * A critical history of notions of body, identity and health in schools. * Analysis of the 'obesity epidemic', eating disorders * Analysis of the influence of nurtured body image in racism, sexism, homophobia and body elitism in schools.

An exciting new way of teaching chaos in dynamical systems to undergraduates, using a combination of text and computer experiments.. This book is an elementary introduction to the theory of dynamical systems and chaos. The principal aim is to explore the deep relationship among dynamical systems, chaos, and fractals, and to uncover structure even where order seems to be absent. The purpose in this text is to understand some of the phenomena which are common across diverse systems, and investigate the mechanisms which make them so. The approach will combine relatively simple mathematics with computer experiments using the program Chaos for Java which has been developed specifically for this purpose. This book presents elements of the theory of chaos in dynamical systems in a framework of theoretical understanding coupled with numerical and graphical experimentation. The theory is developed using only elementary calculus and algebra, and includes dynamics of one-and two-dimensional maps, periodic orbits, stability and its quantification, chaotic behavior, and bifurcation theory of one-dimensional systems. There is an introduction to the theory of fractals, with an emphasis on the imp

Thomas Aquinas (1224/6-1274) lived an active, demanding academic and ecclesiastical life that ended while he was still comparatively young. He nonetheless produced many works, varying in length from a few pages to a few volumes. The present book is an introduction to this influential author and a guide to his thought on almost all the major topics on which he wrote. The book begins with an account of Aquinas's life and works. The next section contains a series of essays that set Aquinas in his intellectual context. They focus on the philosophical sources that are likely to have influenced his thinking, the most prominent of which were certain Greek philosophers (chiefly Aristotle), Latin Christian writers (such as Augustine), and Jewish and Islamic authors (such as Maimonides and Avicenna). The subsequent sections of the book address topics that Aquinas himself discussed. These include metaphysics, the existence and nature of God, ethics and action theory, epistemology, philosophy of mind and human nature, the nature of language, and an array of theological topics, including Trinity, Incarnation, sacraments, resurrection, and the problem of evil, among others. These sections include more than thirty contributions on topics central to Aquinas's own worldview. The final sections of the volume address the development of Aquinas's thought and its historical influence. Any attempt to present the views of a philosopher in an earlier historical period that is meant to foster reflection on that thinker's views needs to be both historically faithful and also philosophically engaged. The present book combines both exposition and evaluation insofar as its contributors have space to engage in both. This Handbook is therefore meant to be useful to someone wanting to learn about Aquinas's philosophy and theology while also looking for help in philosophical interaction with it.

Brian Davies offers the first in-depth study of Saint Thomas Aquinas's thoughts on God and evil, revealing that Aquinas's thinking about God and evil can be traced through his metaphysical philosophy, his thoughts on God and creation, and his writings about Christian revelation and the doctrines of the Trinity and the Incarnation.
Davies first gives an introduction to Aquinas's philosophical theology, as well as a nuanced analysis of the ways in which Aquinas's writings have been considered over time. For hundreds of years scholars have argued that Aquinas's views on God and evil were original and different from those of his contemporaries. Davies shows that Aquinas's views were by modern standards very original, but that in their historical context they were more traditional than many scholars since have realized.
Davies also provides insight into what we can learn from Aquinas's philosophy. Thomas Aquinas on God and Evil is a clear and engaging guide for anyone who struggles with the relation of God and theology to the problem of evil.

In this 5 session course, Brian Davis vividly reminds us that the human race is facing its greatest challenge: global warming, leading to climate change. This, along with the damage we have done, and are still doing to the environment, God's wonderful creation, means that we all have to make radical changes to our whole way of life. Many of us who care about this issue are sometimes understandably quite pessimistic about the future. That's where faith in God should make a difference. Hope for the future is not the same as being optimistic. Being optimistic suggests always looking on the bright side. A hope based on faith in God should enable us to open our eyes and see what is actually happening to our planet today, and still believe there is much that we can do, individually and together, with God to guide and strengthen us. This York Course is available in the following formats: Course Book (Paperback 9781909107311) Course Book (eBook 9781909107496) Audio Book of Interview to support Caring for Creation York Course (CD 9781909107403) Audio Book of Interview (Digital Download 9781909107489) Transcript of interview to support Caring for Creation Course (Paperback 9781909107328) Transcript of interview (eBook 9781909107502) Book Pack (9781909107410 Featuring Paperback Course Book, Audio Book on CD and Paperback Transcript of Interview) Large print (9781909107427) The five sessions focus on: SESSION 1: The Environment SESSION 2: Global Warming and Climate Change SESSION 3: The Age of Humans - The Anthropocene Era SESSION 4: Coming out of Denial and Facing Crisis SESSION 5: Faith, Hope and Love The course audio features Ruth Valerio, Environmentalist, theologian, social activist, Tearfund Director and author of Saying Yes to Life (SPCK, 2020); Dave Bookless who specializes in biblical theology and biodiversity conservation and is Director of Theology for A Rocha International; Kuki Rokhum, who is on the Leadership Team of Renew our World and involved in the Lausanne Creation Care network; and David Clogh, who launched CreatureKind and DefaultVeg projects, and is concerned with the place of animals in Christian theology and ethics.

Following a scholarly account of Thomas Aquinas's life, Davies explores his purposes in writing the Summa Theologiae and works systematically through each of its three Parts. He also relates their contents and Aquinas's teachings to those of other works and other thinkers both theological and philosophical. The concluding chapter considers the impact Aquinas's best-known work has exerted since its first appearance, and why it is still studied today. Intended for students and general readers interested in medieval philosophy and theology, Davies's study is a solid and reflective introduction both to the Summa Theologiae and to Aquinas in general.

Is it possible to think about religious beliefs philosophically? Should religious beliefs be viewed as a flight from reason or as capable of rational support? Can theologians learn from philosophers? Can philosophers learn from theologians? Is it possible to be both a good Christian and a good thinker? Can there be such a thing as reasonable faith? This book is chiefly concerned with these questions and others related to them. A collection of previously unpublished papers written by the late Herbert McCabe O.P., it examines the nature of religious belief, especially belief in God, with an eye on both theological and philosophical arguments. Some thinkers have sought to drive a wedge between philosophy and theology. Like Thomas Aquinas, whose writings he especially admired, McCabe seeks to show how the two can be systematically connected. Some religious truths, he argues, may defy our understanding. But this does not mean that they cannot be reasonably discussed.