The 30 NOTE SPELLING LESSONS are for the reinforcement of the music fundamentals found in the early levels of the David Carr Glover Piano Library. They present note spelling on the grand staff, leger lines and spaces, chord note spelling, whole steps and half steps, forming tetrachords and major scales and notes and rests in 4/4, 3/4, 2/4, and 6/8 meter.

The 30 NOTE SPELLING LESSONS are for the reinforcement of the music fundamentals found in the early levels of the David Carr Glover Piano Library. They present note spelling on the grand staff, leger lines and spaces, chord note spelling, whole steps and half steps, forming tetrachords and major scales and notes and rests in 4/4, 3/4, 2/4, and 6/8 meter.

The Theory Books of the DAVID CARR GLOVER PIANO LIBRARY are written in "programed instruction" style, one of the most effective means of learning in modern education. Programed instruction is based on three generally accepted principles: 1. The material is presented in small steps called "frames." 2. The student makes an immediate written response to each frame so that his learning is constantly checked. 3. The student knows if his answer is correct. The Theory Books are written for the Preparatory Age piano student. However, the fundamentals of music are presented in a logical order making the books useful for any beginner. The Theory books are correlated to the DAVID CARR GLOVER PIANO LIBRARY, but can be used with any course on music of this level of advancement.

The Theory Books of the DAVID CARR GLOVER PIANO LIBRARY are written in "programed instruction" style, one of the most effective means of learning in modern education. Programed instruction is based on three generally accepted principles: 1. The material is presented in small steps called "frames." 2. The student makes an immediate written response to each frame so that his learning is constantly checked. 3. The student knows if his answer is correct. The Theory Books are written for the Preparatory Age piano student. However, the fundamentals of music are presented in a logical order making the books useful for any beginner. The Theory books are correlated to the DAVID CARR GLOVER PIANO LIBRARY, but can be used with any course on music of this level of advancement.

Tracing the views on moral life of such past philosophers as Plato, Aristotle and Kant, as well as of such theorists as Durkheim, Freud, Piaget and Kohlberg, the author sets forth a full discussion of the nature and educational implications of the idea of moral virtue.

This PERFORMANCE book provides supplementary solo materials to reinforce music fundamentals and concepts presented at this level of advancement. Original compositions, folk songs, and the sounds of today are included for enrichment of the student's repertoire. This PERFORMANCE book is correlated page by page with the LESSONS book and other supplementary materials recommended for this level. It may also be used with other methods of piano study.

This volume brings together a collection of recent essays on the philosophy and theory of history. This is a field of lively interdisciplinary discussion and research, to which historians, philosophers and theorists of culture and literature have contributed. The author is a philosopher by training, and his inspiration comes primarily from the continental-phenomenological tradition. Thus the influence of Husserl, Heidegger, Merleau-Ponty and Ricoeur can be discerned here. This background opens up a unique perspective on the issues under discussion. Phenomenology differs from other philosophical approaches, like metaphysics and epistemology. Phenomenology asks, of anything that exists or may exist: how is it given, how does it enter our experience, what is our experience of it like? Very broadly we can say: phenomenology is about experience. At first glance, this approach may seem ill-suited to history. In our language, "history" usually means either 1) what happened, i.e. past events, or 2) our knowledge of what happened. We can't experience past events, and whatever knowledge we have of them must come from other sources-memory, testimony, physical traces. But the author maintains that we actually do experience historical events, and these essays explain how this is so. Sitting at the intersection of philosophy and history, and divided into three parts-Historicity, Narrative, and Time, Teleology and History, and Embodiment and Experience-this is the ideal volume for those interested in experience from a philosophical and historical perspective.

Drawing on classical Husserlian resources as well as existentialist and hermeneutical approaches, this book argues that critique is largely a question of method. It demonstrates that phenomenological discussions of acute social and political problems draw from a rich tradition of radically critical investigations in epistemology, social ontology, political theory, and ethics. The contributions show that contemporary phenomenological investigations of various forms of oppression and domination develop new critical-analytical tools that complement those of competing theoretical approaches, such as analytics of power, critical theory, and liberal philosophy of justice. More specifically, the chapters pay close attention to the following methodological themes: the conditions for the possibility of phenomenology as critique; critique as radical reflection and free thinking; eidetic analysis and reflection of transcendental facticity and contingency of the self, of others, of the world; phenomenology and immanent critique; the self-reflective dimensions of phenomenology; and phenomenological analysis and self-transfermation and world transformation. All in all, the book explicates the multiple critical resources phenomenology has to offer, precisely in virtue of its distinctive methods and methodological commitments, and thus shows its power in tackling timely issues of social injustice. Phenomenology as Critique: Why Method Matters will appeal to researchers and advanced students working in phenomenology, Continental philosophy, and critical theory.

Do we remember only the stories we can live with?

The ones that make us look good in the rearview mirror? In "The Night of the Gun," David Carr redefines memoir with the revelatory story of his years as an addict and chronicles his journey from crack-house regular to regular columnist for "The New York Times." Built on sixty videotaped interviews, legal and medical records, and three years of reporting, "The Night of the Gun" is a ferocious tale that uses the tools of journalism to fact-check the past. Carr's investigation of his own history reveals that his odyssey through addiction, recovery, cancer, and life as a single parent was far more harrowing -- and, in the end, more miraculous -- than he allowed himself to remember. Over the course of the book, he digs his way through a past that continues to evolve as he reports it.

That long-ago night he was so out of his mind that his best friend had to pull a gun on him to make him go away? A visit to the friend twenty years later reveals that Carr was pointing the gun.

His lucrative side business as a cocaine dealer? Not all that lucrative, as it turned out, and filled with peril.

His belief that after his twins were born, he quickly sobered up to become a parent? Nice story, if he could prove it.

The notion that he was an easy choice as a custodial parent once he finally was sober? His lawyer pulls out the old file and gently explains it was a little more complicated than that.

In one sense, the story of "The Night of the Gun" is a common one -- a white-boy misdemeanant lands in a ditch and is restored to sanity through the love of his family, a God of his understanding, and a support group that will go unnamed. But when the whole truth is told, it does not end there. After fourteen years -- or was it thirteen? -- Carr tried an experiment in social drinking. Double jeopardy turned out to be a game he did not play well. As a reporter and columnist at the nation's best newspaper, he prospered, but gained no more adeptness at mood-altering substances. He set out to become a nice suburban alcoholic and succeeded all too well, including two more arrests, one that included a night in jail wearing a tuxedo.

Ferocious and eloquent, courageous and bitingly funny, "The Night of the Gun" unravels the ways memory helps us not only create our lives, but survive them.

The knowledge of note reading, intervals, rhythm, music symbols and terms, and the ability to listen are essential to the development of a strong foundation for the piano student. This THEORY book was written to help provide this foundation by giving students reinforcement of the concepts presented in the LESSONS book of the DAVID CARR GLOVER METHOD FOR PIANO. As the students advance in their ability to play the piano, the THEORY book will help give them a better understanding of the music they are performing. The pages are designed to be interesting and fun for the students in order to spark their enthusiasm and increase their motivation.

Psychologists, philosophers, theologians and educationalists have all lately explored various conceptual, moral, psychological and pedagogical dimensions of gratitude in a rapidly expanding academic and popular literature. However, while the distinguished contributors to this work hail from these distinct disciplines, they have been brought together in this volume precisely in recognition of the need for a more interdisciplinary perspective on the topic. While further developing such more familiar debates in the field as whether it is appropriate to feel grateful in circumstances in which there is no obvious benefactor, whether it is proper to feel grateful to those who have benefited one only from a sense of duty and whether it makes sense to be grateful if so doing colludes with injustice, the essays in this collection explore a wide variety of fresh conceptual, psychological and moral issues. For example, in addition to identifying some new moral paradoxes about gratitude and seeking a generally more morally discriminating approach to gratitude education, relations are explored between gratitude and humility, forgiveness and appreciation and the religious and spiritual dimensions of the concept are also given much overdue attention. By drawing together serious academic engagement with the study of gratitude and a serious attempt to undertake this within an interdisciplinary perspective, Perspectives on Gratitude will be of value to academics and graduate students in the fields of philosophy, psychology and theology, as well as other research-based disciplines.

This is a musician's tale: the story of a boy growing up on the Iron Range, playing his guitar at family gatherings, coming of age in the psychedelic seventies, and honing his craft as a pro in Minneapolis, ground zero of American popular music in the mid-eighties. "There is a drop of blood behind every note I play and every word I write," Paul Metsa says. And it's easy to believe, as he conducts us on a musical journey across time and country, navigating switchbacks, detours, dead ends, and providing us the occasional glimpse of the promised land on the blue guitar highway.

His account captures the thrill of the Twin Cities when acts like the Replacements, Husker Du, and Prince were remaking pop music. It takes us right onto the stages he shared with stars like Billy Bragg, Pete Seeger, and Bruce Springsteen. And it gives us a close-up, dizzying view of the roller-coaster ride that is the professional musician's life, played out against the polarizing politics and intimate history of the past few decades of American culture. Written with a songwriter's sense of detail and ear for poetry, Paul Metsa's book conveys all the sweet absurdity, dry humor, and passion for the language of music that has made his story sing.

This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education.

This collection of original essays on virtue ethics and moral education seeks to fill this gap in the recent literature of moral education, combining broader analyses with detailed coverage of: * the varieties of virtue * weakness and integrity * relativism and rival traditions * means and methods of educating the virtues The rare collaboration of professional ethical theorists and educational philosophers provides a ground-breaking work and an exciting new focus in a growing area of research.

The possibilities and importance of a spiritual dimension to education are subjects receiving increased consideration from educational practitioners, policymakers and philosophers. Spirituality, Philosophy and Education brings together contributions to the debate by a team of renowned philosophers of education. They bring to this subject a depth of scholarly and philosophical sophistication that was previously missing, and between them offer a wide-ranging exploration and analysis of what spiritual values have to offer contemporary education.
The contributors address such subjects as what we mean by 'spiritual values'; scholarship and spirituality; spirituality and virtue; spirituality, science and morality; the shaping of character; the value of spiritual learning; spiritual development and the curriculum and many others. All students of the philosophy of education and anyone interested in how spiritual values might play a part in informing education policy and practice will find this stimulating collection a rich source of ideas and a major addition to the thinking on the meaning, role and possibilities of spirituality in education.

This volume brings together a collection of recent essays on the philosophy and theory of history. This is a field of lively interdisciplinary discussion and research, to which historians, philosophers and theorists of culture and literature have contributed. The author is a philosopher by training, and his inspiration comes primarily from the continental-phenomenological tradition. Thus the influence of Husserl, Heidegger, Merleau-Ponty and Ricoeur can be discerned here. This background opens up a unique perspective on the issues under discussion. Phenomenology differs from other philosophical approaches, like metaphysics and epistemology. Phenomenology asks, of anything that exists or may exist: how is it given, how does it enter our experience, what is our experience of it like? Very broadly we can say: phenomenology is about experience. At first glance, this approach may seem ill-suited to history. In our language, "history" usually means either 1) what happened, i.e. past events, or 2) our knowledge of what happened. We can't experience past events, and whatever knowledge we have of them must come from other sources-memory, testimony, physical traces. But the author maintains that we actually do experience historical events, and these essays explain how this is so. Sitting at the intersection of philosophy and history, and divided into three parts-Historicity, Narrative, and Time, Teleology and History, and Embodiment and Experience-this is the ideal volume for those interested in experience from a philosophical and historical perspective.

The ADULT PIANO STUDENT provides the older beginner student with materials that will satisfy his/her musical needs while developing a pianistic technic. Book 1, from the beginning presents the fundamentals of music through the use of melodies in major keys harmonized with accompanying chords. For the older beginner who has had some previous keyboard training, the first book will probably be a refresher. For the beginner who has had no previous training, this first book moves slowly so that he/she will develop a sound keyboard technic before advancing into Book II. This method is for both individual and group instruction with some materials arranged for ensemble practice.

The possibilities and importance of a spiritual dimension to education are subjects receiving increased consideration from educational practitioners, policy makers and philosophers. "Spirituality, Philosophy and Education" brings together contributions to the debate by a team of renowned philosophers of education. Between them they offer a wide-ranging exploration and analysis of what spiritual values have to offer contemporary education. The contributors address such subjects as what we mean by "spiritual values", scholarship and spirituality, spirituality and virtue, spirituality, science and morality, the shaping of character, the value of spiritual learning, spiritual development and the curriculum, and many others. Students of the philosophy of education and anyone interested in how spiritual values might play a part in informing education policy and practice should find this collection a rich source of ideas and a major addition to the thinking on the meaning, role and possibilities of spirituality in education.

Making Sense of Education provides a contemporary introduction to the key issues in educational philosophy and theory. Exploring major past and present conceptions of education, teaching and learning, this book aims to make philosophy of education relevant to the professional practice of teachers and student teachers, as well of interest to those studying education as an academic subject.
The book is divided into three parts:
* Education, teaching and professional practice: issues concerning education, the role of the teacher, the relationship of educational theory to practice and the wider moral dimensions of pedagogy.
* Learning, knowledge and curriculum: issues concerning behaviourist and cognitive theories of learning, knowledge and meaning, curriculum aims and content, and evaluation and assessment.
* Schooling, society and culture: issues of the wider social and political context of education concerning liberalism and communitarianism, justice and equality, differentiation, authority and discipline.
This timely and up-to-date introduction should assist all those studying and/or working in education to appreciate the main philosophical sources of and influences on present day thinking about education, teaching and learning

Psychologists, philosophers, theologians and educationalists have all lately explored various conceptual, moral, psychological and pedagogical dimensions of gratitude in a rapidly expanding academic and popular literature. However, while the distinguished contributors to this work hail from these distinct disciplines, they have been brought together in this volume precisely in recognition of the need for a more interdisciplinary perspective on the topic. While further developing such more familiar debates in the field as whether it is appropriate to feel grateful in circumstances in which there is no obvious benefactor, whether it is proper to feel grateful to those who have benefited one only from a sense of duty and whether it makes sense to be grateful if so doing colludes with injustice, the essays in this collection explore a wide variety of fresh conceptual, psychological and moral issues. For example, in addition to identifying some new moral paradoxes about gratitude and seeking a generally more morally discriminating approach to gratitude education, relations are explored between gratitude and humility, forgiveness and appreciation and the religious and spiritual dimensions of the concept are also given much overdue attention. By drawing together serious academic engagement with the study of gratitude and a serious attempt to undertake this within an interdisciplinary perspective, Perspectives on Gratitude will be of value to academics and graduate students in the fields of philosophy, psychology and theology, as well as other research-based disciplines.

Contents:
Preface; Acknowledgements; PART I: EDUCATION, TEACHING AND PROFESSIONALISM; Chapter 1: Teaching and education; Chapter 2: Professions, professionalism and professional ethics; Chapter 3: Teaching and professionalism; PART II: EDUCATIONAL THEORY AND PROFESSIONAL PRACTICE; Chapter 4: Educational theory misapplied?; Chapter 5: Different faces of educational theory; Chapter 6: Teaching and competence;
ART III: PROFESSIONAL VALUES AND ETHICAL OBJECTIVITY; Chapter 7: Professional values and the objectivity of value; Chapter 8: Rival conceptions of education; PART IV: ETHICS AND EDUCATION, MORALITY AND THE TEACHER; Chapter 9: Educational rights and professional wrongs; Chapter 10 Aims of education, schooling and teaching; Chapter 11: The moral role of the teacher; PART V: PARTICULAR ISSUES; Chapter 12: Ethical issues concerning the role of the teacher; Chapter 13: Ethical issues concerning education and schooling; Bibliography; Index.

This collection of original essays on virtue ethics and moral education seeks to fill this gap in the recent literature of moral education, combining broader analyses with detailed coverage of:
* the varieties of virtue
* weakness and integrity
* relativism and rival traditions
* means and methods of educating the virtues
The rare collaboration of professional ethical theorists and educational philosophers provides a ground-breaking work and an exciting new focus in a growing area of research.

Cultivating Moral Character and Virtue in Professional Practice is a pioneering collection of essays focused on the place of character and virtue in professional practice. Professional practices usually have codes of conduct designed to ensure good conduct; but while such codes may be necessary and useful, they appear far from sufficient, since many recent public scandals in professional life seem to have been attributable to failures of personal moral character. This book argues that there is a pressing need to devote more attention in professional education to the cultivation or development of such moral qualities as integrity, courage, self-control, service and selflessness. Featuring contributions from distinguished leaders in the application of virtue ethics to professional practice, such as Sarah Banks, Ann Gallagher, Geoffrey Moore, Justin Oakley and Nancy Sherman, the volume looks beyond traditional professions to explore the ethical dimensions of a broad range of important professional practices. Inspired by a successful international and interdisciplinary conference on the topic, the book examines various ways of promoting moral character and virtue in professional life from the general ethical perspective of contemporary neo-Aristotelian virtue theory. The professional concerns of this work are of global significance and the book will be valuable reading for all working in contemporary professional practices. It will be of particular interest to academics, practitioners and postgraduate students in the fields of education, medicine, nursing, social work, business and commerce and military service.

This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education.

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