The body matters, in practice. How then might we think about the body in our work in and on professional practice, learning and education? What value is there in realising and articulating the notion of the professional practitioner as crucially embodied? Beyond that, what of conceiving of the professional practice field itself as a living corporate body? How is the body implicated in understanding and researching professional practice, learning and education? Body/Practice is an extensive volume dedicated to exploring these and related questions, philosophically and empirically. It constitutes a rare but much needed reframing of scholarship relating to professional practice and its relation with professional learning and professional education more generally. It takes bodies seriously, developing theoretical frameworks, offering detailed analyses from empirical studies, and opening up questions of representation. The book is organized into four parts: I. 'Introducing the Body in Professional Practice, Learning and Education'; II. 'Thinking with the Body in Professional Practice'; III. 'The Body in Question in Health Professional Education and Practice'; IV. 'Concluding Reflections'. It brings together researchers from a range of disciplinary and professional practice fields, including particular reference to Health and Education. Across fifteen chapters, the authors explore a broad range of issues and challenges with regard to corporeality, practice theory and philosophy, and professional education, providing an innovative, coherent and richly informed account of what it means to bring the body back in, with regard to professional education and beyond.

This book brings together a range of scholars from 10 different countries to address the contemporary state of play in national standard language education - i.e. the L1 subjects. It seeks to understand the field from within a comparative-historical and transnational frame. Four thematic threads are woven through the volume: educationalisation; globalisation; pluriculturalism; and technologization. The chapters range over various aspects of L1 as a school subject: literature, language and literacy; reading and writing; media and digital technology; the dialogue between curriculum inquiry and Didaktik studies; the continuing relevance of Bildung; the significance of history and nation; and new challenges of culture and environment in the face of climate change. The book concludes with a reflection on the prospects for L1 education today and tomorrow, in a now thoroughly globalised context and, accordingly, deeply implicated in a necessary new project of nation re-building.

This book brings together voices and perspectives from across the world and draws in a new generation of curriculum scholars to provide fresh insight into the contemporary field. By opening up Curriculum Studies with contributions from twelve countries-including every continent-the book outlines and exemplifies the challenges and opportunities for transnational curriculum inquiry. While curriculum remains largely shaped and enabled nationally, global policy borrowing and scholarly exchange continue to influence local practice. Contributors explore major shared debates and future implications through four key sections: Decolonising the Curriculum; Knowledge Questions and Curriculum Dilemmas; Nation, History, Curriculum; and Curriculum Challenges for the Future.

The book brings together for the first time a range of integrated essays produced out of a program of research and scholarship designed to better understand advanced-level research supervision as pedagogy. Doctoral Research Supervision, Pedagogy, and the PhD questions the traditions of how doctoral work is accomplished, in the context of the changing role of research and universities in contemporary societies. Focused on research supervision and the pedagogies of doctoral work, the book brings together for the first time a range of integrated essays produced out of a program of research and scholarship designed to better understand advanced-level research supervision as pedagogy. Those original ground-breaking chapters are framed by new work, extending the overall argument, reflecting on the emergence and development of doctoral education research, and evaluating the state of the field today. This book is of interest to scholars and postgraduate researchers in higher education, postgraduate and doctoral education, supervision and the philosophy and theory of higher education.

Originally published in 1992. What kinds of literacy are appropriate for life and work in the late twentieth century? What historically is the relationship between curriculum and literacy, and how is it changing? The essays in this book provide an innovative forum for discussion for what are often two quite distinct enterprises: literacy research and curriculum studies. They re-frame and redraw the traditional boundaries between these two disciplines, examining socio-cultural theories and classroom practices in a diverse and lively debate. They explore readings of the modernist/postmodernist debate and specific studies in curriculum politics and history, rhetoric, language and literacy education, media studies and educational linguistics. This multi-voiced anthology brings together researchers from Australia, the United Kingdom, Canada and the United States in a common critical reassessment of the curriculum/literacy nexus.

Explicitly linking curriculum inquiry to English education via recurring themes of representation, democracy and knowledge, this book is a call for both researchers and practitioners to engage with curriculum, explicitly and deliberatively, as both a concept and a question. The approach is broadly conceptual and constitutes an exercise in theoretical and philosophical inquiry. While deeply informed by North American debates and developments, this book offers a distinctive counterpoint and a strategically 'ex-centric' perspective, being equally informed by the curriculum scene in Australia, as well as the UK and elsewhere. Divided into two sections, this book first addresses matters of general curriculum inquiry, while the second turns more specifically to English teaching and to associated questions of language, literacy and literature in L1 education. Green brings the two together through a critical examination of the Australian national curriculum, especially in its implications and challenges for English teaching, and with due regard for the project of transnational curriculum inquiry.

A selection of the Scientific American book club Recommended by MSNBC, Los Angeles Times, & American Association for the Advancement of Science's SB&F magazine "This wonderful scientific memoir captures the romance and beauty of research in precise poetic prose that is as gorgeous and evocative as anything written by Rilke, painted by Seurat, or played by Casals." --Mary Doria Russell, author of Doc and The Sparrow "A radiant love letter to science from a scientist with a poet's soul ...Green is an exquisite writer, and his fierce focus and mastery of style are reminiscent of the biologist and essayist Lewis Thomas." --Kirkus Reviews In Boltzmann's Tomb, Bill Green interweaves the story of his own lifelong evolution as a scientist, and his work in the Antarctic, with a travelogue that is a personal and universal history of science. Like Richard Holmes' The Age of Wonder--this book serves as a marvelous introduction to the great figures of science. Along with lyrical meditations on the tragic life of Galileo, the wildly eccentric Tycho Brahe, and the visionary Sir Isaac Newton, Green's ruminations return throughout to the lesser-known figure of Ludwig Boltzmann. Using Boltzmann's theories of randomness and entropy as a larger metaphor for the unpredictable paths that our lives take, Green shows us that science, like art, is a lived adventure. Bill Green is a geochemist and professor emeritus at Miami University in Oxford, Ohio. He is also the author of Water, Ice & Stone: Science and Memory on the Antarctic Lakes which received the American Museum of Natural History's John Burroughs Award for Nature Writing, was a finalist for the PEN/Martha Albrand Award, and was excerpted in The Ends of the Earth: An Anthology of the Finest Writing on the Arctic and the Antarctic, edited by Elizabeth Kolbert.

Originally published in 1992. What kinds of literacy are appropriate for life and work in the late twentieth century? What historically is the relationship between curriculum and literacy, and how is it changing? The essays in this book provide an innovative forum for discussion for what are often two quite distinct enterprises: literacy research and curriculum studies. They re-frame and redraw the traditional boundaries between these two disciplines, examining socio-cultural theories and classroom practices in a diverse and lively debate. They explore readings of the modernist/postmodernist debate and specific studies in curriculum politics and history, rhetoric, language and literacy education, media studies and educational linguistics. This multi-voiced anthology brings together researchers from Australia, the United Kingdom, Canada and the United States in a common critical reassessment of the curriculum/literacy nexus.

The body matters, in practice. How then might we think about the body in our work in and on professional practice, learning and education? What value is there in realising and articulating the notion of the professional practitioner as crucially embodied? Beyond that, what of conceiving of the professional practice field itself as a living corporate body? How is the body implicated in understanding and researching professional practice, learning and education? Body/Practice is an extensive volume dedicated to exploring these and related questions, philosophically and empirically. It constitutes a rare but much needed reframing of scholarship relating to professional practice and its relation with professional learning and professional education more generally. It takes bodies seriously, developing theoretical frameworks, offering detailed analyses from empirical studies, and opening up questions of representation. The book is organized into four parts: I. 'Introducing the Body in Professional Practice, Learning and Education'; II. 'Thinking with the Body in Professional Practice'; III. 'The Body in Question in Health Professional Education and Practice'; IV. 'Concluding Reflections'. It brings together researchers from a range of disciplinary and professional practice fields, including particular reference to Health and Education. Across fifteen chapters, the authors explore a broad range of issues and challenges with regard to corporeality, practice theory and philosophy, and professional education, providing an innovative, coherent and richly informed account of what it means to bring the body back in, with regard to professional education and beyond.

Explicitly linking curriculum inquiry to English education via recurring themes of representation, democracy and knowledge, this book is a call for both researchers and practitioners to engage with curriculum, explicitly and deliberatively, as both a concept and a question. The approach is broadly conceptual and constitutes an exercise in theoretical and philosophical inquiry. While deeply informed by North American debates and developments, this book offers a distinctive counterpoint and a strategically 'ex-centric' perspective, being equally informed by the curriculum scene in Australia, as well as the UK and elsewhere. Divided into two sections, this book first addresses matters of general curriculum inquiry, while the second turns more specifically to English teaching and to associated questions of language, literacy and literature in L1 education. Green brings the two together through a critical examination of the Australian national curriculum, especially in its implications and challenges for English teaching, and with due regard for the project of transnational curriculum inquiry.

This book brings together voices and perspectives from across the world and draws in a new generation of curriculum scholars to provide fresh insight into the contemporary field. By opening up Curriculum Studies with contributions from twelve countries-including every continent-the book outlines and exemplifies the challenges and opportunities for transnational curriculum inquiry. While curriculum remains largely shaped and enabled nationally, global policy borrowing and scholarly exchange continue to influence local practice. Contributors explore major shared debates and future implications through four key sections: Decolonising the Curriculum; Knowledge Questions and Curriculum Dilemmas; Nation, History, Curriculum; and Curriculum Challenges for the Future.

This book brings together a range of scholars from 10 different countries to address the contemporary state of play in national standard language education - i.e. the L1 subjects. It seeks to understand the field from within a comparative-historical and transnational frame. Four thematic threads are woven through the volume: educationalisation; globalisation; pluriculturalism; and technologization. The chapters range over various aspects of L1 as a school subject: literature, language and literacy; reading and writing; media and digital technology; the dialogue between curriculum inquiry and Didaktik studies; the continuing relevance of Bildung; the significance of history and nation; and new challenges of culture and environment in the face of climate change. The book concludes with a reflection on the prospects for L1 education today and tomorrow, in a now thoroughly globalised context and, accordingly, deeply implicated in a necessary new project of nation re-building.

Finally, the nature-nurture debate has been reduced to a simple but comprehensive explanation. Based in part on the latest discoveries of how our brains work, this provocative synthesis broadens our understanding of what we mean by "intelligence" and relegates the role of human nature, personality, and genetic determinism to the back burner. Discover why all people of all races are truly equal, possess comparable capabilities, and should be accorded equal opportunity, equal nurturing, and equal respect. "A refreshing new look at our children's needs that points to a new understanding of how children develop, spells out how schools and parents can cultivate the full potential of our children, makes many established educational policies obsolete-and bares the grim future in store for us, and America, if we fail to act quickly" The author makes the case for a fuller awareness of what constitutes human capability, the source of genius, the essential role of pragmatic thinking, and the limitations of abstract thought. * Discover why IQ and SAT tests fail to measure a child's real potential. * Learn the weaknesses of those assumed to be "the best and brightest." * Read about all the other competencies that are more important than mere memorization and arithmetic skills. * Find out how the abstract thinking of our elites in Washington, academia, and Wall Street are crippling America's future. FROM THE INTRODUCTION: "Wasted Genius is one of the first serious attempts to define all the various capabilities that define a mature adult. It establishes that characteristics such as persistence, imagination, and emotional restraint are no less important than IQ (and probably more important). Placing IQ and EQ alongside the other equally important personal characteristics that make an adult successful, contented, and complete, Bill Greene has come up with a much more meaningful scale for intelligence, which he calls Total Competency Quotient (TCQ). Kathleen J. Wikstrom, President Center for Libertarian Thought, Inc. From the Author: The scholars that idolize Darwin's theories are motivated primarily by a love affair with their own God-given brains. They perpetuate the mistaken notion that a high IQ marks them as superior beings, and that the rest of mankind are barely above brute animal species, constantly directed by base animal instincts, and in need of regulation by their superiors. However IQ is merely inherited, like wealth and aristocratic titles, and should never be a basis for conceit. Recent science shows that IQ is not even all that significant in successful decison-making, and may rank behind other aptitudes including self-restraint, emotional balance, initiative, and self-reliance. What's more, such qualities originate and are controlled by the brain just as much as the memorization and mathematical quickness associated with good school grades. Such personal strengths as Patience and Fortitude rank just as high as IQ, and they all can be learned, practiced, and developed. "Free Will" is uniquely human, an almost Divine Endowment that trumps the genetic determinists' position. The proof is constantly on view, much to the intellectual elite's dismay, as "ordinary" people from the bottom keep rising up and out-performing the so-called "best and brightest." We must all join together to encourage more to do the same so their genius will not be wasted.