Making and Relational Creativity explores the developing relationships that arise between art teachers and students through creative practices outside of the secondary school arts curriculum. The author offers a powerful account of both her own and student experiences, exposing the complexities and problematic nature of creative practices emerging outside of the curriculum framework. The book specifically explores relationships that develop in informal making spaces and argues for the significance of democratic creativity within art education. Examining the processes of making and the narratives arising within the A/R/Tography Collective, the lived experiences of both students and educator are revealed, providing a unique insight into their lives. The book explores the impact such spaces have on teachers' professional relationships with students together with the impact on student relationships and urges educators to inhabit a more holistic role and tailor their pedagogy to meet the needs of students. In addition, the research also aims to address the implications of informal making spaces for the school curriculum in England. This book will be of great interest for postgraduate students, researchers, and academics in the field of arts education, democratic learning, teacher education, cultural and organisational studies.

Making and Relational Creativity explores the developing relationships that arise between art teachers and students through creative practices outside of the secondary school arts curriculum. The author offers a powerful account of both her own and student experiences, exposing the complexities and problematic nature of creative practices emerging outside of the curriculum framework. The book specifically explores relationships that develop in informal making spaces and argues for the significance of democratic creativity within art education. Examining the processes of making and the narratives arising within the A/R/Tography Collective, the lived experiences of both students and educator are revealed, providing a unique insight into their lives. The book explores the impact such spaces have on teachers' professional relationships with students together with the impact on student relationships and urges educators to inhabit a more holistic role and tailor their pedagogy to meet the needs of students. In addition, the research also aims to address the implications of informal making spaces for the school curriculum in England. This book will be of great interest for postgraduate students, researchers, and academics in the field of arts education, democratic learning, teacher education, cultural and organisational studies.

Understanding Sustainable Architecture is a review of the assumptions, beliefs, goals and bodies of knowledge that underlie the endeavour to design (more) sustainable buildings and other built developments.
Much of the available advice and rhetoric about sustainable architecture begins from positions where important ethical, cultural and conceptual issues are simply assumed. If sustainable architecture is to be a truly meaningful pursuit then it must be grounded in a coherent theoretical framework. This book sets out to provide that framework. Through a series of self-reflective questions for designers, the authors argue the ultimate importance of reasoned argument in ecological, social and built contexts, including clarity in the problem framing and linking this framing to demonstrably effective actions. Sustainable architecture, then, is seen as a revised conceptualisation of architecture in response to a myriad of contemporary concerns about the effects of human activity.
The aim of this book is to be transformative by promoting understanding and discussion of commonly ignored assumptions behind the search for a more environmentally sustainable approach to development. It is argued that design decisions must be based on both an ethical position and a coherent understanding of the objectives and systems involved. The actions of individual designers and appropriate broader policy settings both follow from this understanding.

Mrs. Green is teaching her daily science class one day when suddenly she receives terrible news: A popular student named Amanda has been struck by a car on her way to class and is now hospitalized with serious injuries. "Let's all pray for Amanda," says one earnest classmate. "Surely God will make her well if He hears our prayers."
Mrs. Green is confronted with the dilemma that every public school teacher must be ready to deal with. While the church-state separation laws won't allow school prayer, Mrs. Green wants to do something to help her students cope with a life-threatening situation that has raised deep questions.
Thus begins a conversation between teacher and students that forms the basis of this thoughtful work. Starting with the historic concept of separation of church and state, the curious youngsters' insistent questions lead to a consideration of philosophic issues: Why shouldn't they pray for Amanda in class? Why do some people believe in God while others don't? Is there life after death? What gives life meaning?
In the course of what becomes a parent-approved after-school discussion, Mrs. Green presents a humanistic point of view, making the following points. Humanists look at life as a natural process, so they don't believe in the supernatural. They rely on science to explain the meaning of life, not on religion, though they support each person's freedom to choose to believe or not to believe. Rather than speculating about what comes after death, humanists prefer to focus on life on earth. Humanists generally espouse the values of universal education, freedom of thought and free expression, open-minded pursuit of the truth, tolerance of others' differences, mutual respect, and preservation of the environment.
Complete with discussion questions, suggestions for activities, and a bibliography, this innovative approach to presenting humanism to young adults will be welcome by parents and teachers looking to expose their children or students to a secular philosophic perspective.