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For too long, theories and practices of learning have been
dominated by the requirements of formal learning. Quite simply this
book seeks to persuade readers through philosophical argument and
empirically grounded examples that the balance should be shifted
back towards the informal. These arguments and examples are taken
from informal learning in very diverse situations, such as in
leisure activities, as a preparation for and as part of work, and
as a means of surviving undesirable circumstances like dead-end
jobs and incarceration. Informal learning can be fruitfully thought
of as developing the capacity to make context sensitive judgments
during ongoing practical involvements of a variety of kinds. Such
involvements are necessarily indeterminate and opportunistic. Hence
there is a major challenge to policy makers in shifting the balance
towards informal learning without destroying the very things that
are desirable about informal learning and indeed learning in
general. The book has implications therefore for formal learning
too and the way that teaching might proceed within formally
constituted educational institutions such as schools and colleges.
Originally published in 1990. This book is concerned with the logic
of the relationship between educational theory and practice. It is
a fundamental examination of three ideas: Vocationalism - the idea
that the central purpose of education is to prepare people for
work. Managerialism - the idea that this preparation can be managed
by those not intimately concerned with the practice of teaching.
Consumerism - the idea that education should be led by the demands
of the 'market'. Halliday argues that promoters of these ideas
share a mistaken belief in the value of pursuing a supposed ideal
of objective precision in education. He traces the theoretical
origins of this ideal and its practical consequences. In
particular, he argues that educational development is likely to
remain ossified within a particular theoretical framework, unless
competing developments are allowed to flourish alongside one
another. He concludes by outlining the ways in which this
competition might be managed.
Gathering poems from Shakespeare to the present, Don't Bring Me No
Rocking Chair addresses ageing through the several ages of poetry.
Now more than ever, as more of us live for longer, the idea of what
it means to age or to grow old engages and concerns people of all
ages. One of the problems of ageing is the language we use to
define it and the list of pejoratives associated with it, with
attitudes to ageing ranging from 'fatalism, denial, negative
stereotyping and tunnel vision to fantasy' (Professor Tom Kirkwood,
Newcastle University). Poetry can help to give us a fresh language
to think about ageing and these poems are chosen to fortify,
celebrate, lament, grieve, rage and ridicule. There is not one way
to age but neither can any of us truly stop our bodies from ageing.
Ageing is not a single phenomenon but complex, multiple,
perplexing: experienced historically as well as individually. This
anthology may not console but it can widen our perspectives,
helping us to change what we can change: our attitudes. This
anthology was prepared for the Newcastle Centre for the Literary
Arts as part of the Societal Challenge Theme on Ageing at Newcastle
University with support from the Institute of Ageing and Health,
Newcastle University, and has a foreword by Joan Bakewell.
Originally published in 1990. This book is concerned with the logic
of the relationship between educational theory and practice. It is
a fundamental examination of three ideas: Vocationalism - the idea
that the central purpose of education is to prepare people for
work. Managerialism - the idea that this preparation can be managed
by those not intimately concerned with the practice of teaching.
Consumerism - the idea that education should be led by the demands
of the 'market'. Halliday argues that promoters of these ideas
share a mistaken belief in the value of pursuing a supposed ideal
of objective precision in education. He traces the theoretical
origins of this ideal and its practical consequences. In
particular, he argues that educational development is likely to
remain ossified within a particular theoretical framework, unless
competing developments are allowed to flourish alongside one
another. He concludes by outlining the ways in which this
competition might be managed.
Educational theory and practice have long been dominated by the
requirements of formal learning. This book seeks to persuade
readers through philosophical argument and empirical examples that
the balance should shift back towards the informal. The arguments
and examples derive from informal learning in diverse situations,
such as leisure activities, as a preparation for and as part of
work, and as a means of surviving undesirable circumstances like
dead-end jobs and incarceration.
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone!
Macy grew up unwanted, unloved, and alone. By his teens he had quit
school and begun stealing. In and out of juvie, Macy is a
shoplifter, a car thief, and, by age eighteen, a murderer.
Danny grew up physically disabled, raised by his grandmother, and a
loner. Now sixteen, he finds solace in taking photographs,
particularly of monarch butterflies, and thinking about Leah, the
most beautiful girl in town.
It is Leah who unwittingly causes these two very different boys,
who share some startling similarities, to meet in a first and final
terrifying encounter.
The outcome of this hard-hitting and spellbinding novel from an
exciting new author will rivet readers and leave them thinking
about nature, nurture, justice, and the remarkable power of human
kindness.
Manfred Pfister's book is the first to provide a coherent and
comprehensive framework for the analysis of plays in all their
dramatic and theatrical dimensions. The materical on which his
analysis is based covers all genres and periods of drama, from
Greek tragedy and comedy to the contemporary theatre, with the
plays of Shakespeare providing a special focus. His approach is not
historical but systematic, combining more abstract categorisations
with detailed and concrete interpretations of specific sample
texts. An extensive international bibliography of relevant theatre
and drama studies further enhances the practical value of the book.
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