|
Showing 1 - 19 of
19 matches in All Departments
This memoir describes the journey of John (Jack) Miller. The book
explores how his personal journey is related to the work he has
done in holistic education, contemplative education, and
spirituality in education. In holistic education the personal and
professional are connected. Professor Miller's journey includes
events, books, teachers, and the many factors in his life that have
contributed to his work, which includes more than 20 books and
extensive travel around the world. An example of the relationship
between the personal and the professional is that Jack began
meditating in 1974 and this practice has provided the foundation
for much of his teaching and writing. Professor Miller's book, The
Holistic Curriculum, first published in 1988 along with the
publication of the Holistic Education Review have been seen as the
beginning of holistic education as a field of study. Since his
journey has been connected with so many other holistic educators,
this book can serve as one perspective on how the field has
unfolded over the past 35 years. Besides this historical
perspective the book includes a chapter on his meditation practice
as well his beliefs. There is also a chapter on his teaching and
how he attempts to embody holistic education in his classroom
Transcendental Learning discusses the work of five figures
associated with transcendentalism concerning their views on
education. Alcott, Emerson, Fuller, Peabody and Thoreau all taught
at one time and held definite views about education. The book
explores these conceptions with chapters on each of the five
individuals and then focuses the main features of transcendental
learning and its legacy today. A central thesis of the book is that
transcendental learning is essentially holistic in nature and
provides rich educational vision that is in many ways a tonic to
today's factory like approach to schooling. In contrast to the
narrow vision of education that is promoted by governments and the
media, the Transcendentalists offer a redemptive vision of
education that includes: -educating the whole child-body, mind, and
soul, -happiness as a goal of education. -educating students so
they see the interconnectedness of nature, -recognizing the inner
wisdom of the child as something to be honored and nurtured, - a
blueprint for environmental education through the work of Thoreau,
- an inspiring vision for educating women of all ages through the
work of Margaret Fuller, - an experimental approach to pedagogy
that continually seeks for more effective ways of educating
children, - a recognition of the importance of the presence of
teacher and encouraging teachers to be aware and conscious of their
own behavior. -a vision of multicultural and bilingual education
through the work of Elizabeth Peabody The Transcendentalists,
particularly Emerson and Thoreau, sewed the seeds for the
environmental movement and for non-violent change. Their work
eventually influenced Gandhi and Martin Luther King Jr. and it
continues to resonate today in the thinking of Aung Sang Suu Kyi
and the Dalai Lama. The Transcendentalists' vision of education is
worth examining as well given the dissatisfaction with the current
educational scene.
Learning often begins with an experience in the body. Our body can
tighten or feel expansive depending on different learning contexts.
This experience of learning in the body is crucial to holistic
education. This book explores embodied learning from several
perspectives. This first section explores how psychology can inform
us about embodied learning; for example, the work of Carl Jung and
Wilhelm Reich devoted much of their thinking to how energy
manifests itself in the body. Meditation and movement are also
examined as ways of embodied learning; for example, Dalcroze, a
form of movement education, is presented within the context of
whole person education. The book also presents schools where
embodied learning is nurtured. Waldorf education is discussed as
well as a public school in Toronto where the body is central to
holistic education. The book also presents visions of embodied
learning. John Miller presents a holistic vision of teacher
education and Tobin Hart, who has written extensively in this
field, writes about the embodied mind. Embodied learning is an
emerging area of inquiry in holistic education and this book
presents a variety of perspectives and practices that should be
helpful to both scholars and practitioners.
A volume in Peace Education Series Editors Ian Harris, University
of Wisconsin, Milwaukee, Edward J. Brantmeier, Colorado State
University, and Jing Lin, University of Maryland, Spirituality,
Religion, and Peace Education attempts to deeply explore the
universal and particular dimensions of education for inner and
communal peace. This co-edited book contains fifteen chapters on
world spiritual traditions, religions, and their connections and
relevance to peacebuilding and peacemaking. This book examines the
teachings and practices of Confucius, of Judaism, Islamic Sufism,
Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of
Indigenous spirituality. Secondly, it explores teaching and
learning processes rooted in self discovery, skill development, and
contemplative practices for peace. Topics in various chapters
include: the Buddhist practice of tonglen; an indigenous Hawaiian
practice of Ho'oponopono for forgiveness and conflict resolution;
pilgrimage and labyrinth walking for right action; Twelve Step
Programs for peace; teaching from a religious/spiritual
perspective; narrative inquiry, Daoism, and peace curriculum;
Gandhi, deep ecology, and multicultural peace education in teacher
education; peacemaking and spirituality in undergraduate courses;
and wisdom-based learning in teacher education. Peace education
practices stemming from wisdom traditions can promote stillness as
well as enliven, awaken, and urge reconciliation, connection,
wisdom cultivation, and transformation and change in both teachers
and students in diverse educational contexts. In various chapters
of this book, a critique of competition, consumerism, and
materialism undergird the analysis. More than just a critique, some
chapters provide both conceptual and practical clarity for deeper
engagement in peaceful action and change in society. Cultural
awareness and understanding are fostered through a focus on the
positive aspects of wisdom traditions rather than the negative
aspects and historical complexities of violence and conflict as
result of religious hegemony.
This book includes papers written by teachers and how they engage
holistic education in their classrooms. The papers come from a
course taught by Jack Miller at the Ontario Institute for Studies
in Education at the University of Toronto entitled The Holistic
Curriculum. This is a rich and diverse collection of papers showing
how holistic education can be brought into public education despite
the pressures of testing and other accountability measures.
Although most of the teachers teach in public schools there are
also examples from teachers working in private and post secondary
settings. This book can inspire other teachers who are looking for
ways to teach the whole person in a more connected manner. There
are very few texts in the field of holistic education that include
the voices and practices of teachers, particularly those working in
public schools. Many of the examples of holistic education in
practice come from Waldorf, Montessori, Reggio Emilia and
alternative schools. A unique feature of this book is the many
different voices of teachers describing their work in the
classroom; they talk about their successes, the challenges and even
a few failures.
The ancient Chinese philosophy of Taoism contains profound wisdom
about the cosmos, nature, human life, and education. Taoism seeks
to be in harmony with nature, and using it as a guide can help us
live in a way that is healing to both ourselves and the planet.
Taoism, Teaching, and Learning identifies key aspects of Taoist
thought and highlights how these principles can promote a holistic
approach to teaching and learning. In particular, this book offers
educators guidelines and pedagogical examples for how to instil a
perspective of interconnectedness into their classrooms. It sheds
light on how philosophical Taoism articulates a vision of the
universe and life that mirrors the actual realities of nature.
Providing frameworks and methods for teaching and learning based on
the interconnectedness of life, Taoism, Teaching, and Learning
develops an inspiring vision for education and helps us to see our
world in a deeply holistic and meaningful way.
Wisdom as an outcome of education is often overlooked and drowned
out by the demands of concept attainment, skills mastery, and
high-stakes assessments. But wisdom in teaching and learning is the
central topic of this small book. Blending philosophy, research,
and three decades of practice, author Jack Miller offers a readable
and accessible discussion of timeless principles of learning,
including attention, contemplation, connection, participation,
transformation, mystery, responsibility, wholeness, and joy. The
author shows us how the themes of timeless learning have been
discussed in the works of Emerson, Thoreau, and Alcott; how they
are put into practice in Montessori, Waldorf, and Krishnamurti
schools; and how teachers in today's schools can apply the
principles, models, and methods of timeless learning to inform
instruction in their own classrooms and teaching practice.
Academics often speak about love for their subject, mathematicians
discuss their love for figures and numbers, and elementary school
teachers speak about their love of children. As multidimensional as
love is, it is often a taboo subject relative to teachers and
students. In Love and Compassion, John P. Miller explores different
forms of love, including self-love, the love of others, compassion,
the love of learning, and cosmic love, and how these dimensions of
love have the potential to improve education. Love and Compassion
is both a practical and conceptual work, and will interest those
involved in the study and practise of holistic and contemplative
education. In addition to the seven dimensions of love, Miller's
evaluation includes nonviolent action, the love of beauty, and how
they are crucial to the practise of teaching.
Providing a comprehensive overview of holistic education's history,
conceptions, practices, and research, this Handbook presents an
up-to-date, global picture of the field. Organized in five
sections, the Handbook lays out the field's theoretical and
historical foundations; offers examples of holistic education in
practice with regard to schools, programs, and pedagogies at all
levels; presents research methods used in holistic education;
outlines the growing effort among holistic educators to connect
holistic teaching and learning with research practice; and examines
present trends and future areas of interest in program development,
inquiry, and research. This volume is a must-have resource for
researchers and practitioners and serves as an essential
foundational text for courses in the field.
Providing a comprehensive overview of holistic education's history,
conceptions, practices, and research, this Handbook presents an
up-to-date, global picture of the field. Organized in five
sections, the Handbook lays out the field's theoretical and
historical foundations; offers examples of holistic education in
practice with regard to schools, programs, and pedagogies at all
levels; presents research methods used in holistic education;
outlines the growing effort among holistic educators to connect
holistic teaching and learning with research practice; and examines
present trends and future areas of interest in program development,
inquiry, and research. This volume is a must-have resource for
researchers and practitioners and serves as an essential
foundational text for courses in the field.
Originally published in 1988, The Holistic Curriculum addresses the
problem of fragmentation in education through a connected
curriculum of integrative approaches to teaching and learning. John
P. Miller, author of more than seventeen books on holistic
education, discusses the theoretical foundations of the holistic
curriculum and particularly its philosophical, psychological, and
social connections. Tracing the history of holistic education from
its beginnings, this revised and expanded third edition features
insights into Indigenous approaches to education while also
expanding upon the six curriculum connections: subject, community,
thinking, earth, body-mind, and soul. This edition also includes an
introduction by leading Indigenous educator Greg Cajete as well as
a dialogue between the author and Four Arrows, author of Teaching
Truly, about the relationship between holistic education and
Indigenous education.
This memoir describes the journey of John (Jack) Miller. The book
explores how his personal journey is related to the work he has
done in holistic education, contemplative education, and
spirituality in education. In holistic education the personal and
professional are connected. Professor Miller's journey includes
events, books, teachers, and the many factors in his life that have
contributed to his work, which includes more than 20 books and
extensive travel around the world. An example of the relationship
between the personal and the professional is that Jack began
meditating in 1974 and this practice has provided the foundation
for much of his teaching and writing. Professor Miller's book, The
Holistic Curriculum, first published in 1988 along with the
publication of the Holistic Education Review have been seen as the
beginning of holistic education as a field of study. Since his
journey has been connected with so many other holistic educators,
this book can serve as one perspective on how the field has
unfolded over the past 35 years. Besides this historical
perspective the book includes a chapter on his meditation practice
as well his beliefs. There is also a chapter on his teaching and
how he attempts to embody holistic education in his classroom
Learning often begins with an experience in the body. Our body can
tighten or feel expansive depending on different learning contexts.
This experience of learning in the body is crucial to holistic
education. This book explores embodied learning from several
perspectives. This first section explores how psychology can inform
us about embodied learning; for example, the work of Carl Jung and
Wilhelm Reich devoted much of their thinking to how energy
manifests itself in the body. Meditation and movement are also
examined as ways of embodied learning; for example, Dalcroze, a
form of movement education, is presented within the context of
whole person education. The book also presents schools where
embodied learning is nurtured. Waldorf education is discussed as
well as a public school in Toronto where the body is central to
holistic education. The book also presents visions of embodied
learning. John Miller presents a holistic vision of teacher
education and Tobin Hart, who has written extensively in this
field, writes about the embodied mind. Embodied learning is an
emerging area of inquiry in holistic education and this book
presents a variety of perspectives and practices that should be
helpful to both scholars and practitioners.
This book includes papers written by teachers and how they engage
holistic education in their classrooms. The papers come from a
course taught by Jack Miller at the Ontario Institute for Studies
in Education at the University of Toronto entitled The Holistic
Curriculum. This is a rich and diverse collection of papers showing
how holistic education can be brought into public education despite
the pressures of testing and other accountability measures.
Although most of the teachers teach in public schools there are
also examples from teachers working in private and post secondary
settings. This book can inspire other teachers who are looking for
ways to teach the whole person in a more connected manner. There
are very few texts in the field of holistic education that include
the voices and practices of teachers, particularly those working in
public schools. Many of the examples of holistic education in
practice come from Waldorf, Montessori, Reggio Emilia and
alternative schools. A unique feature of this book is the many
different voices of teachers describing their work in the
classroom; they talk about their successes, the challenges and even
a few failures.
Transcendental Learning discusses the work of five figures
associated with transcendentalism concerning their views on
education. Alcott, Emerson, Fuller, Peabody and Thoreau all taught
at one time and held definite views about education. The book
explores these conceptions with chapters on each of the five
individuals and then focuses the main features of transcendental
learning and its legacy today. A central thesis of the book is that
transcendental learning is essentially holistic in nature and
provides rich educational vision that is in many ways a tonic to
today's factory like approach to schooling. In contrast to the
narrow vision of education that is promoted by governments and the
media, the Transcendentalists offer a redemptive vision of
education that includes: -educating the whole child-body, mind, and
soul, -happiness as a goal of education. -educating students so
they see the interconnectedness of nature, -recognizing the inner
wisdom of the child as something to be honored and nurtured, - a
blueprint for environmental education through the work of Thoreau,
- an inspiring vision for educating women of all ages through the
work of Margaret Fuller, - an experimental approach to pedagogy
that continually seeks for more effective ways of educating
children, - a recognition of the importance of the presence of
teacher and encouraging teachers to be aware and conscious of their
own behavior. -a vision of multicultural and bilingual education
through the work of Elizabeth Peabody The Transcendentalists,
particularly Emerson and Thoreau, sewed the seeds for the
environmental movement and for non-violent change. Their work
eventually influenced Gandhi and Martin Luther King Jr. and it
continues to resonate today in the thinking of Aung Sang Suu Kyi
and the Dalai Lama. The Transcendentalists' vision of education is
worth examining as well given the dissatisfaction with the current
educational scene.
A volume in Peace Education Series Editors Ian Harris, University
of Wisconsin, Milwaukee, Edward J. Brantmeier, Colorado State
University, and Jing Lin, University of Maryland, Spirituality,
Religion, and Peace Education attempts to deeply explore the
universal and particular dimensions of education for inner and
communal peace. This co-edited book contains fifteen chapters on
world spiritual traditions, religions, and their connections and
relevance to peacebuilding and peacemaking. This book examines the
teachings and practices of Confucius, of Judaism, Islamic Sufism,
Christianity, Quakerism, Hinduism, Tibetan Buddhism, and of
Indigenous spirituality. Secondly, it explores teaching and
learning processes rooted in self discovery, skill development, and
contemplative practices for peace. Topics in various chapters
include: the Buddhist practice of tonglen; an indigenous Hawaiian
practice of Ho'oponopono for forgiveness and conflict resolution;
pilgrimage and labyrinth walking for right action; Twelve Step
Programs for peace; teaching from a religious/spiritual
perspective; narrative inquiry, Daoism, and peace curriculum;
Gandhi, deep ecology, and multicultural peace education in teacher
education; peacemaking and spirituality in undergraduate courses;
and wisdom-based learning in teacher education. Peace education
practices stemming from wisdom traditions can promote stillness as
well as enliven, awaken, and urge reconciliation, connection,
wisdom cultivation, and transformation and change in both teachers
and students in diverse educational contexts. In various chapters
of this book, a critique of competition, consumerism, and
materialism undergird the analysis. More than just a critique, some
chapters provide both conceptual and practical clarity for deeper
engagement in peaceful action and change in society. Cultural
awareness and understanding are fostered through a focus on the
positive aspects of wisdom traditions rather than the negative
aspects and historical complexities of violence and conflict as
result of religious hegemony.
Wisdom as an outcome of education is often overlooked and drowned
out by the demands of concept attainment, skills mastery, and
high-stakes assessments. But wisdom in teaching and learning is the
central topic of this small book. Blending philosophy, research,
and three decades of practice, author Jack Miller offers a readable
and accessible discussion of timeless principles of learning,
including attention, contemplation, connection, participation,
transformation, mystery, responsibility, wholeness, and joy. The
author shows us how the themes of timeless learning have been
discussed in the works of Emerson, Thoreau, and Alcott; how they
are put into practice in Montessori, Waldorf, and Krishnamurti
schools; and how teachers in today's schools can apply the
principles, models, and methods of timeless learning to inform
instruction in their own classrooms and teaching practice.
Meditation is a simple and practical activity that can enrich our
lives and work in innumerable ways. It allows us to connect more
deeply to ourselves and others and to the environment. In this
book, John P. Miller, an expert in the field of holistic education,
looks at mediation and how it can be integrated into one's work and
daily life. Twenty years after it was first published, Miller's
book remains one of the best guides to applying contemplative
practice, covering a variety of theoretical, empirical, historical,
and cross-cultural approaches. For this new edition, Miller has
updated the text to reflect the growth of the mindfulness movement,
new research into the brain, and his years of experience teaching
and practising contemplation in teacher education. Whether one is
interested in exploring how meditation can be used in the classroom
or the workplace, or simply seeking to integrate it into one's
personal life, The Contemplative Practitioner is the perfect
companion.
|
You may like...
Johnny English
Rowan Atkinson, John Malkovich, …
DVD
(1)
R51
R29
Discovery Miles 290
Tenet
John David Washington, Robert Pattinson, …
DVD
(1)
R51
Discovery Miles 510
|