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The Ferenczi-Jones correspondence presented here is an important
document of the early history of psychoanalysis. It spans more than
two decades, and addresses many of the relevant issues of the
psychoanalytic movement between 1911-1933, such as Freud's relation
to Stekel, Adler and Jung; the First World War, the debates of the
1920s regarding the theoretical and technical ideas of Rank and
Ferenczi; problems of leadership, structure, and finding a center
for the psychoanalytical movement; as well as issues related to
telepathy and lay analysis. It includes thirty-seven letters and
six postcards, as well as original documents waiting to be found
for eight decades; these belong to the "private," personal history
of psychoanalysis and help to decode diverse aspects of the
experience preserved in these documentary memories of former
generations. Perhaps the most interesting aspect of this
correspondence is how it allows us to build up a far more nuanced
picture of the development of an extraordinary relationship between
Ferenczi and Jones. It could hardly be termed harmonious, and was
not devoid of rivalry and jealousy, sometimes even of hidden
passion and outright hostility. Nevertheless, friendship, sympathy,
collegiality and readiness for cooperation were just as important
for Ferenczi and Jones as rivalry, mistrust and suspicion. This
volume celebrates the 100th anniversary of the foundation in 1913
of both the British and the Hungarian Psychoanalytical Societies.
Dance has the power to change the lives of young people. It is a
force in shaping identity, affirming culture and exploring heritage
in an increasingly borderless world. Creative and empowering
pedagogies are driving curriculum development worldwide where the
movement of peoples and cultures generates new challenges and
possibilities for dance education in multiple contexts. In Dance
Education around the World: Perspectives on Dance, Young People and
Change, writers across the globe come together to reflect, comment
on and share their expertise and experiences. The settings are
drawn from a spectrum of countries with contributions from Europe,
the Americas, the Middle East, Asia, the Pacific and Africa giving
insights and fresh perspectives into contrasting ideas,
philosophies and approaches to dance education from Egypt to Ghana,
Brazil to Finland, Jamaica to the Netherlands, the UK, USA,
Australia, New Zealand and more. This volume offers chapters and
narratives on: Curriculum developments worldwide Empowering
communities through dance Embodiment and creativity in dance
teaching Exploring and assessing learning in dance as artistic
practice Imagined futures for dance education Reflection,
evaluation, analysis and documentation are key to the evolving
ecology of dance education and research involving individuals,
communities and nations. Dance Education around the World:
Perspectives on Dance, Young People and Change provides a great
resource for dance educators, practitioners and researchers, and
pushes for the furtherance of dance education around the world.
Charlotte Svendler Nielsen is Assistant professor and head of
educational studies at the Department of Nutrition, Exercise and
Sports, research group Body, Learning and Identity, University of
Copenhagen, Denmark. Stephanie Burridge lectures at Lasalle College
of the Arts and Singapore Management University, and is the series
editor for Routledge Celebrating Dance in Asia and the Pacific.
This is the first book dedicated to the Contemporary Freudian
Tradition. In its introduction, and through its selection of
papers, it describes the development and rich diversity of this
tradition over recent decades, showing how theory and practice are
inseparable in the psychoanalytic treatment of children,
adolescents and adults. The book is organized around four major
concerns in the Contemporary Freudian Tradition: the nature of the
Unconscious and the ways that it manifests itself; the extension of
Freud's theories of development through the work of Anna Freud and
later theorists; the body and psychosexuality, including the
centrality of bodily experience as it is elaborated over time in
the life of the individual; and aggression. It also illustrates how
within the Tradition different exponents have been influenced by
psychoanalytic thinking outside it, whether from the Kleinian and
Independent Groups, or from French Freudian thinking. Throughout
the book there is strong emphasis on the clinical setting, in, for
example, the value of the Tradition's approach to the complex
interrelationship of body and mind in promoting a deeper
understanding of somatic symptoms and illnesses and working with
them. There are four papers on the subject of dreams within the
Contemporary Freudian Tradition, illustrating the continuing
importance accorded to dreams and dreaming in psychoanalytic
treatment. This is the only book that describes in detail the
family resemblances shared by those working psychoanalytically
within the richly diverse Contemporary Freudian Tradition. It
should appeal to anyone, from student onwards, who is interested in
the living tradition of Freud's work as understood by one of the
three major groups within British psychoanalysis.
This is the first book dedicated to the Contemporary Freudian
Tradition. In its introduction, and through its selection of
papers, it describes the development and rich diversity of this
tradition over recent decades, showing how theory and practice are
inseparable in the psychoanalytic treatment of children,
adolescents and adults. The book is organized around four major
concerns in the Contemporary Freudian Tradition: the nature of the
Unconscious and the ways that it manifests itself; the extension of
Freud's theories of development through the work of Anna Freud and
later theorists; the body and psychosexuality, including the
centrality of bodily experience as it is elaborated over time in
the life of the individual; and aggression. It also illustrates how
within the Tradition different exponents have been influenced by
psychoanalytic thinking outside it, whether from the Kleinian and
Independent Groups, or from French Freudian thinking. Throughout
the book there is strong emphasis on the clinical setting, in, for
example, the value of the Tradition's approach to the complex
interrelationship of body and mind in promoting a deeper
understanding of somatic symptoms and illnesses and working with
them. There are four papers on the subject of dreams within the
Contemporary Freudian Tradition, illustrating the continuing
importance accorded to dreams and dreaming in psychoanalytic
treatment. This is the only book that describes in detail the
family resemblances shared by those working psychoanalytically
within the richly diverse Contemporary Freudian Tradition. It
should appeal to anyone, from student onwards, who is interested in
the living tradition of Freud's work as understood by one of the
three major groups within British psychoanalysis.
Dancing Across Borders presents formal and non-formal settings of
dance education where initiatives in different countries transcend
borders: cultural and national borders, subject borders,
professional borders and socio-economic borders. It includes
chapters featuring different theoretical perspectives on dance and
cultural diversity, alongside case narratives that show these
perspectives in a specific cultural setting. In this way, each
section charts the processes, change and transformation in the
lives of young people through dance. Key themes include how student
learning is enhanced by cultural diversity, experiential teaching
and learning involving social, cross-cultural and personal
dimensions. This conceptually aligns with the current UNESCO
protocols that accent empathy, creativity, cooperation,
collaboration alongside skills- and knowledge-based learning in an
endeavour to create civic mindedness and a more harmonious world.
This volume is an invaluable resource for teachers, policy makers,
artists and scholars interested in pedagogy, choreography,
community dance practice, social and cultural studies, aesthetics
and interdisciplinary arts. By understanding the impact of these
cross-border collaborative initiatives, readers can better
understand, promote and create new ways of thinking and working in
the field of dance education for the benefit of new generations.
Ken Robinson argues that organisations everywhere are trying to fix
a problem that originates in schools and universities: "It is often
said that education and training are the keys to the future. They
are, but a key can be turned in two directions. Turn it one way and
you lock resources away, even from those they belong to. Turn it
the other way and you release resources and give people back to
themselves. To realize our true creative potential-in our
organizations, in our schools and in our communities we need to
think differently about ourselves and to act differently towards
each other. We must learn to be creative." Ken Robinson The updated
3rd edition features a new introduction, modernized case studies,
updated demographics and revised sections around technological
developments and recent changes to the education system.
The author's correspondence presented here is an important document
of the early history of psychoanalysis. It spans more than two
decades, and addresses many of the relevant issues of the
psychoanalytic movement between 1911-1933, such as Freud's relation
to Stekel, Adler and Jung; the First World War, the debates of the
1920s regarding the theoretical and technical ideas of Rank and
Ferenczi; problems of leadership, structure, and finding a centre
for the psychoanalytical movement; as well as issues related to
telepathy and lay analysis. It includes thirty-seven letters and
six postcards, as well as original documents waiting to be found
for eight decades; these belong to the 'private', personal history
of psychoanalysis and help to decode diverse aspects of the
experience preserved in these documentary memories of former
generations.
Dancing Across Borders presents formal and non-formal settings of
dance education where initiatives in different countries transcend
borders: cultural and national borders, subject borders,
professional borders and socio-economic borders. It includes
chapters featuring different theoretical perspectives on dance and
cultural diversity, alongside case narratives that show these
perspectives in a specific cultural setting. In this way, each
section charts the processes, change and transformation in the
lives of young people through dance. Key themes include how student
learning is enhanced by cultural diversity, experiential teaching
and learning involving social, cross-cultural and personal
dimensions. This conceptually aligns with the current UNESCO
protocols that accent empathy, creativity, cooperation,
collaboration alongside skills- and knowledge-based learning in an
endeavour to create civic mindedness and a more harmonious world.
This volume is an invaluable resource for teachers, policy makers,
artists and scholars interested in pedagogy, choreography,
community dance practice, social and cultural studies, aesthetics
and interdisciplinary arts. By understanding the impact of these
cross-border collaborative initiatives, readers can better
understand, promote and create new ways of thinking and working in
the field of dance education for the benefit of new generations.
Dance has the power to change the lives of young people. It is a
force in shaping identity, affirming culture and exploring heritage
in an increasingly borderless world. Creative and empowering
pedagogies are driving curriculum development worldwide where the
movement of peoples and cultures generates new challenges and
possibilities for dance education in multiple contexts. In Dance
Education around the World: Perspectives on Dance, Young People and
Change, writers across the globe come together to reflect, comment
on and share their expertise and experiences. The settings are
drawn from a spectrum of countries with contributions from Europe,
the Americas, the Middle East, Asia, the Pacific and Africa giving
insights and fresh perspectives into contrasting ideas,
philosophies and approaches to dance education from Egypt to Ghana,
Brazil to Finland, Jamaica to the Netherlands, the UK, USA,
Australia, New Zealand and more. This volume offers chapters and
narratives on: Curriculum developments worldwide Empowering
communities through dance Embodiment and creativity in dance
teaching Exploring and assessing learning in dance as artistic
practice Imagined futures for dance education Reflection,
evaluation, analysis and documentation are key to the evolving
ecology of dance education and research involving individuals,
communities and nations. Dance Education around the World:
Perspectives on Dance, Young People and Change provides a great
resource for dance educators, practitioners and researchers, and
pushes for the furtherance of dance education around the world.
Charlotte Svendler Nielsen is Assistant professor and head of
educational studies at the Department of Nutrition, Exercise and
Sports, research group Body, Learning and Identity, University of
Copenhagen, Denmark. Stephanie Burridge lectures at Lasalle College
of the Arts and Singapore Management University, and is the series
editor for Routledge Celebrating Dance in Asia and the Pacific.
A call to action that pulls together all of Sir Ken Robinson's key
messages and philosophies, and that challenges and empowers readers
to re-imagine our world, and our systems, for the better. Sir Ken
Robinson changed the lives of millions of people. The embodiment of
the prestigious TED conference, his TED Talks are watched an
average of 17,000 times a day--a figure that Chris Anderson, Head
of TED, says is the equivalent of selling out the Millennium Dome
every night for fifteen consecutive years. A New York Times
bestselling author, Sir Ken's books have been translated into
twenty four languages. In his final years, Sir Ken was working on a
book that would serve as his manifesto. This book was being written
for both new and dedicated audiences alike as a coherent overview
of the arguments that he dedicated his life to, and as a pivotal
piece of literature for the education revolution he began. When Sir
Ken received his cancer prognosis in August 2020 he asked his
daughter and collaborator, Kate Robinson, to finish writing this
manifesto and continue his work. At its core, Sir Ken's work is a
love letter to human potential--a celebration of what we as a
species are capable of doing, and of being, if we create the right
conditions. It is a rallying cry to revolutionize our systems of
education, and the ways in which we run our businesses and
structure our social systems, so that they bring out the best in
each and every person. Sir Ken often observed that what separates
us from the rest of life on Earth is our power of imagination: the
ability to bring to mind things that are not present to our senses.
It is imagination that allows us to create the world in which we
live, rather than just exist in it. It also gives us the power to
recreate it.
This volume is a record of the Workshop on Window Management held
at the Ruth erford Appleton Laboratory's Cosener's House between 29
April and 1 May 1985. The main impetus for the Workshop came from
the Alvey Programme's Man Machine Interface Director who was
concerned at the lack of a formal definition of window management
and the lack of focus for research activities in this area. Win dow
Management per se is not the complete problem in understanding
interaction. However, the appearance of bitmap displays from a
variety of vendors enabling an operator to work simultaneously with
a number of applications on a single display has focussed attention
on what the overall architecture for such a system should be and
also on what the interfaces to both the application and operator
should be. The format of the Workshop was to spend the first day
with presentations from a number of invited speakers. The aim was
to get the participants aware of the current state of the art and
to highlight the main outstanding issues. The second day consisted
of the Workshop participants splitting into three groups and
discussing specific issues in depth. Plenary sessions helped to
keep the individual groups work ing on similar lines. The third day
concentrated on the individual groups presenting their results and
interacting with the other groups to identify main areas of con
sensus and also a framework for future work."
A "New York Times-"bestselling breakthrough book about talent,
passion, and achievement from the one of the world's leading
thinkers on creativity and self-fulfillment.
The Element is the point at which natural talent meets personal
passion. When people arrive at the Element, they feel most
themselves and most inspired and achieve at their highest levels.
With a wry sense of humor, Ken Robinson looks at the conditions
that enable us to find ourselves in the Element and those that
stifle that possibility. Drawing on the stories of a wide range of
people, including Paul McCartney, Matt Groening, Richard Branson,
Arianna Huffington, and Bart Conner, he shows that age and
occupation are no barrier and that this is the essential strategy
for transform-ing education, business, and communities in the
twenty-first century.
Also available from Ken Robinson is "Finding Your Element," the
practical guide to achieving your highest potential.
This book constitutes the refereed proceedings of the Second International Conference of B and Z Users, ZB 2002, held in Grenoble, France in January 2002. The 24 papers presented together with three invited contributions were carefully reviewed and selected for inclusion in the book. The book documents the recent advances for the Z formal specification notion and for the B method; the full scope is covered, ranging from foundational and theoretical issues to advanced applications, tools, and case studies.
A revolutionary reappraisal of how to educate our children and
young people by Ken Robinson, the New York Times bestselling author
of The Element and Finding Your Element. Ken Robinson is one of the
world's most influential voices in education, and his 2006 TED Talk
on the subject is the most viewed in the organization's history.
Now, the internationally recognized leader on creativity and human
potential focuses on one of the most critical issues of our time:
how to transform the nation's troubled educational system. At a
time when standardized testing businesses are raking in huge
profits, when many schools are struggling, and students and
educators everywhere are suffering under the strain, Robinson
points the way forward. He argues for an end to our outmoded
industrial educational system and proposes a highly personalized,
organic approach that draws on today's unprecedented technological
and professional resources to engage all students, develop their
love of learning, and enable them to face the real challenges of
the twenty-first century. Filled with anecdotes, observations and
recommendations from professionals on the front line of
transformative education, case histories, and groundbreaking
research-and written with Robinson's trademark wit and engaging
style-Creative Schools will inspire teachers, parents, and policy
makers alike to rethink the real nature and purpose of education.
Foreword by Sir Ken Robinson 50 Best Plays is for students and
lovers of theatre, parents and politicians, teachers and actors, a
guide to progress over 50 years in a field of theatre dedicated to
children and young people. 50 Best Plays is based on Vicky
Ireland's and Paul Harman's extensive working knowledge of
playwriting and production in England and celebrates the wonderful
work created all over the UK. At the book's heart is a detailed
listing of 50 plays by English playwrights chosen by their
contemporaries which have most influenced those working
professionally to make theatre for young audiences in England
today. It describes a journey during which many attitudes towards
education and the arts have changed, much has been learned and
maybe too much forgotten. Today, worldwide, practitioners in
participatory or immersive theatre are working with children and
young people, exploring their real world with them and helping them
to express that experience through theatre. New generations of
theatre-makers will find this book a useful signpost to sources of
inspiration in their future work for young audiences. Celebrates
the pioneers who helped establish and nurture the Theatre for Young
Audiences sector in England over 50 years of original theatre
Compiled by two leading practitioners, this one-stop resource is of
interest to parents, teachers, theatre professionals and/or arts
administrators, and others interested in professional theatre for
young audiences. Launched at the 2016 World Festival of Theatre for
Young Audiences, 'On the Edge', in Birmingham, UK. 2015 marked 50
years of the International Association of Theatre for Children and
Young People (known by its French acronym, ASSITEJ). From a handful
of European countries, ASSITEJ has grown to be a presence in over
80 countries in every continent, promoting the right of every child
to experience theatre. 1965 was also the year in which a remarkable
and unique experiment combining drama, theatre and education, known
as Theatre in Education, began in the UK, in Coventry.
The groundbreaking international bestseller that will help you
fulfil your true potential. The Element is the point at which
natural talent meets personal passion. In this hugely influential
book, world-renowned creativity expert Ken Robinson considers the
child bored in class, the disillusioned employee and those of us
who feel frustrated but can't quite explain why - and shows how we
all need to reach our Element. Through the stories of people like
Vidal Sassoon, Arianna Huffington and Matt Groening, who have
recognized their unique talents and made a successful living doing
what they love, Robinson explains how every one of us can find
ourselves in our Element, and achieve everything we're capable of.
With a wry sense of humour, Ken Robinson shows the urgent need to
enhance creativity and innovation by thinking differently about
ourselves. Above all, he inspires us to reconnect with our true
self - it could just change everything. 'The Element offers
life-altering insights about the discovery of your true best self'
Stephen R. Covey, author of The 7 Habits of Highly Effective People
'A book that lightens and lifts the minds and hearts of all who
read it' Susan Jeffers, author of Feel the Fear and Do It Anyway
The New York Times bestselling author of The Element gives readers
an inspirational and practical guide to self-improvement,
happiness, creativity, and personal transformation. You, Your
Child, and School is forthcoming from Viking. Sir Ken Robinson's
TED talk video and groundbreaking book, The Element, introduced
readers to a new concept of self-fulfillment through the
convergence of natural talents and personal passions. The Element
has inspired readers all over the world and has created for
Robinson an intensely devoted following. Now comes the long-awaited
companion, the practical guide that helps people find their own
Element. Among the questions that this new book answers are: * How
do I find out what my talents and passions are? * What if I love
something I'm not good at? * What if I'm good at something I don't
love? * What if I can't make a living from my Element? * How do I
do help my children find their Element? Finding Your Element comes
at a critical time as concerns about the economy, education and the
environment continue to grow. The need to connect to our personal
talents and passions has never been greater. As Robinson writes in
his introduction, wherever you are, whatever you do, and no matter
how old you are, if you're searching for your Element, this book is
for you.
An urgent manifesto for re-defining human potential in our
turbulent times, from the bestselling author of The Element 'As we
face an increasingly febrile future, the answer is not to do better
what we've done before. We have to do something else . . . We must
urgently re-imagine education and schools' Imagination and
creativity are at the root of every uniquely human achievement and
those achievements have brought us to this present moment. As we
reckon with the extractive practices that have depleted our natural
resources and threaten our survival as a species, Sir Ken Robinson
argues that we must also find a better way of cultivating human
potential in order to navigate our uncertain future. This incisive
book distills the thought and expertise that underpinned Sir Ken's
influential work as educator, speaker and adviser; grounded in his
unwavering belief in the indispensable value of human potential.
Imagine If . . . reframes the ongoing debate in a compelling new
way, bringing fresh inspiration and much-needed clarity, and sets
out the blueprint for creating new systems of education that are
based on diversity, creativity and collaboration.
Ken Robinson, author of the international bestseller The Element
and the most viewed talk on TED.com, offers a practical guide to
discovering your passions and natural aptitudes, and finding the
point at which the two meet: Finding Your Element. The Element has
inspired readers all over the world to change their lives and this
new companion is a practical guide containing all the tools,
techniques and resources you need to discover the depth of your
abilities and unlock your potential. Among the questions it answers
are: * How do I find out what my talents and passions are? * What
if I love something I'm not good at - or I'm good at something I
don't love? * What if I can't make a living from my Element? * How
do I do help my children find their Element? No matter what you do,
or where you are in life, if you're searching for your Element,
this book will help you find it. 'Relevant, imperative . . . It
will help you to find yours' Vanity Fair 'Happiness really is
within your grasp' Guardian 'Leads readers to a place where natural
aptitudes and abilities converge with one's passions' Kirkus
Reviews Sir Ken Robinson, PhD, is an internationally recognized
leader in the development of creativity, innovation, and human
potential. He advises governments, corporations, education systems,
and some of the world's leading cultural organizations. The videos
of his famous 2006 and 2010 talks to the prestigious TED Conference
have been seen by an estimated 200 million people in over 150
countries. Lou Aronica is the author of two novels and coauthor of
several works of nonfiction, including The Culture Code (with
Clotaire Rapaille) and The Element.
How lessons from kindergarten can help everyone develop the
creative thinking skills needed to thrive in today's society. In
kindergartens these days, children spend more time with math
worksheets and phonics flashcards than building blocks and finger
paint. Kindergarten is becoming more like the rest of school. In
Lifelong Kindergarten, learning expert Mitchel Resnick argues for
exactly the opposite: the rest of school (even the rest of life)
should be more like kindergarten. To thrive in today's
fast-changing world, people of all ages must learn to think and act
creatively-and the best way to do that is by focusing more on
imagining, creating, playing, sharing, and reflecting, just as
children do in traditional kindergartens. Drawing on experiences
from more than thirty years at MIT's Media Lab, Resnick discusses
new technologies and strategies for engaging young people in
creative learning experiences. He tells stories of how children are
programming their own games, stories, and inventions (for example,
a diary security system, created by a twelve-year-old girl), and
collaborating through remixing, crowdsourcing, and large-scale
group projects (such as a Halloween-themed game called Night at
Dreary Castle, produced by more than twenty kids scattered around
the world). By providing young people with opportunities to work on
projects, based on their passions, in collaboration with peers, in
a playful spirit, we can help them prepare for a world where
creative thinking is more important than ever before.
International bestselling authors of The Element As a parent, what
should you look for in your children's education? How can you tell
if their school is right for them, and what can you do if it isn't?
In this important new book, Sir Ken Robinson, one of the world's
most influential voices in education, offers clear principles and
practical advice on how to support your child through the education
system, or outside it. Dispelling myths, tackling controversies and
weighing up the main choices, You, Your Child, and School is a key
book for parents to learn about the kind of education their
children really need and what they can do to make sure they get it.
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