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.

First published in 1979. Most of the great nineteenth century novelists strove to render in words the people and places that they invented and most readers of fiction picture in their imagination these characters and scenes. This book investigates both types of 'picturing', exploring the principles and problems concerned, and sheds light on the workings of fiction - reassessing a number of famous novels in the process. By so doing, this work relates the academic study of the novel to the writing and reading of fiction, and the teaching of creative writing. This book will appeal to students of literature.

Ten original essays examine the transactions between real places and the literary imagination, including the reinvention of real places in literary form, from 1800 to the present day. They deal with different kinds of locations (islands, countries, cities), the topoi writers use to articulate a sense of place (maps, ruins, landscape, history), their generic manifestations in fiction, travel writing, topography, (auto)biography and poetry, and the theoretical and methodological issues which arise. The focus moves outwards from local to regional and national issues, covering questions of cultural identity, space, representation, historicity, and modernity in England, Scotland, Ireland, France, Germany, the United States, and the South Pacific. The contributors are drawn from both sides of the Atlantic, and include established scholars as well as newer voices.

With an Introduction and Notes by Michael Irwin, Professor of English Literature, University of Kent at Canterbury. None of the great Victorian novels is more vivid and readable than The Mayor of Casterbridge. Set in the heart of Hardy's Wessex, the 'partly real, partly dream country' he founded on his native Dorset, it charts the rise and self-induced downfall of a single 'man of character'. The fast-moving and ingeniously contrived narrative is Shakespearian in its tragic force, and features some of the author's most striking episodes and brilliant passages of description.

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.

First published in 1979. Most of the great nineteenth century novelists strove to render in words the people and places that they invented and most readers of fiction picture in their imagination these characters and scenes. This book investigates both types of 'picturing', exploring the principles and problems concerned, and sheds light on the workings of fiction - reassessing a number of famous novels in the process. By so doing, this work relates the academic study of the novel to the writing and reading of fiction, and the teaching of creative writing. This book will appeal to students of literature.

Michael Irwin's The Skull and the Nightingale is a chilling and deliciously dark, literary novel of manipulation and sex, intrigue and seduction, set in 18th-century England. When Richard Fenwick returns to London, his wealthy godfather, James Gilbert, has an unexpected proposition. Gilbert has led a sedate life in Worcestershire, but feels the urge to experience, even vicariously, the extremes of human feeling: love, passion, and something much more sinister. It becomes apparent that Gilbert desires news filled with tales of carousing, flirtation, excess, and London's more salacious side. But Gilbert's elaborate and manipulative "experiments" into the workings of human behavior soon drag Richard into a Faustian vortex of betrayal and danger where lives are ruined and tragedy is only a step away. With echoes of Dangerous Liaisons, Michael Irwin's The Skull and the Nightingale is an urgent period drama that seduces the senses.

With an Introduction and Notes by Michael Irwin, Professor of English Literature, University of Kent at Canterbury This selection of Carroll's works includes Alice's Adventures in Wonderland and its sequel, Through the Looking-Glass, both containing the famous illustrations by Sir John Tenniel. No greater books for children have ever been written. The simple language, dreamlike atmosphere, and fantastical characters are as appealing to young readers today as ever they were. Meanwhile, however, these apparently simple stories have become recognised as adult masterpieces, and extraordinary experiments, years ahead of their time, in Modernism and Surrealism. Through wordplay, parody and logical and philosophical puzzles, Carroll engenders a variety of sub-texts, teasing, ominous or melancholy. For all the surface playfulness there is meaning everywhere. The author reveals himself in glimpses.

Introduction and Notes by Michael Irwin, Professor of English Literature, University of Kent at Canterbury. Wessex Tales was the first collection of Hardy's short stories, and they reflect the experience of a novelist at the height of his powers. These seven tales, in which characters and scenes are imbued with a haunting realism, show considerable diversity of content, form and style, and range from fantasy to realism and from tragedy to comedy. In insisting on the unusual nature of any story worth the telling, and with his gift for irony and compassion, Hardy achieves more in the genre of the short story than any English novelist before him.

With an Introduction, Bibliography and Glossary by Michael Irwin, Professor of English Literature University of Kent at Canterbury. Thomas Hardy started composing poetry in the heyday of Tennyson and Browning. He was still writing with unimpaired power sixty years later, when Eliot and Yeats were the leading names in the field. His extraordinary stamina and a consistent individuality of style and vision made him a survivor, immune to literary fashion. At the start of the twenty-first century his reputation stands higher than it ever did, even in his own lifetime. He is now recognised not only as a great poet, but as one who is widely loved. He speaks with directness, humanity and humour to scholarly or ordinary readers alike.

With an Introduction and Notes by Michael Irwin, Professor of English Literature, University of Kent at Canterbury. The Diary of a Nobody is so unassuming a work that even its author, George Grossmith, seemed unaware that he had produced a masterpiece. For more than a century this wonderfully comic portrayal of suburban life and values has remained in print, a source of delight to generations of readers, and a major literary influence, much imitated but never equalled. If you don't recognise yourself at some point in The Diary you are probably less than human. If you can read it without laughing aloud you have no sense of humour.

Introduction and Notes by Michael Irwin, Professor of English Literature, University of Kent at Canterbury. Set in Hardy's Wessex, Tess is a moving novel of hypocrisy and double standards. Its challenging sub-title, A Pure Woman, infuriated critics when the book was first published in 1891, and it was condemned as immoral and pessimistic. It tells of Tess Durbeyfield, the daughter of a poor and dissipated villager, who learns that she may be descended from the ancient family of d'Urbeville. In her search for respectability her fortunes fluctuate wildly, and the story assumes the proportions of a Greek tragedy. It explores Tess's relationships with two very different men, her struggle against the social mores of the rural Victorian world which she inhabits and the hypocrisy of the age. In addressing the double standards of the time, Hardy's masterly evocation of a world which we have lost, provides one of the most compelling stories in the canon of English literature, whose appeal today defies the judgement of Hardy's contemporary critics.

Children and Adolescents in Trauma presents a variety of creative approaches to working with young people in residential children's homes, secure or psychiatric units, and special schools. The contributors describe a wide range of approaches, including art therapy and literature, and how creative methods are applied in cases of abuse, trauma, violence, self-harm and identity development. They discuss the impact of abuse and mistreatment upon the mental health of 'looked after' children, drawing links between psychoanalytic theory and practice and the study of literature and the arts. This indispensable book provides useful insights and a fresh perspective for anyone working with traumatised children and adolescents, including social workers, psychotherapists, arts therapists, psychiatrists, counsellors, psychologists and students in these fields.