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This book tackles the contentious issue of whether and how thinking
should be taught in schools. It explores how best to help children
become effective thinkers and learners. The book also examines
whether there is one set of underlying cognitive skills and
strategies which can be applied across all the curriculum subjects
and beyond. Its main thrust, however, is a detailed examination of
approaches to developing cognitive skills which are specific to the
National Curriculum.
The book provides chapters from both generalists and subject
specialists to illustrate how teachers in different subject areas
can benefit from taking a cognitive approach to their subject. It
will give teachers a clear understanding of different approaches to
teaching thinking and how these fit together.
This book tackles the contentious issue of whether and how thinking
should be taught in schools. It explores how best to help children
become effective thinkers and learners. The book also examines
whether there is one set of underlying cognitive skills and
strategies which can be applied across all the curriculum subjects
and beyond. Its main thrust, however, is a detailed examination of
approaches to developing cognitive skills which are specific to the
National Curriculum.
The book provides chapters from both generalists and subject
specialists to illustrate how teachers in different subject areas
can benefit from taking a cognitive approach to their subject. It
will give teachers a clear understanding of different approaches to
teaching thinking and how these fit together.
Focusing on the significance of travel in Joseph Conrad, E.M.
Forster, D.H. Lawrence, Henry James, and Edith Wharton, Robert
Burden shows how travel enabled a new consciousness of mobility and
borders during the modernist period. For these authors, Burden
suggests, travel becomes a narrative paradigm and dominant trope by
which they explore questions of identity and otherness related to
deep-seated concerns with the crisis of national cultural identity.
He pays particular attention to the important distinction between
travel and tourism, at the same time that he attends to the
slippage between seeing and sightseeing, between the local
character and the stereotype, between art and kitsch, and between
older and newer ways of storytelling in the representational crisis
of modernism. Burden argues that the greater awareness of cultural
difference that characterizes both the travel writing and fiction
of these expatriate writers became a defining feature of literary
modernism, resulting in a consciousness of cultural difference that
challenged the ethnographic project of empire.
Focusing on the significance of travel in Joseph Conrad, E.M.
Forster, D.H. Lawrence, Henry James, and Edith Wharton, Robert
Burden shows how travel enabled a new consciousness of mobility and
borders during the modernist period. For these authors, Burden
suggests, travel becomes a narrative paradigm and dominant trope by
which they explore questions of identity and otherness related to
deep-seated concerns with the crisis of national cultural identity.
He pays particular attention to the important distinction between
travel and tourism, at the same time that he attends to the
slippage between seeing and sightseeing, between the local
character and the stereotype, between art and kitsch, and between
older and newer ways of storytelling in the representational crisis
of modernism. Burden argues that the greater awareness of cultural
difference that characterizes both the travel writing and fiction
of these expatriate writers became a defining feature of literary
modernism, resulting in a consciousness of cultural difference that
challenged the ethnographic project of empire.
The past is a foreign country, a place of stories and secrets.
James Stares has heard his English father talk about how the Great
War affected the lives of his own father, mother and brother a lot;
about how he met James' mother in Cairo; about defending the Empire
in Egypt at a time of rising unrest in the 1950s. But these stories
are not all they seem. More than anything, James wonders why his
mother's Armenian culture plays so little part in his upbringing.
Looking into his mother's origins, James reaches out to his
Armenian relatives in Canada, researching the circumstances of his
maternal grandparents leaving Anatolia in a hurry in 1915... Yet
much is left unsaid. We follow James as he digs deeply into his
family's past, the English and the Armenian, and in the process
comes to a better understanding of himself...
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