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Peter Jarvis is a towering figure in adult and lifelong education
and a leading and original theorist of learning. This book explores
the breadth and significance of his work. Sixteen chapters by
leading international scholars explain and engage critically with
his theorisation of learning, and with his extensive writings on
the sociology, politics, ethics and history of adult education, and
on professional education, lifelong learning and the learning
society. The authors discuss his ideas, their influence and
origins. They cover his contribution to learning theory, the
recurring ethical themes in his writing, and the implications of
his work for areas such as the education of migrants. They explore
his global engagement as a scholar not only in different areas of
lifelong education, but across the world: much-travelled, Peter
Jarvis has supported the growth of adult education as a humane
profession - as well as a field of study - in Africa, Asia, North
and South America, and Australasia, as well as Europe. They also
address the intense humanism of his work, which has been
continually informed by theological and ethical concerns: though he
taught for three decades at the University of Surrey, where he was
Head of the Department of Educational Studies and is now Emeritus
Professor, he has been a Minister of the Methodist Church for over
half a century. This book was originally published as a special
issue of the International Journal of Lifelong Education.
Meet Sam. Like most kids his age, Sam loves sport. His class have
arranged a special football match to raise money for a charity
which helps children who are suffering. Sam finds out more about
how the money is spent and asks his mum for this week's pocket
money early, so he can donate to the charity. His mum says he does
this because he's such a kind boy. But when he asks his teachers
about it at school the next day, they say it's because he's
compassionate. Sam now has lots of questions about what this means.
What is compassion? How can we become more compassionate? And what
effects - both good and bad - does being compassionate have? Join
Sam as he learns answers to these, and many more, questions about
this important part of character education.
Peter Jarvis is a towering figure in adult and lifelong education
and a leading and original theorist of learning. This book explores
the breadth and significance of his work. Sixteen chapters by
leading international scholars explain and engage critically with
his theorisation of learning, and with his extensive writings on
the sociology, politics, ethics and history of adult education, and
on professional education, lifelong learning and the learning
society. The authors discuss his ideas, their influence and
origins. They cover his contribution to learning theory, the
recurring ethical themes in his writing, and the implications of
his work for areas such as the education of migrants. They explore
his global engagement as a scholar not only in different areas of
lifelong education, but across the world: much-travelled, Peter
Jarvis has supported the growth of adult education as a humane
profession - as well as a field of study - in Africa, Asia, North
and South America, and Australasia, as well as Europe. They also
address the intense humanism of his work, which has been
continually informed by theological and ethical concerns: though he
taught for three decades at the University of Surrey, where he was
Head of the Department of Educational Studies and is now Emeritus
Professor, he has been a Minister of the Methodist Church for over
half a century. This book was originally published as a special
issue of the International Journal of Lifelong Education.
Free spirits or conflicted souls? Three friends embark on a journey
but where they end up is their choice. You would expect when you
divorced a woman, it meant she would go away. Not so for Eliot,
self-made businessman, whose faithless ex-wife is pursuing him once
more. She seeks not his heart but a job for her fawned-upon son by
a later marriage. But neither she, nor soft-hearted Eliot, suspect
the menace that lurks behind the debts the son has accrued. Mike,
an ex-soldier, for better or worse decisive in word and deed, is
newly remarried but too euphoric to notice how mention of his silly
wife kills conversation. And their friend Chris, a professor of
history, is toiling deep in error at an official eulogy for his
beloved and famous uncle, unknowing of the detestable role his
uncle played at reducing his own daughter to madness. On reaching
London, each man will have to face his own demons and decisions.
Their voyage down the waters of the Thames has reflected back their
lives in ways that force them to perceive a wider horizon. But will
each of them break free of the past or be dragged down and
overwhelmed by his own history?
This Handbook provides a wide-ranging frame of reference for
researching adult and lifelong education and learning. With
contributions from scores of established and newer scholars from
six continents, the volume covers a diverse range of geopolitical
and social territories across the world. Drawing on the multiple
heritages that underpin research on education and learning in
adulthood, this Handbook addresses the inner tensions between adult
education, adult learning, lifelong education, and lifelong
learning, by using current research and theorizations from
disciplinary backgrounds, including philosophy, psychology, biology
and neuroscience, anthropology, sociology, history, political
science, and economics. It provides an explicit discussion of the
differences and tensions between adult and lifelong education and
learning, and locates these in different policy and historical
contexts, theories and practices. It explores a variety of
discipline-based theoretical perspectives, and highlights how these
have influenced, and been influenced by, research in the education
and learning of adults. The Handbook also explores the inevitable
frictions and dilemmas these present, and carefully examines the
role of the international dimension in researching education and
learning in formal, non-formal and informal contexts, beyond
traditional schooling. This state-of-the-art, comprehensive
Handbook is the first of its kind to explore adult education,
lifelong education and lifelong learning fully as distinct
activities on an international scale. It will be an indispensable
reference resource for students of education at undergraduate and
postgraduate levels, and for academic researchers, professionals
and policy-makers concerned with adult and community education,
further and vocational education, or work-based training and human
resource development.
Peace is needed now more than ever in schools, by pupils and
teachers alike. This inspiring guide provides primary, secondary
and special schools with practical methods to improve pupil and
teacher wellbeing, combat bullying, and promote peace both inside
and outside the school gates. The founder of the Peaceful Schools
Movement, Anna Lubelska, has brought together ideas and stories
from teachers and charity workers to present a simple four step
system for promoting positive peace in individuals, relationships,
the school community and the world. It covers how to reduce stress,
promote positive mental health, resolve conflict, nurture the
potential of each individual, and encourage children to develop
peacemaking skills and values. This holistic resource is equally
beneficial for children and staff, and transforms school
environments for the better.
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