This text looks at the bigger picture in education, asking what sort of systems need to be designed to develop children's learning in the 21st century. It will be a resource to teachers, head teachers and advisory staff committed to asking questions, encouraging play and not allowing problems or circumstances to block action.
Laying out the key concepts in the current debate on creativity and placing them in a broader context based on practice, policy and research, this volume sets the agenda for future discussion and suggests practical ways to encourage pupils’ creative development in a new and more thoughtful way.
The book also raises which will effect assessing and planning learning into the next century, and sets an agenda for reform and development including teacher training, funding of primary education, early years education and entitlement in primary school.
This book examines new functional approaches to language and education, and the impact of these on literacy in the classroom. The first section looks at issues of multimodality, in which the definition of a text is expanded to include not only that which is written down, but also the interaction of writing, graphics, and audiovisual material. The contributors explores ways in which language education can be expanded to deal with multimodal discourse, whether in children's books, in textbooks, or on the web. The second section looks at how critical discourse analysis and appraisal theory can be used as tools for assessing the effectiveness of student writing and literacy achievement, and also for helping developing writers to write more successfully. The final section argues that corpus-based studies of language have changed the way we see language, and that the way we teach language should evolve in line with these changes.
This appealing survey of new directions in language and education includes contributions from internationally renowned scholars. It will be of interest to researchers in systemic functional linguistics, or language and education.
Covering all the basics including fractions, equations, primes, squares and square roots, geometry and fractals, Dr. Richard Elwes will lead you gently towards a greater understanding of this fascinating subject. Even apparently daunting concepts are explained simply, with the assistance of useful diagrams, and with a refreshing lack of jargon.
So whether you're an adult or a student, whether you like Sudoku but hate doing sums, or whether you've always been daunted by numbers at work, school or in everyday life, you won't find a better way of overcoming your nervousness about numbers and learning to enjoy making the most of mathematics.
Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education.
These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination.
Here is one of the best introductions to Waldorf education, straight from the man who started it all.
German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311).
SYNOPSIS OF THE LECTURES LECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty. LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year. LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples. LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson." LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time. LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics. LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents. QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction. Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry. Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration. Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services. Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching. Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England.
Using real-life examples, parenting expert Dr Arne Rubinstein clearly explains the risks teenagers face today, including drugs, alcohol, technology and peer group pressure. He then shows how you can equip your son to make safe and sensible choices.
Whether you’re a single mum of a happy-go-lucky eight-year old, or the parent of a troubled teen, The Making of Men is a practical, commonsense guide to helping your son transition from a boy to a young man who is motivated and inspired.
‘Funny, encouraging, gritty and real.’
Steve Biddulph, bestselling author of Manhood and Raising Boys
Provides a full understanding of the ECG in the diagnosis and management of abnormal cardiac rhythms.
Emphasises the role of the full 12 lead ECG with realistic reproduction of recordings.
The unique page size allows presentation of all 12-lead ECGs across a single page for clarity.Restructured into two clear sections, the first ‘The Basics’ explains the ECG in the simplest possible terms.
The new second section, ‘Making the most of the ECG’, has separate chapters on the ECG patterns that might be seen in healthy subjects and in patients presenting with chest pain, breathlessness, palpitations or syncope.
Libya, 1979. Nine-year-old Suleiman’s days are circumscribed by the narrow rituals of childhood: outings to the ruins surrounding Tripoli, games with friends played under the burning sun, exotic gifts from his father’s constant business trips abroad. But his nights have come to revolve around his mother’s increasingly disturbing bedside stories full of old family bitterness. And then one day Suleiman sees his father across the square of a busy marketplace, his face wrapped in a pair of dark sunglasses. Wasn’t he supposed to be away on business yet again? Why is he going into that strange building with the green shutters? Why did he lie?
Suleiman is soon caught up in a world he cannot hope to understand—where the sound of the telephone ringing becomes a portent of grave danger; where his mother frantically burns his father’s cherished books; where a stranger full of sinister questions sits outside in a parked car all day; where his best friend’s father can disappear overnight, next to be seen publicly interrogated on state television.
In the Country of Men is a stunning depiction of a child confronted with the private fallout of a public nightmare. But above all, it is a debut of rare insight and literary grace.
Orthodox Christianity is the face of ancient Christianity to the modern world and embraces the second largest body of Christians in the world. In this first-of-its-kind study Bible, the Bible is presented with commentary from the ancient Christian perspective that speaks to those Christians who seek a deeper experience of the roots of their faith.
Features Include:Old Testament newly translated from the Greek text of the Septuagint, including the DeuterocanonNew Testament from the New King James VersionCommentary drawn from the early Church ChristiansEasy-to-Locate liturgical readingsBook Introductions and OutlinesSubject IndexFull-color IconsFull-color Maps
Two spiritual giants. Five days. One timeless question.
Nobel Peace Prize Laureates His Holiness the Dalai Lama and Archbishop Desmond Tutu have survived more than fifty years of exile and the soul-crushing violence of oppression. Despite their hardships—or, as they would say, because of them—they are two of the most joyful people on the planet.
In April 2015, Archbishop Tutu traveled to the Dalai Lama's home in Dharamsala, India, to celebrate His Holiness's eightieth birthday and to create what they hoped would be a gift for others. They looked back on their long lives to answer a single burning question: How do we find joy in the face of life's inevitable suffering?
They traded intimate stories, teased each other continually, and shared their spiritual practices. By the end of a week filled with laughter and punctuated with tears, these two global heroes had stared into the abyss and despair of our time and revealed how to live a life brimming with joy.
This book offers us a rare opportunity to experience their astonishing and unprecendented week together, from the first embrace to the final good-bye.
We get to listen as they explore the Nature of True Joy and confront each of the Obstacles of Joy—from fear, stress, and anger to grief, illness, and death. They then offer us the Eight Pillars of Joy, which provide the foundation for lasting happiness. Throughout, they include stories, wisdom, and science. Finally, they share their daily Joy Practices that anchor their own emotional and spiritual lives.
The Archbishop has never claimed sainthood, and the Dalai Lama considers himself a simple monk. In this unique collaboration, they offer us the reflection of real lives filled with pain and turmoil in the midst of which they have been able to discover a level of peace, of courage, and of joy to which we can all aspire in our own lives.
Drawing on groundbreaking new discoveries, Wohlleben presents the science behind the secret and previously unknown life of trees and their communication abilities; he describes how these discoveries have informed his own practices in the forest around him. As he says, a happy forest is a healthy forest, and he believes that eco-friendly practices not only are economically sustainable but also benefit the health of our planet and the mental and physical health of all who live on Earth.
Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
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Bryan Cranston began his acting career at the age of seven, when his father, a struggling actor and sometime director, cast him in a commercial for United Way. By fifth grade he was starring in the school play, spending hours at the local movie theater, and re-enacting favorite scenes with his brother in their living room. Cranston seemed destined to be an actor. But then his father left. And his family fell apart. Troubled by his father’s missteps, Cranston abandoned his acting aspirations and resolved to pursue a steadier career in law enforcement. Then, on a two-year cross-country motorcycle journey, Cranston re-discovered his talent for acting and found his mission and his calling.
In this “must-read memoir” (The Philadelphia Inquirer), Cranston traces the many roles he inhabited throughout his remarkable life, both on and off screen. For the first time he shares the story of his early years as an actor on the soap opera Loving, his recurring spots on Seinfeld, and his time as bumbling father Hal on Malcolm in the Middle, to his tour-de-force, Tony-winning performance as Lyndon Baines Johnson in Broadway’s All the Way, to his most iconic role of all: Breaking Bad’s Walter White.
“An illuminating window into the actor’s psyche” (People), Cranston has much to say about creativity, devotion, and craft, as well as innate talent and its challenges and benefits and proper maintenance. “By turns gritty, funny, and sad” (Entertainment Weekly), ultimately A Life in Parts is a story about the joy, the necessity, and the transformative power of simple hard work.