This text undertakes a careful and accessible reconstruction of the major themes of Peters' thought in order to demonstrate the continuing relevance of his project, both for educational researchers and teachers and student teachers seeking to better understand the nature and scope of their work and study.
Philosophers and advanced students working in free will, moral psychology, and the philosophy of education will find this text to be extremely useful.
Shocked by the teenage violence she witnessed during the Rodney King riots in Los Angeles, Erin Gruwell became a teacher at a high school rampant with hostility and racial intolerance. For many of these students–whose ranks included substance abusers, gang members, the homeless, and victims of abuse–Gruwell was the first person to treat them with dignity, to believe in their potential and help them see it themselves.
Soon, their loyalty towards their teacher and burning enthusiasm to help end violence and intolerance became a force of its own. Inspired by reading The Diary of Anne Frank and meeting Zlata Filipovic (the eleven-year old girl who wrote of her life in Sarajevo during the civil war), the students began a joint diary of their inner-city upbringings.
Told through anonymous entries to protect their identities and allow for complete candor, The Freedom Writers Diary is filled with astounding vignettes from 150 students who, like civil rights activist Rosa Parks and the Freedom Riders, heard society tell them where to go–and refused to listen.
Proceeds from this book benefit the Freedom Writers Foundation, an organization set up to provide scholarships for underprivieged youth and to train teachers.
Gordon Marino is professor of philosophy and director of the Hong Kierkegaard Library at St. Olaf College in Northfield, Minnesota. A recipient of the Richard J. Davis Ethics Award for excellence in writing on ethics and the law, he is the author of Kierkegaard in the Present Age, co-editor of The Cambridge Companion to Kierkegaard, and editor of the Modern Library’s Basic Writings of Existentialism. His essays have appeared in The New York Times.
From the Trade Paperback edition.
As a professor at Yale, William Deresiewicz saw something that troubled him deeply. His students, some of the nation’s brightest minds, were adrift when it came to the big questions: how to think critically and creatively and how to find a sense of purpose. Now he argues that elite colleges are turning out conformists without a compass.
Excellent Sheep takes a sharp look at the high-pressure conveyor belt that begins with parents and counselors who demand perfect grades and culminates in the skewed applications Deresiewicz saw firsthand as a member of Yale’s admissions committee. As schools shift focus from the humanities to “practical” subjects like economics, students are losing the ability to think independently. It is essential, says Deresiewicz, that college be a time for self-discovery, when students can establish their own values and measures of success in order to forge their own paths. He features quotes from real students and graduates he has corresponded with over the years, candidly exposing where the system is broken and offering clear solutions on how to fix it.
“Excellent Sheep is likely to make…a lasting mark….He takes aim at just about the entirety of upper-middle-class life in America….Mr. Deresiewicz’s book is packed full of what he wants more of in American life: passionate weirdness” (The New York Times).
One of the nation’s leading experts on staff motivation, teacher leadership, and principal effectiveness, Todd Whitaker has written over 20 powerful books for educators of every level. Discover what you can do differently.
This tenth-anniversary, second edition features eight new chapters and a revised and updated original text.
Philosophy is a great companion and a roadmap to navigate life’s major milestones, including:How to make sense of deathWhat loving someone or something meansThe effect of art on our livesWhat role language plays in understanding the worldHow do our ideas affect our actions
Why, after decades of commissions, reforms, and efforts at innovation, do our schools continue to disappoint us? In this comprehensive and thought-provoking book, educational theorist E. D. Hirsch, Jr. offers a masterful analysis of how American ideas about education have veered off course, what we must do to right them, and most importantly why. He argues that the core problem with American education is that educational theorists, especially in the early grades, have for the past sixty years rejected academic content in favor of “child-centered” and “how-to” learning theories that are at odds with how children really learn. The result is failing schools and widening inequality, as only children from content-rich (usually better-off) homes can take advantage of the schools’ educational methods.
Hirsch unabashedly confronts the education establishment, arguing that a content-based curriculum is essential to addressing social and economic inequality. A nationwide, specific, grade-by-grade curriculum established in the early school grades can help fulfill one of America’s oldest and most compelling dreams: to give all children, regardless of language, religion, or origins, the opportunity to participate as equals and become competent citizens. Hirsch not only reminds us of these inspiring ideals, he offers an ambitious and specific plan for achieving them.
The imbalance in higher education isn’t just a “boy problem,” though. Boys’ decreasing college attendance is bad news for girls, too, because admissions officers seeking balanced student bodies pass over girls in favor of boys. The growing gender imbalance in education portends massive shifts for the next generation: how much they make and whom they marry.
Interviewing hundreds of parents, kids, teachers, and experts, award-winning journalist Peg Tyre drills below the eye-catching statistics to examine how the educational system is failing our sons. She explores the convergence of culprits, from the emphasis on high-stress academics in preschool and kindergarten, when most boys just can’t tolerate sitting still, to the outright banning of recess, from the demands of No Child Left Behind, with its rigid emphasis on test-taking, to the boy-unfriendly modern curriculum with its focus on writing about “feelings” and its purging of “high-action” reading material, from the rise of video gaming and schools’ unease with technology to the lack of male teachers as role models.
But this passionate, clearheaded book isn’t an exercise in finger-pointing. Tyre, the mother of two sons, offers notes from the front lines—the testimony of teachers and other school officials who are trying new techniques to motivate boys to learn again, one classroom at a time. The Trouble with Boys gives parents, educators, and anyone concerned about the state of education a manifesto for change—one we must undertake right away lest school be-come, for millions of boys, unalterably a “girl thing.”
From the Hardcover edition.
A liberal artist seeks the perfection of the human faculties. The liberal artist begins with the language arts, the trivium, which is the basis of all learning because it teaches the tools for reading, writing, speaking, and listening. Thinking underlies all these activities. Many readers will recognize elements of this book: parts of speech, syntax, propositions, syllogisms, enthymemes, logical fallacies, scientific method, figures of speech, rhetorical technique, and poetics. The Trivium, however, presents these elements within a philosophy of language that connects thought, expression, and reality.
"Trivium" means the crossroads where the three branches of language meet. In the Middle Ages and the Renaissance, students studied and mastered this integrated view of language. Regrettably, modern language teaching keeps the parts without the vision of the whole. Inspired by the possibility of helping students "acquire mastery over the tools of learning" Sister Miriam Joseph and other teachers at Saint Mary's College designed and taught a course on the trivium for all first year students. The Trivium resulted from that noble endeavor.
The liberal artist travels in good company. Sister Miriam Joseph frequently cites passages from William Shakespeare, John Milton, Plato, the Bible, Homer, and other great writers. The Paul Dry Books edition of The Trivium provides new graphics and notes to make the book accessible to today's readers. Sister Miriam Joseph told her first audience that "the function of the trivium is the training of the mind for the study of matter and spirit, which constitute the sum of reality. The fruit of education is culture, which Mathew Arnold defined as 'the knowledge of ourselves and the world.'" May this noble endeavor lead many to that end.
"Is the trivium, then, a sufficient education for life? Properly taught, I believe that it should be."—Dorothy L. Sayers
"The Trivium is a highly recommended and welcome contribution to any serious and dedicated writer's reference collection."—Midwest Book Review
The 70 contributors are each well-regarded economists whose research has advanced the topic on which they write, and this book fulfills an undersupplied niche for a text in the economics of education.
The chapters come from the acclaimed International Encyclopedia of Education, 3e (2010), edited by Eva Baker, Barry McGaw, and Penelope Peterson. The Encyclopedia contains over 1,350 articles in 24 sections that stretch from educational philosophies and technologies to measurement, leadership, and national systems of education.This single volume textbook presents a cohesive view of this increasingly important area of economics
Superb contributions from well-regarded economist convey unique and useful perspectives
Chapters contain an extensive bibliography and further readings to enable interested researchers to extend their knowledge into each specific topic
In Teaching Community bell hooks seeks to theorize from the place of the positive, looking at what works. Writing about struggles to end racism and white supremacy, she makes the useful point that "No one is born a racist. Everyone makes a choice." Teaching Community tells us how we can choose to end racism and create a beloved community. hooks looks at many issues-among them, spirituality in the classroom, white people looking to end racism, and erotic relationships between professors and students. Spirit, struggle, service, love, the ideals of shared knowledge and shared learning - these values motivate progressive social change.
Teachers of vision know that democratic education can never be confined to a classroom. Teaching - so often undervalued in our society -- can be a joyous and inclusive activity. bell hooks shows the way. "When teachers teach with love, combining care, commitment, knowledge, responsibility, respect, and trust, we are often able to enter the classroom and go straight to the heart of the matter, which is knowing what to do on any given day to create the best climate for learning."
Why Read was a PSLA Young Adult Top 40 non-fiction title 2004
Looking further, Bok finds that many important college courses are left to the least experienced teachers and that most professors continue to teach in ways that have proven to be less effective than other available methods. In reviewing their educational programs, however, faculties typically ignore this evidence. Instead, they spend most of their time discussing what courses to require, although the lasting impact of college will almost certainly depend much more on how the courses are taught.
In his final chapter, Bok describes the changes that faculties and academic leaders can make to help students accomplish more. Without ignoring the contributions that America's colleges have made, Bok delivers a powerful critique--one that educators will ignore at their peril.
In this compelling and controversial book, Harry Brighouse takes on all these urgent questions and more. He argues that children share four fundamental interests: the ability to make their own judgements about what values to adopt; acquiring the skills that will enable them to become economically self-sufficient as adults; being exposed to a range of activities and experiences that will enable them to flourish in their personal lives; and developing a sense of justice.
He criticises sharply those who place the interests of the economy before those of children, and assesses the arguments for and against the controversial issues of faith schools and the teaching of patriotism.
Clearly argued but provocative, On Education draws on recent examples from Britain and North America as well as famous thinkers on education such as Aristotle and John Locke. It is essential reading for anyone interested in the present state of education and its future.
In Savage Inequalities, Kozol delivers a searing examination of the extremes of wealth and poverty and calls into question the reality of equal opportunity in our nation’s schools.
This book published by Advaita Ashrama, a publication branch of Ramakrishna Math, Belur Math, is a compilation of the great Swami’s ideas on education. It is our earnest hope that this book will serve as a handbook for students, teachers, parents and educationists, and inspire them to imbibe and impart real education in our society.
In this insightful book, Koepke offers the reader a lucid, accessible description of the outer signs and symptoms of this significant turning point in every child's life.
In How We Think, Dewey shares his views on the educator’s role in training students to think well. Basing his assertions on the belief that knowledge is strictly relative to human interaction with the world, he considers the need for thought training, its use of natural resources, and its place in school conditions; inductive and deductive reasoning, interpreting facts, and concrete and abstract thinking; the functions of activity, language, and observation in thought training; and many other subjects.
John Dewey’s influence on American education and philosophy is incalculable. This volume, as fresh and inspirational today as it was upon its initial publication a century ago, is essential for anyone active in the field of teaching or about to embark on a career in education.
The school itself was conceived by Dewey as having an organic functional relation to the theoretical curriculum. Just as Dewey was anxious to merge philosophy and psychology and to relate both of these disciplines to the theoretical study of education, similarly he saw the school as a laboratory for these studies analogous to the laboratory used in science courses. This effort to merge theory and practice is perhaps the major characteristic of Dewey's entire professional career. In the opening sentence of Dewey's remarks in his essay in this volume, "The Theory of the Chicago Experiment," we see the extent to which this problem preoccupied him: "The gap between educational theory and its execution in practice is always so wide that there naturally arises a doubt as to the value of any separate presentation of purely theoretical principles."
This book is an accurate and detailed account of one of the most experiments ever undertaken in America. It provides the reader with the complexity of John Dewey's abstract philosophy experimentalism.
Katherine Camp Mayhew and Anna Camp Edwards were active leaders in the development and administration of the Dewy School the both taught at this school and later gave a full account of the remarkable experiment that was the Dewey School that is enclosed in this book.
This much-anticipated revised edition includes two full new chapters, one on white women and another extending the discussion on race. It continues the important work of the first, deepening our knowledge of the recurring history on which cross-race relationships issues exist. Kendall’s book provides readers with a more meaningful understanding of white privilege and equips them with strategies for making personal and organizational changes.
Children today, says David McCullough—high school English teacher, father of four, and son and namesake of the famous historian—are being encouraged to sacrifice passionate engagement with life for specious notions of success. The intense pressure to excel discourages kids from taking chances, failing, and learning empathy and self-confidence from those failures.
In You Are (Not) Special, McCullough elaborates on his now-famous speech exploring how, for what purpose, and for whose sake, we're raising our kids. With wry, affectionate humor, McCullough takes on hovering parents, ineffectual schools, professional college prep, electronic distractions, club sports, and generally the manifestations, and the applications and consequences of privilege. By acknowledging that the world is indifferent to them, McCullough takes pressure off of students to be extraordinary achievers and instead exhorts them to roll up their sleeves and do something useful with their advantages.
Now depicted in a bestselling book and a feature film, the Freedom Writers phenomenon came about in 1994 when Erin Gruwell stepped into Room 203 and began her first teaching job out of college. Long Beach, California, was still reeling from the deadly violence that erupted during the Rodney King riots, and the kids in Erin’s classroom reflected the anger, resentment, and hopelessness of their community. Undaunted, Erin fostered an educational philosophy that valued and promoted diversity, tolerance, and communication, and in the process, she transformed her students’ lives, as well as her own. Erin Gruwell and the Freedom Writers went on to establish the Freedom Writers Foundation to replicate the success of Room 203 and provide all students with hope and opportunities to realize their academic potential. Since then, the foundation has trained more than 150 teachers in the United States and Canada. Teaching Hope unites the voices of these Freedom Writer teachers, who share uplifting, devastating, and poignant stories from their classrooms, stories that provide insight into the struggles and triumphs of education in all of its forms.
Mirroring an academic year, these dispatches from the front lines of education take us from the anticipation of the first day to the disillusionment, challenges, and triumphs of the school year. These are the voices of teachers who persevere in the face of intolerance, rigid administration, and countless other challenges, and continue to reach out and teach those who are deemed unteachable. Their stories inspire everyone to make a difference in the world around them.
From the Trade Paperback edition.
How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.
Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume.
The book explores the importance of balancing studentsâ€™ knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities.
How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about childrenâ€™s education.
The second edition has been thoroughly updated, expanded from 15 to 20 chapters, and reorganized into two parts. Part I covers basic aspects of the research process, provides an example of a student research proposal, and shows how to evaluate a research report. Part II provides a separate chapter for each research methodology, including two chapters on qualitative research. Other noteworthy changes include more annotated studies and more visual illustrations of statistical and research methods.
To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential.
Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.
Professor Knud Illeris has collected chapters that explain both the complex frameworks in which learning takes place and the specific facets of learning, such as the acquisition of learning content, personal development, and the cultural and social nature of learning processes. Each international expert provides either a seminal text or an entirely new précis of the conceptual framework they have developed over a lifetime of study.
Elucidating the key concepts of learning, Contemporary Theories of Learning provides both the perfect desk reference and an ideal introduction for students. It will prove an authoritative guide for researchers and academics involved in the study of learning, and an invaluable resource for all those dealing with learning in daily life and work. It provides a detailed synthesis of current learning theories... all in the words of the theorists themselves.
The theories of
Danny Wildemeersch & Veerle Stroobants
In their own words
A pro/con box that examines two competing sides of a single question A detailed chronology of key dates and events An annotated bibliography that includes Web resources An outlook section that addresses possible regulation and initiatives from Capitol Hill and the White House over the next 5 to 10 years Photos, charts, graphs, and maps
These are just a few of the provocative questions posed in Issues in K-12 Education. This engaging reader allows students to see an issue from all sides and to think critically about topics that matter to them. Classroom discussion will never be dull again!
About CQ Researcher Readers
In the tradition of nonpartisanship and current analysis that is the hallmark of CQ Press, CQ Researcher readers investigate important and controversial policy issues. Offer your students the balanced reporting, complete overviews, and engaging writing that CQ Researcher has consistently provided for more than 80 years. Each article gives substantial background and analysis of a particular issue as well as useful pedagogical features to inspire critical thinking and to help students grasp and review key material:
Marion O'Donnell explores the key aspects of Montessori education: child development; the learning environment; the role of the teacher; the role of the learner and parental involvement. Within each key aspect, Marion considers the implications for Montessori education, the views of critics and supporters, the implications for education today and the implications for research. Each aspect is considered within an international context, drawing on research and practice in Europe, the USA, South America, Australia and Asia.
Cleverlands documents Crehan’s journey around the world, weaving together her experiences with research on policy, history, psychology and culture to offer extensive new insights into what we can learn from these countries.
The longtime head of Park Day School, Tom Little embarked on a tour of 43 progressive schools across the country. In this book, his life’s work, he interweaves his teaching experience, the knowledge he gleaned from his trip, and the history of Progressive Education. As Little and Katherine Ellison reveal, these educators and schools invigorate learning and promote inquisitiveness by allowing the curriculum to grow organically out of children's questions—whether they lead to studying the senses, working on a farm, or re-creating a desert ecosystem in the classroom.
We see curious students draw on information across disciplines to think in imaginative yet practical ways, like in a "Mini-Maker Faire" or designing and building a chair from scratch. Becoming good citizens was another of Little's goals. He believed in the need for students to learn how to become advocates for themselves, from setting rules on the playground to engaging in issues of social justice in the wider community.
Using the philosophy of Progressive Education, schools can prepare students to shape a vibrant future in the arts and sciences for themselves and the nation.
procedures of standardization and quantification. Such attempts to make all aspects of practice transparent and subject to systematic accounting lack sensitivity to the invisible and the silent, to something in the human
condition that cannot readily be expressed in an either-or form. Seeking alternatives to such trends, Saito reads
Dewey's idea of progressive education through the lens of Emersonian moral perfectionism (to borrow a term coined by Stanley Cavell). She elucidates a spiritual and aesthetic dimension to Dewey's notion of growth, one considerably richer than what Dewey alone presents in his typically scientific terminology.