Deldon Anne McNeely received her Ph.D. in Clinical Psychology from Louisiana State University and is a member of the International Association for Analytical Psychology. A senior analyst of the Inter-Regional Society of Jungian Analysts, she is a training analyst for their New Orleans Jungian Seminar. Publications include Touching: Body Therapy and Depth Psychology; Animus Aeternus: Exploring the Inner Masculine; and Mercury Rising: Women, Evil, and the Trickster Gods.
Inextricably enmeshed in the life of every woman is a constellation of autonomous energy that Jung called animus, her masculine side. As a woman develops psychologically, animus changes, appearing and reappearing as child or adult, lover or enemy, king or slave, animal or spirit. All these manifestations of animus energy are reflected in her experience of masculinity, both in herself and in others.
Animus Aeternus weaves developmental theories from depth psychology with the poetry of women-including Sylvia Plath, Adrienne Rich, Emily Dickinson, Teresa of Avila and Edna St. Vincent Millay-to trace the history and meaning of this lifetime companion, illustrating how animus participates in a woman's life, whether we are conscious of it or not.
Like dreams and active imagination, poetry speaks in images from the soul. In choosing women's poetry as well as their dreams to illustrate the essence of animus, the author adds the immediacy of soul-made truths to the lucidity of her conceptual matrix.
Dewey's experiments at the Laboratory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey's pervasive concern with the need for a rich, dynamic, and viable society.
In his introduction to this volume, Joe R. Burnett states Dewey's theme. Industrialization, urbanization, science, and technology have created a revolution the schools cannot ignore. Dewey carries this theme through eight chapters: The School and Social Progress; The School and the Life of the Child; Waste in Education; Three Years of the University Elementary School; The Psychology of Elementary Education; Froebel's Educational Principles; The Psychology of Occupations; and the Development of Attention.
Draws on behavioral genetic research from around the world, including the UK-based Twins’ Early Development Study (TEDS), one of the largest twin studies in the world Offers a unique viewpoint by bringing together genetics and education, disciplines with a historically difficult relationship Shows that genetic influence is not the same as genetic determinism and that the environment matters at least as much as genes Designed to spark a public debate about what naturally-occurring individual differences mean for education and equality
In this controversial new book, Daisy Christodoulou offers a thought-provoking critique of educational orthodoxy. Drawing on her recent experience of teaching in challenging schools, she shows through a wide range of examples and case studies just how much classroom practice contradicts basic scientific principles. She examines seven widely-held beliefs which are holding back pupils and teachers:
- Facts prevent understanding
- Teacher-led instruction is passive
- The 21st century fundamentally changes everything
- You can always just look it up
-We should teach transferable skills
- Projects and activities are the best way to learn
- Teaching knowledge is indoctrination.
In each accessible and engaging chapter, Christodoulou sets out the theory of each myth, considers its practical implications and shows the worrying prevalence of such practice. Then, she explains exactly why it is a myth, with reference to the principles of modern cognitive science. She builds a powerful case explaining how governments and educational organisations around the world have let down teachers and pupils by promoting and even mandating evidence-less theory and bad practice.
This blisteringly incisive and urgent text is essential reading for all teachers, teacher training students, policy makers, head teachers, researchers and academics around the world.
The Courage to Teach speaks to the joys and pains that teachers of every sort know well. Over the last 20 years, the book has helped countless educators reignite their passion, redirect their practice, and deal with the many pressures that accompany their vital work.
Enriched by a new Foreword from Diana Chapman Walsh, the book builds on a simple premise: good teaching can never be reduced to technique. Good teaching comes from the identity and integrity of the teacher, that core of self where intellect, emotion, and spirit converge—enabling 'live encounters' between teachers, students, and subjects that are the key to deep and lasting learning. Good teachers love learners, learning, and the teaching life in a way that builds trust with students and colleagues, animates their daily practice, and keeps them coming back tomorrow. Reclaim your own vision and purpose against the threat of burn-out Understand why good teaching cannot be reduced to technique alone Explore and practice the relational traits that good teachers have in common Learn how to forge learning connections with your students and "teach across the gap"
Whether used for personal study, book club exploration, or professional development, The Courage to Teach is rich with time-honored wisdom, and contemporary clarity about the ancient arts of teaching and learning.