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Education, Modernity, and Fractured Meaning
An indictment of the ideology of modernity, which has resulted in our leading incoherent and fragmented lives, Oliver and Gershmans book explores the profound paradigmatic differences that exist among the worlds people and describes a rich theory of knowing and being, commonly called process philosophy. The promise of process philosophy is in its potential to allow us to participate more fully in the flow of all of time and nature. But what does it mean for a teacher and student in the learning situation to have a process point of view? The authors also discuss many of the various implications in regard to language, space, power relationships, and time as they place process philosophy in the educational context.
The Hope for American School Reform
The Hope of American School Reform tells the story of the origins of the reform in science and math education. The book is drawn, in part, on new research from previously untapped archival sources. The aim of this work is to contribute to our understanding of a major effort to reform school curricula.
A Matter of Equality
The long-awaited autobiography of former Canadian Senator, lawyer, and outspoken spokesperson for diversity and minority advancement, detailing his life as a Black man working within the system to bring change to Nova Scotia and beyond.
Education, Modernity, and Fractured Meaning
An indictment of the ideology of modernity, which has resulted in our leading incoherent and fragmented lives, Oliver and Gershman's book explores the profound paradigmatic differences that exist among the world's people and describes a rich theory of knowing and being, commonly called "process philosophy." The promise of process philosophy is in its potential to allow us to participate more fully in the flow of all of time and nature. But what does it mean for a teacher and student in the learning situation to have a process point of view? The authors also discuss many of the various implications in regard to language, space, power relationships, and time as they place process philosophy in the educational context.
Transforming Congregations through Community
In this helpful book, Boyung Lee offers an encouraging vision of the mainline church’s future. Lee grapples with some of the greatest challenges facing the mainline church, offering compelling responses to recurring questions: What does faithfulness to the gospel look like in this changing world? What is our distinctive voice in the larger society? How does theological education have to change if it is to serve the needs of a new century? Lee argues that the church’s future is a promising one if the church can offer a richer and deeper definition of community—one that moves beyond the excessive individualism of western culture and that helps mainline Christians understand their solidarity with one another and with all of God’s people. Lee further explores the crucial role of faith formation at the congregational and seminary levels. More than mere schooling, theological education must engage all aspects of educators’ and students’ lives to prepare seminarians for the challenges that lie ahead. While not dismissing the mainline church’s challenges, Lee offers congregational leaders and seminary educators a vision of a church transformed for the 21st century.
Whitehead and Philosophy of Education
That process philosophy can be the foundation of the theory and practice of educating human beings is the main argument of this book. The process philosophy of Alfred North Whitehead (1861-1947) is the particular thinking on which this book is based. Readers are shown that Whitehead's process philosophy provides a frame, a conceptual matrix, that addresses their concerns about education and offers direction for their educative acts. Whitehead theorized that all living entities are connected in some way. Relatedness, connectedness, and holism are recurring themes in this exploration of Whitehead's implied philosophy of education. Whitehead never wrote a philosophy of education, but his writin...
Researching and Teaching Social Issues
(orginally published by Lexington Books, A division of Rowman & Littlefield) Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education is comprised of original personal essays in which notable teacher educators delineate the genesis and evolution of their thought and work vis-a-vis the teaching of social issues. In relating their personal stories, the authors were asked to discuss among other issues those individuals and/or scholarly works that have most influenced them and how, their own aspirations in the field, the frustrations they have faced, their perceptions of the field, their major contributions, and their current endeavors. Our ...
Handbook on Teaching Social Issues
There’s no book like this one for educators interested in issues-centered teaching. More than 40 experts have contributed articles offering comprehensive coverageof the field of social issues education. In addition to a full examination of objectives and methods, contributors show how social issues can be taught as part of history, geography, the social sciences, and global and environmental studies. The challenges of assessment, curriculum, and effective teacher education are fully explored. With its teaching ideas and useful resource section, this book is an indispensable addition to your library! Contributors include: Shirley Engle, Anna Ochoa-Becker, Jack Nelson, Carole Hahn, Byron Massialas, Jeff Passe, Jesus Garcia, Gloria Ladson-Billings, Merry Merryfield, Patricia Avery, Sam Totten, Bill Wraga, Walter Parker, and James Shaver.
