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Learning to Live Together Harmoniously
This book calls for an expanded vision of holistic education that emphasizes togetherness and harmony through the discovery of oneself, others, and the larger society. It brings together teachers’ voices, experiences, and practices for such an education with Southern Knowledge, philosophy and ideologies proposed by Indian philosophers and spiritual leaders like Aurobindo, the Dalai Lama, Gandhi, Krishnamurti, and Tagore. The book reconceptualizes and extends UNESCO's "Learning To Live Together" to emphasize "Learning to Live Together Harmoniously" (LTLTH) and develops a novel conceptual framework for it. The book also explores how LTLTH can be translated into practice; calling for a continuum of harmonious lived experiences created through experiential and project based pedagogy, systems and processes for autonomy and autonomous behaviour regulation, empathetic teacher student relations, schoolwide ethos of harmonious living, and teachers’ ways of living and being.
Innovations in Peace and Education Praxis
This edited collection brings together a series of conceptual explorations and practical case studies to illuminate a developing innovative praxis of transdisciplinary peace and education. Drawing on the work of the Cambridge Peace and Education Research Group as well as international scholars, this book responds to calls for transdisciplinary peace and education praxis and presents innovative examples of peace and education research practices, peace interventions in educational settings, and alternative ontologies in peace and education work. Foregrounding the concept of ‘second-order reflexivity’, the book prioritises the lived experiences and viewpoints of struggling populations regar...
Education for All in Times of Crisis
This book is a response to the loss of learning experienced by children and young people during the Covid-19 crisis. It examines the measures which were taken to fix the disruption of education and their limitations particularly in reaching marginalised groups. Drawing on data and experiences from around the world, the book examines education systems as ecosystems with interdependencies between many different components which need to be considered when change is contemplated. Chapters explore the challenges involved ensuring continuity of education for all learners in times of crisis and disruption and set out practical solutions that are relevant when preparing for natural disasters and disasters caused by humans as well as for climate change challenges and future pandemics. The focus throughout is on building the sustainability of learners’ education into education systems to ensure educational continuity for all learners in times of disruption and crisis. Including tools for planning, prompts for reflection, and future possibilities to consider, Education for All in Times of Crisis will be valuable reading for school leaders, educators and policy makers.
Guru Pi
Set during the first pivotal year of the Covid-19 pandemic, Guru Pi, a teacher, finds himself staying with a family in the UK. He embraces three challenges: reading a stack of books equal to his own height within a year, contemplating the vastness of a Googol (10100), and participating in a unique cultural interview. As Pi shares his eccentric ideas, some are welcomed while others are met with skepticism. This unexpected situation provides Pi with an opportunity to explore his life in ways he never thought possible. His world expands as he discovers the beauty of wildflowers, the wonder of birds, and other captivating aspects of nature. At its core, this novel celebrates the camaraderie among the characters at the Beck household and the diverse friends Pi makes at the local café, bars, and allotment. Through his eclectic reading and encounters with literary characters, Pi embarks on a transformative journey, ultimately embracing a profound shift in his personal philosophy.
Sardar Vallabhbhai Patel
Vallabhbhai had an interest in English language. Among his several wishes one of them was his carving of going to England. He wanted to learn English because it was the language of both business and government work. He wanted to go to England because after going there he wanted to see that what specialty did it held through which it had spread its empire so vast that there was no sunset in their empire. Apart from this his ambition of having higher education also would had been fulfilled only after going to England. His dream of going to England was very far but the dream of learning English language was just 7 miles away from his village Karmasad. English language was taught very nicely in village Petlad. He made up his mind for going there and at the same time convinced six other friends of his to go along with him. Other reason for Patel to leave Karasmad was that in his village school he had a conflict with one more teacher. Due to such nagging his studies were also being badly affected, with such situations he was very much upset.
Holistic Learning and Spirituality in Education
In Holistic Learning and Spirituality in Education, scholars from around the globe address the theory, practice, and poetics of holistic education. Some of the topics explored include educating the soul; partnership education; nourishing adolescents' spirituality; education and the modern assault on being human; the Eros of teaching; personal creativity as soul work; pedagogies of compassion; and meditation, masculinity, and meaningful life.
Realty and Building
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Whole Child Education
Public education is often viewed as dominated by an emphasis on test scores and narrowly defined parameters of performance and achievement. By contrast, John P. Miller's Whole Child Education fosters relationships between various forms of thinking, links body and mind, and recognizes the inner life of the child. Addressing issues of teaching, curriculum, the school, and teacher wellness, Miller presents three basic approaches (transmission, transaction, and transformation) that facilitate a connection with the whole student. Practical examples from teachers who have incorporated Miller's ideas into their own classrooms and description of Toronto's Whole Child School (founded in 2009) illustrate how the 'Whole Curriculum' can be implemented on both the small and large scale. Inspired by the powerful vision of Martin Luther King and his concept of the Beloved Community, Whole Child Education is a vehicle for building community through holistic education.
Edusemiotics
Edusemiotics addresses an emerging field of inquiry, educational semiotics, as a philosophy of and for education. Using "sign" as a unit of analysis, educational semiotics amalgamates philosophy, educational theory and semiotics. Edusemiotics draws on the intellectual legacy of such philosophers as John Dewey, Charles Sanders Peirce, Gilles Deleuze and others across Anglo-American and continental traditions. This volume investigates the specifics of semiotic knowledge structures and processes, exploring current dilemmas and debates regarding self-identity, learning, transformative and lifelong education, leadership and policy-making, and interrogating an important premise that still haunts c...
