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Social Reconstruction Learning
This volume argues that educational problems have their basis in an ideology of binary opposites often referred to as dualism, which is deeply embedded in all aspects of Western society and philosophy, and that it is partly because mainstream schooling incorporates dualism that it is unable to facilitate the thinking skills, dispositions and understandings necessary for autonomy, democratic citizenship and leading a meaningful life. Drawing on the philosophy of John Dewey, feminist pragmatism, Matthew Lipman’s Philosophy for Children program, and the service learning movement, Bleazby proposes an approach to schooling termed "social reconstruction learning," in which students engage in philosophical inquiries with members of their community in order to reconstruct real social problems, arguing that this pedagogy can better facilitate independent thinking, imaginativeness, emotional intelligence, autonomy, and active citizenship.
Foundations of Education
Ideas about education have consequences. This book, edited by Matthew Etherington, provides readers with ideas and insights drawn from fifteen international scholars in Christian thought within the fields of philosophy, theology, and education. Each author responds to the philosophical, historical, and sociological challenges that confront their particular line of educational inquiry. The authors offer a view of Christian education that promotes truth, human dignity, peace, love, diversity, and justice. The book critically analyzes public discourse on education, including the wisdom, actions, recommendations, and controversies of Christian education in the twenty-first century. This timely book will appeal to those concerned with Christian perspectives on education, Aboriginality, gender, history, evangelism, secularism, constructivism, purpose, hope, school choice, and community.
DACAS
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Children's Understanding of Death
In order to understand how adults deal with children's questions about death, we must examine how children understand death, as well as the broader society's conceptions of death, the tensions between biological and supernatural views of death, and theories on how children should be taught about death. This collection of essays comprehensively examines children's ideas about death, both biological and religious. Written by specialists from developmental psychology, pediatrics, philosophy, anthropology, and legal studies, it offers a truly interdisciplinary approach to the topic. The volume examines different conceptions of death and their impact on children's cognitive and emotional development and will be useful for courses in developmental psychology, clinical psychology, and certain education courses, as well as philosophy classes - especially in ethics and epistemology. This collection will be of particular interest to researchers and practitioners in psychology, medical workers, and educators - both parents and teachers
Statement of Disbursements of the House
Covers receipts and expenditures of appropriations and other funds.
Race, Racism, and Reparations
If affirmative action and other ethnicity-based social programs are justified, then J. Angelo Corlett believes it is important to come to an adequate understanding of the nature of ethnicity in general and ethnic group membership in particular. In Race, Racism, and Reparations, Corlett reconceptualizes traditional ideas of race in terms of ethnicity. As he makes clear, the answers to the questions "What is a Native American"? or "What is a Latino/a"? have important implications for public policy, especially for those programs designed to address historic injustices and economic and social imbalances among different groups in our society. Having supplanted "race" with a well-defined concept o...
