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A Critical Dictionary of Jungian Analysis
The language of Jung's writings, and of analytical psychology generally, is sometimes difficult to understand. This guide, in dictionary format, combines scholarship and historical accuracy with a stimulating, critical attitude.
Teaching Philosophy in Europe and North America
Esta publicación se basa en el estudio publicado por la UNESCO en 2007 "Filosofía, una escuela de libertad". Refleja los debates de la reunión celebrada en Milán en febrero de 2011 que permitieron avanzar sobre los retos planteados en ese estudio. Se diseñaron Recomendaciones sobre enseñanza de la filosofía a nivel regional dirigidas a los Estados Miembros, Comisiones Nacionales de la UNESCO y Comisión Europea, así como a profesores de filosofía, estudiosos y miembros de la sociedad civil. Estas Recomendaciones se incluyen en las pp. 76-83 de la publicación.
Śpiewy historyczne
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Filozofuj! 2023 nr 3 (51) (maj-czerwiec)
Spis treści numeru Filozofia blockchaina: Sieć 3.0 jako technologia transformacyjna > Krzysztof Saja Blockchain jest pierwszą technologiczną odpowiedzią na fundamentalny problem, z którym zmagali się filozofowie polityki oraz przedstawiciele teorii gier. Chodzi o kwestię koordynacji zachowań wśród anonimowych uczestników interakcji, którzy nie mogą sobie zaufać – problem karania i eliminowania oszustów bez konieczności centralizacji i oddawania władzy „pośrednikom zaufania”, którzy, prędzej czy później, wykorzystują tę władzę dla swoich korzyści. Muzeum Historii Kryptowalut > Mateusz Dyrda Mamy 13 maja 2133 r. Zapraszamy do odwiedzenia nowo otwartego Muzeum ...
School and Society
This widely used text has been expanded to include the most important issues in contemporary schooling, including: New end-of-chapter sections for Further Reading. New references added to the useful Additional Resources section. School and Society, Fifth Edition uses realistic case studies, dialogues, and open-ended questions designed to stimulate thinking about problems related to school and society, including curriculum reform, social justice, and competing forms of research. Written in a style that speaks directly to today’s educator, this book tackles such crucial questions as: Do schools socialize students to become productive workers? • Does schooling reproduce social class and pas...
Hard Questions on Global Educational Change
This new book, from internationally renowned education scholar Pasi Sahlberg and his colleagues, focuses on some of the most controversial issues in contemporary education reform around the world. Each educational change question sheds much-needed light on todays large-scale education policies and related reforms around the world. The authors focus on what makes each question globally significant, what we know from international research, and what can be inferred from benchmark evidence. The final chapter offers a model for policymakers with implications for teaching, learning, and schooling overall.
Russian Media Challenge
Press, radio, and television - the media of mass communication - were the main vehicles of glasnost which augured perestroika in the mid-1980s. The media have continued to play a crucial role in Russian developments throughout the transition period, while the media themselves have undergone a drastic change. This change parallels what happened in the other post-socialist countries, but in many respect the Russian media present a unique case.
Norms in Human Development
The distinction between norms and facts is long-standing in providing a challenge for psychology. Norms exist as directives, commands, rules, customs and ideals, playing a constitutive role in human action and thought. Norms lay down 'what has to be' (the necessary, possible or impossible) and 'what has to be done' (the obligatory, the permitted or the forbidden) and so go beyond the 'is' of causality. During two millennia, norms made an essential contribution to accounts of the mind, yet the twentieth century witnessed an abrupt change in the science of psychology where norms were typically either excluded altogether or reduced to causes. The central argument in this book is twofold. Firstly, the approach in twentieth-century psychology is flawed. Secondly, norms operating interdependently with causes can be investigated empirically and theoretically in cognition, culture and morality. Human development is a norm-laden process.
