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Education at War

The Fight for Students of Color in America's Public Schools

Arshad Imtiaz Ali

Education at War: The Fight for Students of Color in America's Public Schools, attempts to shape educational research and practice to more explicitly consider the relationship between education, capitalism and war, and more specifically, its’ impact on students of color. The authors, as a whole, contend that the contemporary specter of war has become a central way that racism and materialism become manifested and practiced within education. In particular, this collection asserts that the contemporary neoliberal characterization of education and school-based reform is situated within the global political economy that has facilitated a growth in the prison and military industrial complex, and simultaneous divestment in education domestically within the U.S.

Education at War attempts to make research relevant by bringing the tensions within young people’s lives to the fore. The heavy shadow cast by recent U.S. led wars re-organizes the sites of learning and teaching nationally, as well as differentially, within specific sites and upon particular communities. Nonetheless, the examination of this context is not enough. Rather, we consider how such a contemporary context can facilitate educational spaces for communities and youth to grow their vision for a different, and hopefully a more humanizing future. Thus, the book contributors will collectively explore how resistance can produce the opportunity for rich, diverse and transformative learning for marginalized students and communities.

The lives of People of Color are the forefront of Education at War: The Fight for Students of Color in America's Public Schools. Whereas there are many attempts to theorize about the global implications of war, less attention is paid to the ways that war shapes young lives in the U.S., particularly in an educational context. The book addresses the absence of youth-centered discussions regarding education during a political context of neoliberalism and war, and provides important perspectives on which to ground critical discussions among students and families, education scholars and practitioners, and policymakers.

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Education for Democracy

Essays and Addresses

John Johnston

Education for Democracy was first published in 1934. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.“The Greek ideal of the citizen realizing himself in the state” is the heart of Dean Johnston’s philosophy developed in this book. He is concerned not merely with education, but with our current economic, political, social, and ethical problems, which education directed toward service to the state may help to solve.This is a book in which an ideal rather than a theory of education is clearly stated at the beginning, and developed like a theme in music. The author, speaking from a long and varied experience as scientist, teacher, and college administrator, sees the only hope of a future democratic state in the selection and training of competent and unselfish leaders.This selection, he firmly believes, is the task of the schools and especially of the colleges. By “selection” he means – he is careful to point out – not the exclusion of any capable person from higher education, but a careful fitting of every individual for the occupation in which he will be most happy and will render the best service to society.The papers collected here all deal with some variation of this theme. They draw up a striking indictment of many current educational practices, while pointing the way, as this prominent educator sees it, toward the alleviation of that “social manic-depressive insanity” with which our civilization is now afflicted.

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Education for Tragedy

Essays in Disenchanted Hope for Modern Man

Kenneth D. Benne

A distinguished educator and social critic here considers the demands put upon democratic and progressive policies in education, which remains, he believes, man's strongest hope for creating new bases for human values in an age of change and cultural crisis. The importance of human worth and individual advancement, within communities and varied age demographics, is analyzed.

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End Of Education

Toward Posthumanism

William Spanos

“A powerful argument against and brilliant analysis of the liberal humanist project.” --Peter McLaren

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The End of the World and Other Teachable Moments

Jacques Derrida's Final Seminar

Michael Naas

The End of the World and Other Teachable Moments follows the remarkable itinerary of Jacques Derrida’s final seminar, The Beast and the Sovereign (2001–3), as the explicit themes of the seminar—namely, sovereignty and the question of the animal—come to be supplemented and interrupted by questions of death, mourning, survival, the archive, and, especially, the end of the world. _x000B__x000B_The book begins with Derrida’s analyses, in the first year of the seminar, of the question of the animal in the context of his other published works on the same subject. It then follows Derrida through the second year of the seminar, presented in Paris from December 2002 to March 2003, as a very different tone begins to make itself heard, one that wavers between melancholy and an extraordinary lucidity with regard to the end. Focusing the entire year on just two works, Daniel Defoe’s Robinson Crusoe and Martin Heidegger’s seminar of 1929–30, The Fundamental Concepts of Metaphysics, the seminar comes to be dominated by questions of the end of the world and of an originary violence that at once gives rise to and effaces all things. _x000B__x000B_The End of the World and Other Teachable Moments follows Derrida as he responds from week to week to these emerging questions, as well as to important events unfolding around him, both world events—the aftermath of 9/11, the American invasion of Iraq—and more personal ones, from the death of Maurice Blanchot to intimations of his own death fewer than two years away. All this, the book concludes, makes this final seminar an absolutely unique work in Derrida’s corpus, one that both speaks of death as the end of the world and itself now testifies to that end—just one, though hardly the least, of its many teachable moments.

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Engaging Young People in Civic Life

Edited by James Youniss and Peter Levine

The myth of generations of disengaged youth has been shattered by increases in youth turnout in the 2004, 2006, and 2008 primaries. Young Americans are responsive to effective outreach efforts, and this collection addresses how to best provide opportunities for enhancing civic learning and forming lasting civic identities. The thirteen original essays are based on research in schools and in settings beyond the schoolyard where civic life is experienced. One focus is on programs for those schools in poor communities that tend to overlook civic education. Another chapter reports on how two city governments--Hampton, Virginia, and San Francisco—have invited youth to participate on boards and in agencies. A cluster of chapters focuses on the civic education programs in Canada and Western Europe, where, as in the United States, immigration and income inequality raise challenges to civic life.

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Engineering and Social Justice

In the University and Beyond

Edited by Caroline Baillie, Alice Pawley, and Donna Riley

An increasing number of researchers and educators in the field of engineering wish to integrate considerations of social justice into their work and practice. In this volume, an international team of authors, from a range of disciplinary backgrounds, invite scholars to think and teach in new ways that acknowledge the social, as well as technical, impact engineering can have on our world and that open possibilities for social justice movements to help shape engineering/technology. The book examines three areas of an engineering academic’s professional role: teaching, research, and community engagement. Some of the authors have created classes to help students think through their roles as engineering practitioners in a changing society, and present case studies here. They also explore questions of access to engineering education. Others contributors are focusing their research on improving the lives of the marginalized and powerless. Yet others are engaging local groups and exploring ways in which universities might serve their communities and in which academic institutions can themselves be more socially just. The contributors take a broad social and ecological justice perspective to critique existing practices and explore alternatives. The result is a handbook for all scholars of engineering who think beyond the technical elements of their field, and an essential reader for anyone who believes in the transformative power of the discipline.

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Engineering in Pre-College Settings

Synthesizing Research, Policy, and Practices

Edited by Senay Purzer, Johannes Strobel, and Monica Cardella

In science, technology, engineering, and mathematics (STEM) education in pre-college, engineering is not the silent “e” anymore. There is an accelerated interest in teaching engineering in all grade levels. Structured engineering programs are emerging in schools as well as in out-of-school settings. Over the last ten years, the number of states in the US including engineering in their K-12 standards has tripled, and this trend will continue to grow with the adoption of the Next Generation Science Standards. The interest in pre-college engineering education stems from three different motivations. First, from a workforce pipeline or pathway perspective, researchers and practitioners are interested in understanding precursors, influential and motivational factors, and the progression of engineering thinking. Second, from a general societal perspective, technological literacy and understanding of the role of engineering and technology is becoming increasingly important for the general populace, and it is more imperative to foster this understanding from a younger age. Third, from a STEM integration and education perspective, engineering processes are used as a context to teach science and math concepts. This book addresses each of these motivations and the diverse means used to engage with them. Designed to be a source of background and inspiration for researchers and practitioners alike, this volume includes contributions on policy, synthesis studies, and research studies to catalyze and inform current efforts to improve pre-college engineering education. The book explores teacher learning and practices, as well as how student learning occurs in both formal settings, such as classrooms, and informal settings, such as homes and museums. This volume also includes chapters on assessing design and creativity.

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Essential Readings in Problem-Based Learning

Exploring and Extending the Legacy of Howard S. Barrows

Edited by Andrew Walker, Heather Leary, Cindy Hmelo-Silver, and Peggy Ertmer

Like most good educational interventions, problem-based learning (PBL) did not grow out of theory, but out of a practical problem. Medical students were bored, dropping out, and unable to apply what they had learned in lectures to their practical experiences a couple of years later. Neurologist Howard S. Barrows reversed the sequence, presenting students with patient problems to solve in small groups and requiring them to seek relevant knowledge in an effort to solve those problems. Out of his work, PBL was born. The application of PBL approaches has now spread far beyond medical education. Today, PBL is used at levels from elementary school to adult education, in disciplines ranging across the humanities and sciences, and in both academic and corporate settings. This book aims to take stock of developments in the field and to bridge the gap between practice and the theoretical tradition, originated by Barrows, that underlies PBL techniques. The book is divided into four sections, each containing contributions by leaders in the field. Chapters in the first section focus on the structure of PBL and the critical elements of the approach. Articulating the underlying problems to be addressed, the role of facilitators, and the process to be followed in achieving a successful PBL intervention are all discussed. The second section explores how PBL has been adapted to function in areas outside medicine, from climate science to teacher education, while the third section explores how the methodology has been combined with other approaches to teaching and learning, such as learning by design and project-based learning. The fourth section assesses the impact of PBL techniques on improving both research and teaching. An epilogue speculates about the future of PBL, synthesizing contributions from the previous chapters and suggesting key themes for further exploration.

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Fear

Across the Disciplines

Edited by Jan Plamper and Benjamin Lazier

This volume provides a cross-disciplinary examination of fear, that most unruly of our emotions, by offering a broad survey of the psychological, biological, and philosophical basis of fear in historical and contemporary contexts. The contributors, leading figures in clinical psychology, neuroscience, the social sciences, and the humanities, consider categories of intentionality, temporality, admixture, spectacle, and politics in evaluating conceptions of fear. Individual chapters treat manifestations of fear in the mass panic of the stock market crash of 1929, as spectacle in warfare and in horror films, and as a political tool to justify security measures in the wake of terrorist acts. They also describe the biological and evolutionary roots of fear, fear as innate versus learned behavior in both humans and animals, and conceptions of human “passions” and their self-mastery from late antiquity to the early modern era. Additionally, the contributors examine theories of intentional and non-intentional reactivity, the process of fear-memory coding, and contemporary psychology’s emphasis on anxiety disorders. Overall, the authors point to fear as a dense and variable web of responses to external and internal stimuli. Our thinking about these reactions is just as complex. In response, this volume opens a dialogue between science and the humanities to afford a more complete view of an emotion that has shaped human behavior since time immemorial.

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