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Educational Leadership in Times of Crisis: Insights from Great Figures in History
by Izhar OplatkaThis book aims to fill the gap in our knowledge about crisis management in schools, its particular characteristics, and strategies from a historical point of view. It combines knowledge about educational leadership with biographical narratives of great leaders in history who have faced a tremendous crisis successfully and from whom we can learn a lot about effective coping strategies in times of crisis. The leaders in the book represent different nations and organizations, facing political, military, economic or social crises. The book provides a deeper knowledge necessary for preparing for a possible crisis and for managing it in successful ways if it comes and adds novel insights into the field of educational administration and leadership in the twenty-first century.
The Educational Legacy of Woodrow Wilson: From College to Nation
by James AxtellIn The Educational Legacy of Woodrow Wilson, James Axtell brings together essays by eight leading historians and one historically minded political scientist to examine the long, formative academic phase of Wilson’s career and its connection to his relatively brief tenure in politics. Together, the essays provide a greatly revised picture of Wilson’s whole career and a deeply nuanced understanding of the evolution of his educational, political, and social philosophy and policies, the ordering of his values and priorities, and the seamless link between his academic and political lives. The contributors shed light on Wilson’s unexpected rise to the governorship of New Jersey and the presidency, and how he prepared for elective office through his long study of government and the practice of academic politics, which he deemed no less fierce than that of Washington. In both spheres he was enormously successful, propelling a string of progressive reforms through faculty and legislative forums. Only after he was beset by health problems and events beyond his control did he fail to push his academic and postwar agendas to their logical, idealistic conclusions.Contributors: James Axtell, College of William and Mary * Victoria Bissell Brown, Grinnell College * John Milton Cooper Jr., University of Wisconsin * Stanley N. Katz, Princeton University * W. Bruce Leslie, SUNY–Brockport * Adam R. Nelson, University of Wisconsin * Mark R. Nemec, Forrester Research * John R. Thelin, University of Kentucky * Trygve Throntveit, Harvard University
Educational Memory of Chinese Female Intellectuals in Early Twentieth Century
by Lijing JiangThis book studies three female Chinese intellectuals in the first half of the 20th century, namely Feng Yuanjun, Lu Yin, and Cheng Junying, the first graduates of Beijing Female Higher Normal College, which was the first-ever national higher educational institution for women in modern China. Combining narrative inquiry, life history, oral history, and psychohistory methods, it comprehensively explores the specific developmental paths and mental processes of the post-May Fourth female intellectuals, and examines the complex interrelationships between various factors including social, academic, gender, and educational evolution in the first half of the 20th century, and the emergence of modern Chinese female intellectuals.The book is highly recommended for all scholars, undergraduate and graduate students of modern Chinese history, gender and women’s studies, history of education, history of higher education, etc., and for all those who are interested in female Chinese intellectuals.
Educational Oases in the Desert: The Alliance Israelite Universelle's Girls' Schools in Ottoman Iraq, 1895-1915
by Jonathan SciarconDuring the late nineteenth and early twentieth centuries, the Alliance Israélite Universelle (AIU), a Paris-based Jewish organization, founded dozens of primary schools throughout the Middle East. Many were the first formal educational institutions for local Jewish children. In addition to providing secular education, the schools attempted to change local customs and "regenerate" or "uplift" communities. Educational Oases in the Desert explores the largely forgotten history of the AIU's schools for girls in Ottoman Iraq. Drawing on extensive archival research, Jonathan Sciarcon argues that teachers viewed female education through a gendered lens linked to their understanding of an ideal modern society. As the primary educators of children, women were seen as society's key agents of socialization. The AIU thus concluded that its boys' schools would never succeed in creating polished, westernized men so long as women remained uneducated, leading to the creation of schools for girls. Sciarcon shows how headmistresses acted not just as educators but also as models of modernity, trying to impart new moral and aesthetic norms onto students.
Educational Philosophy in the French Enlightenment: From Nature to Second Nature
by Natasha GillThough Emile is still considered the central pedagogical text of the French Enlightenment, a myriad of lesser-known thinkers paved the way for Rousseau's masterpiece. Natasha Gill traces the arc of these thinkers as they sought to reveal the correlation between early childhood experiences and the success or failure of social and political relations, and set the terms for the modern debate about the influence of nature and nurture in individual growth and collective life. Gill offers a comprehensive analysis of the rich cross-fertilization between educational and philosophical thought in the French Enlightenment. She begins by showing how in Some Thoughts Concerning Education John Locke set the stage for the French debate by transposing key themes from his philosophy into an educational context. Her treatment of the abbé Claude Fleury, the rector of the University of Paris Charles Rollin, and Swiss educator Jean-Pierre de Crousaz illustrates the extent to which early Enlightenment theorists reevaluated childhood and learning methods on the basis of sensationist psychology. Etienne-Gabriel Morelly, usually studied as a marginal thinker in the history of utopian thought, is here revealed as the most important precursor to Rousseau, and the first theorist to claim education as the vehicle through which individual liberation, social harmony and political unity could be achieved. Gill concludes with an analysis of the educational-philosophical dispute between Helvétius and Rousseau, and traces the influence of pedagogical theory on the political debate surrounding the expulsion of the Jesuits in 1762.
The Educational Philosophy of Luis Emilio Recabarren: Pioneering Working-Class Education in Latin America (Routledge Studies in Education, Neoliberalism, and Marxism)
by María Alicia RuedaThis text offers a unique philosophical and historical inquiry into the educational vision of Luis Emilio Recabarren, and his pivotal role in securing independent education for Chile’s working classes in the early 20th century. Through close analysis of the textual archives and press writings, The Educational Philosophy of Luis Emilio Recabarren offers comprehensive insight into Recabarren’s belief in education as essential to the empowerment, emancipation, and political independence of the working class, and emphasises the importance he placed on the education of workers through experiential learning in their organizations and press. By situating his work amongst broader political and educational movements occurring in Latin America in an era of imperialism, the text also demonstrates the progressive nature of Recabarren’s work and maps the development of his philosophy amid Socialist, Marxist, and Communist movements. Making an important contribution to our understanding of the aims and value of adult education in light of neoliberalism today, this text will be of interest to scholars, researchers, activists, and post-graduate students with an interest in education, social movements, and Latin America. The text also addresses key issues raised in studies of Recabarren and the history of education in Chile.
The Educational Philosophy of Mahatma Gandhi
by M. S. Patel“By education, I mean an all-round drawing out of the best in child and man—body, mind and spirit. Literacy is not the end of education nor even the beginning. It is one of the means whereby man and woman can be educated. Literacy in itself is no education.” … “the aim of education should be to develop to the full the potentialities of every child at school, in accord always with the general good of the community of which he is a member.” M. K. Gandhi
Educational Progressivism, Cultural Encounters and Reform in Japan (Progressive Education)
by Yoko Yamasaki Hiroyuki KunoEducational Progressivism, Cultural Encounters and Reform in Japan provides a critical analysis of educational initiatives, progressive ideas and developments in curriculum and pedagogy in Japan, from 1900 to the present day. Drawing on evidence of both cultural encounters and internal drivers for progressivism and reform, this book re-evaluates the history of Japanese education to help inform ongoing and future debates about education policy and practice worldwide. With contributions from Japanese scholars specialising in the history and philosophy of education and curriculum studies, chapters consider key collaborative improvements to teacher education, as well as group learning, ‘life education’, the creative arts and writing, and education for girls and women. The book examines Western influences, including John Dewey, Carleton Washburne and A. S. Neill, as well as Japan’s own progressive exports, such as holistic Zenjin education, Children’s Villages and Lesson Study, highlighting cultural encounters and progressive initiatives at both transnational and national levels. The chapters reflect on historical and political background, motivations, influences and the impact of Japanese progressive education. They also stimulate, through argument and critical discussion, a continuing discourse concerning principles, policy, politics and practices of education in an increasingly globalised society. A rigorous and critical study of the history of progressive education in Japan, this book will interest an international readership of academics, researchers and postgraduate students in the fields of progressive education, comparative education, social and cultural history, history of education, Japanese studies, curriculum studies, and the history of childhood.
Educational Reconstruction: African American Schools in the Urban South, 1865-1890
by Hilary GreenTracing the first two decades of state-funded African American schools, Educational Reconstruction addresses the ways in which black Richmonders, black Mobilians, and their white allies created, developed, and sustained a system of African American schools following the Civil War. Hilary Green proposes a new chronology in understanding postwar African American education, examining how urban African Americans demanded quality public schools from their new city and state partners. Revealing the significant gains made after the departure of the Freedmen’s Bureau, this study reevaluates African American higher education in terms of developing a cadre of public school educator-activists and highlights the centrality of urban African American protest in shaping educational decisions and policies in their respective cities and states.
Educational Reform: The Task of the Board of Education (Routledge Library Editions: Education)
by Fabian WareAs well as examining the history and contemporary state of primary and secondary education in England and Wales at the turn of the 19th Century, this volume provides comparative analyses of the education of Germany, Denmark and the British Empire (particularly India). Commercial, industrial and agricultural education is discussed, as is the training of teachers and methods of assessment.
Educational Reform in Post-Soviet Russia: Legacies and Prospects (Cummings Center Series #Vol. 20)
by Vera Kaplan Ben Eklof Larry E. HolmesThis volume consists of a collection of essays devoted to study of the most recent educational reform in Russia. In his first decree Boris Yeltsin proclaimed education a top priority of state policy. Yet the economic decline which accompanied the collapse of the Soviet Union dealt a crippling blow to reformist aspirations, and to the existing school system itself. The public lost faith in school reform and by the mid-1990s a reaction had set in. Nevertheless, large-scale changes have been effected in finance, structure, governance and curricula. At the same time, there has been a renewed and widespread appreciation for the positive aspects of the Soviet legacy in schooling.The essays presented here compare current educational reform to reforms of the past, analyze it in a broader cultural, political and social context, and study the shifts that have occurred at the different levels of schooling 'from political decision-making and changes in school administration to the rewriting textbooks and teachers' everyday problems. The authors are both Russian educators, who have played a leading role in implementation of the reform, and Western scholars, who have been studying it from its very early stages. Together, they formulate an intricate but cohesive picture, which is in keeping with the complex nature of the reform itself.Contributors: Kara Brown, (Indiana University) * Ben Eklof (Indiana University) * Isak D. Froumin, (World Bank, Moscow) * Larry E. Holmes (University of South Alabama) * Igor Ionov, (Russian History Institute of the Russian Academy of Sciences) * Viacheslav Karpov & Elena Lisovskaya, (Western Michigan University) * Vera Kaplan, (Tel Aviv University) * Stephen T. Kerr, (University of Washington) * James Muckle, (University of Nottingham) * Nadya Peterson, (Hunter College) * Scott Seregny, (Indiana University-Purdue University Indianapolis) * Alexander Shevyrev, (Moscow State University) * Janet G. Vaillant, (Harvard University)
Educational Resources in the British Empire: Examining Nineteenth Century Ireland and Literacy
by Tony Lyons Noel MoloneyThis book explores the impact of the Lesson Books of the National Board of Education in Ireland in the nineteenth century. The author contextualizes the books used in national schools as well as across the wider British Empire: in doing so, he highlights the influence of the religious, social, political and cultural realms of the time. Firmly grounding the volume in its historical context, the author goes on to explore the contemporary moral climate and social influences, including imperialism, morality, rote-learning and socialization. Through meticulous analysis of each Lesson Book, the author traces the evolution of education in Ireland as a reflection of contemporary society, as it changes and transforms in line with cultural, religious and social changes. This pioneering and comprehensive volume will be of interest and value to students and scholars of education in Ireland as well as education in the British Empire more widely.
Educationalization and Its Complexities: Religion, Politics, and Technology
by Rosa Bruno-JofréThis edited collection brings together scholars from Canadian and international institutions to discuss educationalization, a trend in modern societies that involves transferring social responsibilities onto the school system. This book brings a new dimension to the literature on educationalization by examining the concept in relation to Catholicism, Indigenous issues, the right to education, and historical studies grounded in both Canada and Chile. In these contributions, the book represents an attempt to both deepen the current discussion on the construction and use of educationalization as a concept as well as invite further exploration of this subject in relation to the increasing digitalization of life in the twenty-first century.
The Edumacation Book: Amazing Cocktail-Party Science to Impress Your Friends
by Andy McElfreshBoost your trivia knowledge with the Edumacation podcast&’s co-host and this expedition to the bizarre and extraordinary outskirts of scientific discovery Class is now in session with Professor Andy McElfresh (not a real professor), science aficionado and co-host of the Edumacation podcast with Kevin Smith. This is the book that gives you a crash course in Cocktail-Party Science, the strange and astonishing scientific facts that you&’ll want to share at all your social gatherings. Chapters explore the Four Chambers of Knowledge—The Sci, The Fi, The Why, and The Bye—and examine such tantalizing topics as:• Elevator Decapitations and a Deadly Wedgie• Bigfoot, Mermaids, and the Mongolian Death Worm• Dolphins Getting High Off Puffer Fish Toxin• Staggering Feats of Shaolin Monks• The Pentagon&’s Weaponized Heat Ray• Flying Cars, Real Telepathy, and Other Breakthroughs of Tomorrow and many more! Open this book and open your mind: You&’re about to get Edumacated!&“Edumacation is like peeking into Andy&’s fact-filled brain–each topic is silo-ed into rough categories packed to the brim with historical and scientific information…He litters the book with his funny banter and crunches large topics into more manageable, bite-sized pieces. Overall, this book reads less like a scientific tome and more like a conversation with your best friend. It&’s light, funny and you come out of it feeling good about yourself. You also pick up some neat trivia to share at parties!&”—Nerdophiles
Eduqas GCSE (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History: The Development of Germany, 1919-1991: The Development Of Germany 1919-1991
by Rob QuinnExam board: EduqasLevel: GCSESubject: HistoryFirst teaching: September 2016First exams: June 2018Endorsed by EduqasHelp every student to achieve their best, with bespoke support for Eduqas GCSE History from the leading History publisher for secondary schools.Structured around the key questions in the 2016 specification, this book:> Develops in-depth subject knowledge through clear and detailed coverage of the important issues, events and concepts> Builds students' historical skills and thinking as they progress through a range of activities and questions> Prepares students for assessment by providing step-by-step guidance and model answers for each question type> Increases understanding and enjoyment by including a rich variety of source material that brings the period to life
Eduqas GCSE (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History (9-1) History: The Development of Germany, 1919-1991: The Development Of Germany 1919-1991
by Rob QuinnExam board: EduqasLevel: GCSESubject: HistoryFirst teaching: September 2016First exams: June 2018Endorsed by EduqasHelp every student to achieve their best, with bespoke support for Eduqas GCSE History from the leading History publisher for secondary schools.Structured around the key questions in the 2016 specification, this book:> Develops in-depth subject knowledge through clear and detailed coverage of the important issues, events and concepts> Builds students' historical skills and thinking as they progress through a range of activities and questions> Prepares students for assessment by providing step-by-step guidance and model answers for each question type> Increases understanding and enjoyment by including a rich variety of source material that brings the period to life
Eduqas GCSE (9-1) History Changes in Crime and Punishment in Britain c.500 to the present day
by R. Paul Evans Rob QuinnExam board: EduqasLevel: GCSESubject: HistoryFirst teaching: September 2016First exams: June 2018Endorsed by EduqasHelp every student to achieve their best, with bespoke support for Eduqas GCSE History from the leading History publisher for secondary schools.Structured around the key questions in the 2016 specification, this book:> Develops in-depth subject knowledge through clear and detailed coverage of the important themes, perspectives and developments> Builds students' historical skills and thinking as they progress through a range of activities and questions> Prepares students for assessment by providing step-by-step guidance and model answers for each question type> Increases understanding and enjoyment by including a rich variety of source material that brings different periods to life
Eduqas GCSE (9-1) History Changes in Crime and Punishment in Britain c.500 to the present day
by R. Paul Evans Rob QuinnExam board: EduqasLevel: GCSESubject: HistoryFirst teaching: September 2016First exams: June 2018Endorsed by EduqasHelp every student to achieve their best, with bespoke support for Eduqas GCSE History from the leading History publisher for secondary schools.Structured around the key questions in the 2016 specification, this book:> Develops in-depth subject knowledge through clear and detailed coverage of the important themes, perspectives and developments> Builds students' historical skills and thinking as they progress through a range of activities and questions> Prepares students for assessment by providing step-by-step guidance and model answers for each question type> Increases understanding and enjoyment by including a rich variety of source material that brings different periods to life
Eduqas GCSE (9-1) History The USA (9-1) History The USA (9-1) History The USA (9-1) History The USA (9-1) History The USA (9-1) History The USA (9-1) History The USA (9-1) History The USA: A Nation of Contrasts 1910-1929: A Nation Of Contrasts 1910-1929
by John Wright Steve Waugh R. Paul Evans Rob QuinnExam board: EduqasLevel: GCSESubject: HistoryFirst teaching: September 2016First exams: June 2018Endorsed by EduqasHelp every student to achieve their best, with bespoke support for Eduqas GCSE History from the leading History publisher for secondary schools.Structured around the key questions in the 2016 specification, this book:> Develops in-depth subject knowledge through clear and detailed coverage of the important issues, events and concepts> Builds students' historical skills and thinking as they progress through a range of activities and questions> Prepares students for assessment by providing step-by-step guidance and model answers for each question type> Increases understanding and enjoyment by including a rich variety of source material that brings the period to life
Eduqas GCSE (9-1) History The USA (9-1) History The USA: A Nation of Contrasts 1910-1929: A Nation Of Contrasts 1910-1929
by Steve Waugh John Wright R. Paul Evans Rob QuinnExam board: EduqasLevel: GCSESubject: HistoryFirst teaching: September 2016First exams: June 2018Endorsed by EduqasHelp every student to achieve their best, with bespoke support for Eduqas GCSE History from the leading History publisher for secondary schools.Structured around the key questions in the 2016 specification, this book:> Develops in-depth subject knowledge through clear and detailed coverage of the important issues, events and concepts> Builds students' historical skills and thinking as they progress through a range of activities and questions> Prepares students for assessment by providing step-by-step guidance and model answers for each question type> Increases understanding and enjoyment by including a rich variety of source material that brings the period to life
EDV-Pionierleistungen bei komplexen Anwendungen
by Helmut SchröderDas Buch möchte die Leser in die Frühzeit der elektronischen Datenverarbeitung (EDV), nämlich die 50er, 60er und 70er Jahre des vorigen Jahrhunderts führen, an die sich heute noch sehr viele ehemalige EDV-Mitarbeiter "als Pioniere" gut und wohl auch gern erinnern werden. Wie kann man diese Zeitphase bezeichnen? Es war eine einmalige innovative Phase, durch gravierende technische Neuerungen wurde eine enorme Aufbruchstimmung ausgelöst. Für das Projekt "Automatisierung des Postscheck- und Postsparkassendienstes" werden die komplexen Entwicklungen dargestellt. Es war seinerzeit das EDV-Projekt mit dem größten Geschäftspotential eines einzelnen Kunden in Deutschland. Die elektronischen Datenverarbeitung (EDV) wurde zunächst geprägt von Großrechnern, die mathematische Aufgaben für Großforschungsinstitute und Universitäten als "Rechenknechte" lösten. Kommerzielle Anwendungn wurden durch zu langsame Ein-/Ausgabeeinheiten verhindert. Der Postminister Richard Stücklen entwickelte die Idee, eine automatisierte Lösung auch für seinen Postscheck- und Postsparkassendienst zu nutzen. Das Buch beschreibt die Erkundungsphase, das Umdenken von der Lochkarte zur Belegverarbeitung sowie die allgemeine Situation der Ausbildung und dem Bau von Rechenzentren. Aus der Entwicklungsphase bis ca. 1972 werden die Anwendungslösungen und Systemlösungen dargestellt und kommentiert. Pionierleistungen waren vor allem die zügige Automation des Postsparkassendienstes, die erste europaweite Kontenführung mit Belegverarbeitung im Postscheckdienst und der einzige Belegleser-Massentest mit Magnetschriften in Deutschland.
Edward Albee's Who's Afraid of Virginia Woolf? (The Fourth Wall)
by Michael Y. BennettEdward Albee’s Who’s Afraid of Virginia Woolf? shocked audiences and critics alike with its assault on decorum. At base though, the play is simply a love story: an examination of a long-wedded life, filled with the hopes, dreams, disappointments, and pain that accompany the passing of many years together. While the ethos of the play is tragicomic, it is the anachronistic, melodramatic secret object—the nonexistent "son"—that upends the audience’s sense of theatrical normalcy. The mean and vulgar bile spewed among the characters hides these elements, making it feel like something entirely "new." As Michael Y. Bennett reveals, the play is the same emperor, just wearing new clothes. In short, it is straight out of the grand tradition of living room drama: Ibsen, Chekhov, Glaspell, Hellmann, O’Neill, Wilder, Miller, Williams, and Albee.
Edward Bancroft: Scientist, Author, Spy
by Thomas J. SchaeperA man of as many names as motives, Edward Bancroft is a singular figure in the history of Revolutionary America. Born in Massachusetts in 1745, Bancroft moved to England as a young man in the 1760s and began building a respectable résumé as both a scientist and a man of letters. In recognition of his works in natural history, Bancroft was unanimously elected to the Royal Society, and while working to secure French aid for the American Revolution, he became a close associate of such luminaries as Benjamin Franklin, Silas Deane, and John Adams. Though lauded in his time as a staunch American patriot, when the British diplomatic archives were opened in the late nineteenth century, it was revealed that Bancroft led a secret life as a British agent acting against French and American interests. In this book, the first complete biography of Bancroft, historian Thomas J. Schaeper reveals the full extent of the agent's deception during the crucial years of the American Revolution. Operating under aliases, working in ciphers, and leaving coded messages in the trees of Paris's Tuileries Gardens, Bancroft filtered information from unsuspecting figures including Franklin and Deane back to his contacts in Britain, navigating a complicated web of political allegiances. Through Schaeper's keen analysis of Bancroft's correspondence and diplomatic records, this biography reveals whether Bancroft should ultimately be considered a traitor to America or a patriot to Britain.
Edward Blake: Irish Nationalist, A Canadian Statesman in Irish Politics
by Margaret A. BanksIn 1892, Edward Blake, ex-Premier of Ontario and former leader of the Liberal party in the Canadian House of Common, was invited by the Irish parliamentary party to stand for election in the British Parliament. This surprising invitation grew out of the conflicts of the Irish "Home Rule" controversy, then a critical issue in British politics. When Blake abandoned the Canadian political scene he had just severed connections with the Liberal party, which he had served as Minister of justice in the only federal Liberal administration down to 1896, and as Leader of the Opposition from 1880 to 1887. Irish Home Rule was a cause which engaged the sympathies of Liberals all over the British Empire, and although Blake intended to return permanently to Canada, he remained a member of the British Parliament, devoting ceaseless efforts to the Irish interest, until illness forced his retirement in 1907.Up to the present time, little attention has been given by either Irish or Canadian historians to the Irish career of Edward Blake. It spanned the years of failure and frustration which stretched between the spectacular period of Gladstone and Parnell to the excitements of the third Home Rule Bill, the Ulster resistance, and the Sinn Fein movement. Although Blake declined much part in parliamentary debate during these arid years, he played a vital and unappreciated role in the inner discussions and struggles of the Irish Nationalist movement. Blake was not only a statesman of blameless reputation, but a constitutional authority whose superior abilities were lying unused in Canada after Confederation. He brought to the Irish party a cool judgment, and a consciousness of the role of statesmanship in politics, which won the highest respect of all its leaders, including McCarthy and Redmond.Dr. Banks has made a searching assessment of Blake's historical position: the reason why, in the eyes of his contemporaries, he never attained the political status which he merited, and the basis for the enormous respect which he was accorded by all who worked with him in the inner circles of the party. It is an informative account, based on careful research, of an enigmatic figure in Canadian politics, whose career encountered unequalled frustrations and discouragement, but whom Sir Wilfrid Laurier unhesitatingly termed "the most powerful intellectual force in Canadian political history." Of interest to everyone concerned with Irish and Imperial problems, it will merit the attention of political analysts and historians alike.
Edward Bond: A Critical Study
by Peter BillinghamThis new study of one of Britain's greatest modern playwrights represents the first major, extended discussion of Edward Bond's work in over twenty years. The book combines rigorous and stimulating analysis and discussion of Bond's plays and ideas about drama and society. For the first time, there is also discussion of selected plays from his later, post-2000 period, including Innocence and Have I None, alongside explorations of widely studied plays such as Saved.