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Education for Sustainable Happiness and Well-Being
by Catherine O'BrienIn this innovative and cogent presentation of her concept of sustainable happiness, Catherine O’Brien outlines how the leading recommendations for transforming education can be integrated within a vision of well-being for all. Solution-focused, the book demonstrates how aspects of this vision are already being realized, and the potential for accelerating education transitions that enable people and ecosystems to flourish. Each chapter assists educators to understand how to apply the lessons learned, both personally and professionally. The aim is to support educators to experience themselves as change-makers with growing confidence to implement new teaching strategies and inspire their students to become change-makers as well—engaged in deep learning that develops character, connections with life, and invigorating collaborations that revitalize the very purpose of education.
Education for Sustainable Peace and Conflict Resilient Communities
by Borislava ManojlovicThis book articulates a practice and theory of education that aims to facilitate the emergence of sustainable peace and conflict-resilient communities in societies plagued by conflict. It does so by examining the agency of conflict-resilient communities and the dynamic processes of their interactions with larger societal structure. Although education is seen as a human right, the design of education policies, schooling models and curricula has primarily been the prerogative of elites, be they governments, academics or international actors. This book argues for a different approach to education, contending for more inclusivity and open deliberation in modeling education frameworks. Drawing on case studies and interviews with practitioners, scholars, activists, and policymakers, it applies the lenses of conflict resolution to a variety of education issues within fragile societies.
Education for Wicked Problems and the Reconciliation of Opposites: A theory of bi-relational development
by Raoul J. AdamThe recognition and reconciliation of ‘opposites’ lies at the heart of our most personal and global problems and is arguably one of the most neglected developmental tasks of Western education. Such problems are ‘wicked’ in the sense that they involve real-life decisions that have to be made in rapidly changing contexts involving irreducible tensions and paradoxes. By exploring our human tendency to bifurcate the universe, Education for Wicked Problems & the Reconciliation of Opposites proposes a way to recognise and (re)solve some of our most wicked problems. Applying an original theory of bi-relational development to wicked problems, Adam proposes that our everyday ways of knowing and being can be powerfully located and understood in terms of the creation, emergence, opposition, convergence, collapse and trans-position of dyadic constituents such as nature/culture, conservative/liberal and spirit/matter. He uses this approach to frame key debates in and across domains of knowledge and to offer new perspectives on three of the most profound and related problems of the twenty-first century: globalisation, sustainability and secularisation. This book is a comprehensive study of dyads and dyadic relationships and provides a multidisciplinary and original approach to human development in the face of wicked problems. It will be of great interest to students and academics in education and psychosocial development as well as professionals across a range of fields looking for new ways to recognise and (re)solve the wicked problems that characterise their professions.
Education, Globilization and Social Change
by Hugh Lauder Phillip Brown Jo-Anne Dillabough A. H. HalseyEducation is seen as central to economic competitiveness, the reduction of poverty and inequality, and environmental sustainability. This book is an invaluable collection of key readings, with particular reference to globalization, for anyone concerned with the study of education at a time of major economic and social change.
Education in a New Society: Renewing the Sociology of Education
by Jal Mehta Scott DaviesIn recent decades, sociology of education has been dominated by quantitative analyses of race, class, and gender gaps in educational achievement. And while there’s no question that such work is important, it leaves a lot of other fruitful areas of inquiry unstudied. This book takes that problem seriously, considering the way the field has developed since the 1960s and arguing powerfully for its renewal. The sociology of education, the contributors show, largely works with themes, concepts, and theories that were generated decades ago, even as both the actual world of education and the discipline of sociology have changed considerably. The moment has come, they argue, to break free of the past and begin asking new questions and developing new programs of empirical study. Both rallying cry and road map, Education in a New Society will galvanize the field.
Education in an Age of Lies and Fake News: Regaining a Love of Truth (Routledge International Studies in the Philosophy of Education)
by Jānis John Tālivaldis Ozoliņš João J. Vila-ChãThe ‘post-truth’ world in which we live has been beset by fake news, lies and a cavalier disregard for truth. If truth is neglected then an alternative is an appeal to the emotions in order to validate a particular position, which can quickly turn to the use of power to impose a particular view. The loss of truth results in the loss of freedom. This book contends that if we want to preserve our freedom then we have a serious obligation to pursue truth. One way to do this is through an adequate moral education. Education in an Age of Lies and Fake News: Regaining a Love of Truth makes an argument for the importance of truth. It explores how we can retrieve the concept of truth and how moral education can be deployed in order to re-establish a commitment to truth. It introduces Eastern perspectives on the question of truth and how we view reality, and presents a realist position on the nature of truth as a counter to scepticism, drawing on Augustine and Thomas Aquinas, amongst others. Further, the chapters are mindful of the significance of developing a pedagogy which not only enables students to be critical thinkers, but to foster a genuine concern for truth and for its pursuit. This book will be essential reading for students, educators, philosophers and researchers pursuing the question of truth in the modern age.
Education in an Age of Nihilism: Education and Moral Standards
by Nigel Blake Paul Smeyers Richard Smith Paul StandishThis book addresses concerns about educational and moral standards in a world increasingly characterised by nihilism. On the one hand there is widespread anxiety that standards are falling; on the other, new machinery of accountability and inspection to show that they are not. The authors in this book state that we cannot avoid nihilism if we are simply laissez-faire about values, neither can we reduce them to standards of performance, nor must we return to traditional values. They state that we need to create a new set of values based on a critical assessment of contemporary practice in the light of a number of philosophical texts that address the question of nihilism, including the work of Nietzsche.
Education in Central Asia: A Kaleidoscope of Challenges and Opportunities (Education, Equity, Economy #8)
by Denise EgéaThis book brings together internationally prominent scholars renowned for their work on post-Soviet republics, as well as outstanding emerging scholars native of Central Asia in order to discuss the state of education in the Central Asian Republics of Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, and Uzbekistan. Drawing on their individual contexts and research, the authors offer analyses and critiques of some of the social, political, and economic issues in education in their respective countries, and some insights about how local actions engage with the challenges and problems, as well as with the possibilities and opportunities they face. Since gaining their independence in 1991, the five republics of Central Asia have been undergoing some enormous political, social, linguistic, cultural, and economic changes, even as we write. This collection shows that researchers are increasingly interested in exploring the development of education in this part of the world. In these countries, education plays a significant role in transitioning from centrally planned to market economies and is seen as the key resource to facilitate entry into the global competitiveness sphere. This book will be of particular interest to educators, researchers, and policy makers engaged in research or with a particular interest in curricula, and education systems and reforms, and to undergraduate and graduate students studying and researching education in Central Asia or in other post-Soviet contexts.
Education in China and the World: Achievements and Contemporary Issues
by Niancai Liu Zhuolin Feng Qi WangThis open access book provides a comprehensive overview of education in China, covering 12 critical topics including basic education, higher education, professional education, STEM (Science, Technology, Engineering, and Mathematics) education, mental health education, and international education and excellence initiatives. Drawing from current research, theoretical literature, and real-life stories, this book examines the developmental trajectories, achievements, and best practices in the above-mentioned topics, to reflect realities of education transformation in China. It also incorporates a global comparison of key indicators to explore strengths of and gaps in Chinese education with its global counterparts. Setting its context in an ever-changing world, this book intends to explore conceptual support to develop “a modern education system with Chinese features and world standards”, to provide implications for further developing quality education in all sectors, and to promote understanding and inspire critical discussion on education development in China and around the world. This book serves as a valuable resource for students, scholars, and policy makers in the field of education studies, as well as for the general public who are interested in Chinese education.
Education in Computer Generated Environments (Routledge Research in Education #104)
by Sara de FreitasThis book examines the implications of computer-generated learning for curriculum design, epistemology, and pedagogy, exploring the ways these technologies transform the relationship between knowledge and learning, and between teachers and students. It argues that these technologies and practices have the potential to refocus on the human factors that are at the center of the learning process.
An Education in 'Evil': Implications for Curriculum, Pedagogy, and Beyond (Palgrave Studies in Educational Futures)
by Cathryn van KesselThis book asserts that engaging with divergent understandings about the nature of evil and how it functions can help those interested in education think through issues in curriculum, pedagogy, and beyond. The author provokes thinking about and through the concept of evil in the spirit of thoughtful education (as opposed to thoughtless schooling) toward how we might live together in less harmful ways. Although thinking about evil can be uncomfortable and troubling, such inquiries help us explore what sort of relations we want to have with others. Analyzing our role in evil as humans, as well as our responsibilities to counter the processes of evil present in our everyday lives, opens up a potential to foster radical thought in and out of the classroom.
Education in Indonesia: Critical Perspectives on Equity and Social Justice (Education in the Asia-Pacific Region: Issues, Concerns and Prospects #70)
by Zulfa Sakhiyya Teguh Wijaya MulyaThis book offers a critical analysis on Indonesian education by drawing from various critical perspectives and theoretical frameworks to explore persistent challenges and social inequality problems in the education sector. Critical perspectives are important to reveal how education is not a neutral, mechanistic process of cultivating the knowledge and skills of future generation. Instead, it is a battleground in which competing visions, ideologies, discourses, religious values, and political interests struggle for dominance in a given society. In each of the sections, contributors draw upon specific case studies and employ critical theories to analyze power relations or to identify and destabilize underlying structures, dominant discourses, hegemonic knowledge, policies, or practices. Some authors also highlight data evidencing inequities, inequalities, or injustices in Indonesian education system. As a handbook, the emphasis on critical perspectives is useful to identify and evaluate the ‘blind spots’ of dominant policy discourses and their pedagogical consequences. The plurality of critical approaches also means that this book is necessarily multidisciplinary. A unique feature of this book is the fact that most authors are Indonesian academics who bring with them tacit knowledge of practices and issues. Overall, this book enriches the literature by bringing together different disciplinary perspectives such as political science, psychology, international relations, economics, and linguistics to critically examine important issues related to education in Indonesia.
Education in Israel ILS 222 (International Library of Sociology)
by Joseph S. BentwichThis is Volume IX of twenty-eight in a series of on the Sociology of Education. Originally published in 1965, this book looks at the various forms of education in Israel, their present organisation and curriculum.
Education in Post-Conflict Transition
by Gorana Ognjenović Jasna JozelićThis book offers vivid insights into policies of religious education in schools since the series of wars in former Yugoslavia in the 1990's. It traces the segregation among members of different ethnic groups in Slovenia, Bosnia-Herzegovina, Croatia, and Serbia, which has never been greater or more systematic. It aims to be a necessary step in understanding the origins of this systematic segregation and how it is reproduced in educational practice, asserting that the politicization of religion in the school textbooks is one of the motors responsible for the ongoing ethnic segregation. It also deals with complex aspects of this issue, such as the general situation of religion in the different countries, the social position of churches, the issues of gender, the reconciliation after the Yugoslav Wars, and the integration of the EU.
Education In Rural America: A Reassessment Of Conventional Wisdom
by Jonathan P. SherIndifference has not always characterized American attitudes toward rural children, nor has neglect always been the cornerstone of state and federal policy toward rural education. Indeed, for nearly a century there was an avid and influential—though ultimately ineffective—rural school reform movement in the United States. But in recent years, rural education has become a "skeleton in the closet" of the education profession. More than 14 million children attend rural schools that receive only minuscule amounts of the nation s financial resources and professional attention. The authors of this book carefully analyze the beliefs, assumptions, policies, and practices that have shaped and continue to shape education in rural America, concluding that conventional wisdom in rural education has proved to be considerably more conventional than wise. They offer pragmatic suggestions for changes in rural schools, in educational policy, and in programs designed for rural communities. As Robert Coles tells us in his Foreword to the book, they "give us clear, strong, uncluttered prose—a good sign that they are able to offer sensible, honest, unpretentious suggestions and useful ideas. They give us. . .a social history that enables perspective . . . and [they give us] practical, well-argued suggestions for a public policy both humane and capable of realization for our rural areas."
Education in Sport and Physical Activity: Future Directions and Global Perspectives
by Karen PetrySport and physical activity are embedded in our education systems and in wider society. This book takes the broadest possible look at this topic, across every key discipline and on different continents, opening up important new directions for the future development of sport and physical activity education. The book examines education in sport coaching, sport management, PE teacher training, physical activity and health promotion, and the emerging discipline of outdoor studies, considering how trends such as globalisation, digitalisation, and privatisation are having a profound impact on education programs. It identifies some of the most important societal issues that must be addressed by sport and physical activity educators, including healthy lifestyles, inequality, intercultural aspects, human rights, and emerging technologies, and looks at how sport and physical activity education in Europe, North America, Latin America, Asia, and Australasia is evolving to meet these challenges. Designed to invite self-reflection, to provoke debate and to open up new cross-disciplinary and international perspectives within sports organisations and higher education institutions, this book is fascinating reading for advanced students, researchers, teachers, and policy makers with an interest in sport and physical activity.
Education in the Age of Biocapitalism
by Clayton Pierce"This book is an in-depth examination of the growing alignment between powerful global bioindustries and education reform in the U. S. Utilizing a biopolitical methodology, the book focuses on how value-added measures and other neoliberal strategies embedded in policies such as 'race to the top' are involving schools in a project to manage and regulate educational life for competing in a new 'flat world'. Understanding the educational present, this work argues, requires individuals to consider what advanced industrialized nations across the globe are viewing as the future. Biocapitalist development in areas such as genetic engineering, drug therapies, and cellular cloning is the promissory future driving nations like the U. S. to out-compete and out-educate one another at any cost. This book assesses the implications for education in the biocapitalist era and points to alternative futures not based on such a vision of life and its productive potential"--
Education in the Age of Misinformation: Philosophical and Pedagogical Explorations
by Lana ParkerThis edited volume examines the implications of misinformation and youth digital life in a new information environment. This new information environment is characterized by high levels of user engagement, hidden algorithmic manipulations, and information abundance, including misinformation and disinformation. While misinformation and disinformation in the post-truth era have been previously investigated, this edited volume offers a distinctive educational focus that scholars have not yet addressed. Chapters contribute to the ongoing discussion of the role of education in democracies while uniquely contextualizing the problem of misinformation as a pedagogical opportunity. Contributions from across the globe answer the question of how education might respond to the changing information environment through engagements with educational philosophy, democracy, and everyday practices of teaching and learning. The book adds to a growing body of work exploring what it means to engage in responsive, rather than reactive or stagnant, pedagogy.
Education in the Best Interests of the Child
by R. Brian Howe Katherine CovellA large body of research in disciplines from sociology and policy studies to neuroscience and educational psychology has confirmed that socioeconomic status remains the most powerful influence on children's educational outcomes. Socially disadvantaged children around the world disproportionately suffer from lower levels of educational achievement, which in turn leads to unfavourable long-term outcomes in employment and health. Education in the Best Interests of the Child addresses this persistent problem, which violates not only the principle of equal educational opportunity, but also the broader principle of the best interests of the child as called for in the UN Convention on the Rights of the Child.Building on the children's rights work accomplished in their previous book, Empowering Children, Brian Howe and Katherine Covell identify three types of reform that can significantly close the educational achievement gap. Their findings make an important argument for stronger and more comprehensive action to equalize educational opportunities for disadvantaged children.
Education in the Open Society - Karl Popper and Schooling (Routledge Revivals)
by Richard BaileyThis title was first published in 2000. Drawing on exclusive interviews with Karl Popper, this book provides the first comprehensive examination of the educational implications of his philosophy. Critically exploring key elements of Popper’s work, his theory of knowledge, psychology of learning and politics, Richard Bailey also extrapolates an approach to teaching and learning in schools and the wider community.
Education in the Soviet Union: Policies and Institutions Since Stalin (Routledge Library Editions: Education)
by Mervyn MatthewsThis book provides a comprehensive survey of the successes and failures of education and training in the Khrushchev and Breshnev years. The author gives an objective assessment of the accessibility of the main types of institution, of the contents of courses and of Soviet attempts to marry the functioning of their education system to their perceived economic and social needs. In addition the book has many useful and original features: For ease of analysis it summarises in diagram form complex statistics which are not usually brought together for so long a time period. It provides a systematic account of educational legislation; Matthews’ comparison of series of official decrees will allow subtle shifts in government policy to be accurately charted. Particular attention is also paid to a number of issues that are often neglected: the employment problems of school and college graduates; the role and professional status of teachers; political control and militarisation in schools; the close detail of higher education curricula; and the rate of student failure. Of special value is the chapter on those educational institutions which are often omitted from Western studies and which are hardly recognised as such in most official Soviet sources.
Education in Times of Environmental Crises: Teaching Children to Be Agents of Change
by Ken WinogradThe core assumption of this book is the interconnectedness of humans and nature, and that the future of the planet depends on humans’ recognition and care for this interconnectedness. This comprehensive resource supports the work of pre-service and practicing elementary teachers as they teach their students to be part of the world as engaged citizens, advocates for social and ecological justice. Challenging readers to more explicitly address current environmental issues with students in their classrooms, the book presents a diverse set of topics from a variety of perspectives. Its broad social/cultural perspective emphasizes that social and ecological justice are interrelated. Coverage includes descriptions of environmental education pedagogies such as nature-based experiences and place-based studies; peace-education practices; children doing environmental activism; and teachers supporting children emotionally in times of climate disruption and tumult. The pedagogies described invite student engagement and action in the public sphere. Children are represented as ‘agents of change’ engaged in social and environmental issues and problems through their actions both local and global.
Education in Transition: An Interim Report (International Library of Sociology #Vol. 10)
by H.C. DentFirst published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
The Education Industry (Routledge Library Editions: Education)
by W Kenneth RichmondIn one sense, education was always a service industry. This book examines the quality as well as the quantity of contemporary education as it answers the following questions: Are we getting value for money? What makes a good teacher? What sort of education do we want? In the UK in the twentieth century education grew while national income did not. Britain devoted more of its resources to education than any other European nation and yet the UK had the largest proportion of children leaving school at 15 and spent more on each university place than the USA. The author argues that far too little attention was paid to cost-effectiveness analysis and planning. He examines Swedish and American examples and concludes that we must seek and employ the common features of modern management – network analysis, operational research and organizational theory. He also argues that traditional education has to come to terms with the mounting pressures of new curricula and new media.
Education, Justice and the Human Good: Fairness and equality in the education system (Routledge International Studies in the Philosophy of Education)
by Kirsten MeyerThe education system is faced with many demands of justice. What these demands imply and how they are justified is, however, disputed. In this book, international contributors present cutting edge research to discuss the relationship between educational justice and the value of education.By combining reflections on educational justice with reflections on the human good and the aims of education, the book reveals that it is not enough to assess certain patterns of distribution; the value of what is to be distributed must also be clarified. In this respect, deliberations about the value of education have to play an integral part in giving an account of educational justice. Questions addressed in the volume include: - In what sense should justice, fairness and equality be realised in the education system? - How is educational equality related to equality of opportunity? - Is the main concern that everyone should be educated equally well – or just well enough?Education, Justice and the Human Good discusses the positional value of education and its relation to educational justice, emphasising that education is valuable not only for competitive reasons, but in its contribution to human flourishing. The book will appeal to those from the field of the philosophy of education as well as applied political philosophy, from undergraduates to professional academics.