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Philosophy and Education

Engaging Pathways to Meaningful Learning

Mara Cogni

Philosophy and Education: Engaging Pathways to Meaningful Learning represents a philosophical approach to learning. It encourages students to think critically and form well-reflected opinions around relevant concepts in the English language, literature and society, such as inequality and duty. Philosophy and Education embodies a more engaging style (than is traditionally common) with the text - instead of reading long texts and answering questions about that text, it motivates learners to relate their own experiences and interpretations to the view communicated in the text, by actively and continuously engaging them to test one opinion against another.

Philosophy and Education is primarily designed to help students improve their reasoning skills both orally and in writing, and prepare them for tests and exams at the end of the upper secondary and university-preparatory courses. Some of the chapters in Philosophy and Education have been used in the classroom, resulting in highly engaged students who feel they are offered the opportunity to relate to the classroom experience in a meaningful way. None of the activities ask students to make lists of words or spend enormous amounts of time on close reading and interpreting texts - instead, they are required to reflect and share their own thoughts on the relevance of the texts, movies, etc. to their own lives. They learn new words and ideas by discussing the myriad of philosophical questions presented, which makes learning a conversation about life.

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Edited by Thomas A. Lucey and Kathleen S. Cooter

The 1% and the other 99%…the Haves and the Have Nots…

Words such as junk bonds, subprime mortgage, bailouts, derivatives, and housing bubble have become part of the daily vernacular of the ordinary American. There is a chasm arguably growing between the "Haves" and the "Have Nots" which teachers must acknowledge and instruct the adults of tomorrow.

Financial Literacy for Children and Youth, Second Edition asserts that teaching is a social and political act capable of enabling the teachers of today to delve into the practical, theoretical, and socio-historical perspectives of financial literacy instruction in schools with the hopes to better the life outcomes of young people. Each section of the book reflects one of those perspectives. Each chapter is written by well-known financial literacy educators and is followed by questions designed to encourage discussion and critical analysis.

The book is designed for both preservice and in service social studies teachers and is written at a level understandable to both undergraduate and graduate students. The book challenges the teacher or teacher-to-be to think critically about financial literacy instruction as a necessary and important portal to social justice for the students of today.

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Ermächtigen

Ein Bildungsbuch. Für eine wache Zeitgenossenschaft im Spannungsfeld von Individualisierung und neuen Formen von Gemeinschaft

Eva Novotny

3. aktualisierte und erweiterte Auflage

Wie kommt es, dass sich Menschen – angesichts höchst entwickelter Produktivkräfte – Vernunft und Freiheit wieder absprechen lassen? Welche Mentalitäten brauchen sie, um vor Zumutungen der Freiheit nicht zurückzuschrecken, Herrschaftsmythen zurückzuweisen und sich effektiv in die eigenen Angelegenheiten einzumischen?

Die Autorin analysiert die Kapriolen des Zeitgeistes und avancierte Praktiken biopolitischen Zugriffs auf Köpfe und Körper. Sie entwickelt 6 fundamentale Bildungsdimensionen – Selbstdenken, Eigensinn, Dynamik sozialer Systeme, autonome Moral, Sprachmacht, Humor. Voraussetzungsvolle Tugenden, die allerdings das soziale Klima und Lebensformen, in denen sie am besten gedeihen, ständig hervorbringen. Herrschende Bildungsagenturen werden kritisiert, mögliche Bildungsanlässe aufgezeigt. Genderblicke weisen Kurse aus patriarchaler Verstrickung in eine essayistische Existenz.

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Called to Sankofa

Leading In, Through and Beyond Disaster—A Narrative Account of African Americans Leading Education in Post-Katrina New Orleans

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Edited by Tammie M. Causey-Konaté and Margaret Montgomery-Richard

Called to Sankofa is a collection of Hurricane Katrina survival stories by African American education leaders in New Orleans. It draws upon the West African concept, Sankofa, which loosely translates to "return to the source and fetch." The griots, through their stories, fetch salvageable and knowledge-laden valuables linked to their resilience and rebuilding efforts. Thus, the Sankofa concept serves as a lens for examining leadership in the aftermath of disaster; it serves as an intense magnifier and illuminator of lessons considered relevant and profoundly valuable to guide one’s understanding of how to lead in, through and beyond disaster. Past experiences yield teachable moments. The lessons excerpted from these moments reveal the sources from which the leaders draw the resilience to recover from trauma, the vision to guide others, the courage to challenge the status quo, the imagination to make a way where there is none and the stamina to press beyond peril toward an unpromised future.

Called to Sankofa rejects the assumption that "all was broken" in education—either before or due to Katrina, and through the storytellers, we are reminded that to rebuild things better than before, one must take stock of, extract meaning from and be guided by what constituted the "before." Hence, Called to Sankofa documents the leaders’ acts of resilience, optimism, strength, passion and resolve and details the support structures and sources of inspiration that enabled within them the capacity to adapt to the chaotic and uncertain environments and to be moved to action and leadership.

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States of Grace

Counterstories of a Black Woman in the Academy

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Theodorea Regina Berry

States of Grace: Counterstories of a Black Woman in the Academy recognizes, acknowledges, and centers race and gender through the embodiment of Black womanhood in the academy in the context of grace. Encapsulated in concepts of grace, this book reveals the dynamic, multidimensional presence of a scholar who brings her wholeness into her scholarship and teaching, providing insights and guidance along the way.

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Supporting Transgender and Gender-Creative Youth

Schools, Families, and Communities in Action, Revised Edition

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Edited by Elizabeth J. Meyer and Annie Pullen Sansfaçon

Supporting Transgender and Gender-Creative Youth brings together cutting-edge research, social action methods, and theory on the topic of transgender youth and gender creative kids. The chapters included specifically address issues in education, social work, medicine, and counseling as well as challenges and recommendations for families and parents. It is well researched and accessible to a broad audience of individuals invested in improving the social worlds of gender diverse children and youth.
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Reconceptualizing Early Childhood Education and Care—A Reader

Critical Questions, New Imaginaries and Social Activism, Second Edition

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Edited by Marianne N. Bloch, Beth Blue Swadener and Gaile S. Cannella

This second edition of Reconceptualizing Early Childhood Education and CareA Reader: Critical Questions, New Imaginaries & Social Activism is a foundational text that presents contemporary theories, debates and political concerns regarding early education and child care around the globe. Chapter authors are leading contributors in discussions about critical early childhood studies over the past twenty-five years. The volume editors of  Reconceptualizing Early Childhood Education and Care are long-time scholars in the reconceptualizing early childhood movement. Audiences include students in graduate courses focused on early childhood, early years, and primary education, critical childhood studies, critical curriculum studies and critical theories/perspectives. 

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Edited by Whitney Blankenship

Teaching the Struggle for Civil Rights, 1948–1976 will provide readers with critical content knowledge of lesser known figures and events in the 20th century Civil Rights Movement. As the initial volume in the Teaching Critical Themes in American History series, the book will also fulfill the aim of the series, which is to provide teachers with history content, pedagogical strategies, and teaching resources organized around key themes in American history and critical topics on which they might want to concentrate.

In Teaching the Struggle for Civil Rights, 1948–1976, traditional civil rights narratives are expanded through the use of an intersectional lens within historical analysis essays that provide additional context to the larger civil rights movements of the period. The pedagogical issues essays focus on common concerns and disputes that often surround the teaching of civil rights. Lesson plans and related resources addressing the topics highlighted by chapter authors are also included in the book. Social studies and history methods professors and curriculum coordinators will find the book helpful for introducing the teaching of civil rights movements. Pre-service and in-service educators can use the lesson plans and resources as models for their own units of study.

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The World’s Highest-Scoring Students

How Their Nations Led Them to Excellence

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Hani Morgan

The World’s Highest-Scoring Students focuses on how various countries transformed their school systems into the world’s leading systems of education. Hani Morgan covers eight countries: Finland, Singapore, Japan, South Korea, China, Canada, Estonia, and the United States. His book offers ideas on how the United States can improve its school system so that it can regain its status as the world’s undisputed leader in education.

In addition to offering a brief historical context for each country, Morgan describes important practices that helped these nations achieve stellar results in international testing. Some of the subjects covered include teacher preparation programs, cultural attitudes toward education, and teacher recruitment practices. His book differs from other texts on this topic because he describes in detail the most recent practices that various educational systems have used to maintain top academic performance and the strategies others have implemented to climb to the top.

The World’s Highest-Scoring Students offers a new perspective on this topic in several ways. This book provides a balanced view of the highest-ranking nations in education, offering the outstanding practices they use to achieve stellar results but also pointing out the problems they endure. In addition, Morgan discusses various controversies about international tests, including the limitations of using these tests to evaluate students.

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Schule und Gemeinschaft

Eine problemhistorische Rekonstruktion

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Johannes Gutbrod

Bilden Schüler schon dann eine Gemeinschaft, wenn sie dieselbe Schule besuchen oder dieselbe Schulbank drücken? Auf systematische Weise überprüft der Autor die Richtigkeit dieser Annahme. Er führt in Konzepte verschiedener Klassiker pädagogischen Gemeinschaftsdenkens ein und fragt, was «Gemeinschaft» für Pädagogik und Schule bedeutet bzw. bedeuten kann.