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Author: John Dewey Publisher: Createspace Independent Publishing Platform ISBN: Category : Juvenile Nonfiction Languages : en Pages : 456
Book Description
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
Author: John Dewey Publisher: Createspace Independent Publishing Platform ISBN: Category : Juvenile Nonfiction Languages : en Pages : 456
Book Description
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
Author: Neil Hopkins Publisher: Springer Science & Business Media ISBN: 9400772297 Category : Education Languages : en Pages : 186
Book Description
This book addresses the questions why citizenship education is an important subject for students in further and adult education and why we need democratic colleges to support the study of citizenship education. It investigates the historical roots of further and adult education and identifies how the adoption of citizenship education in the post-compulsory sector can enrich vocational studies in further education and programmes in adult education. It is argued that democratic colleges are vital to ensure that citizenship education informs the decision-making process throughout educational institutions (and as a means of establishing fair and equal representation for important stakeholders). The author has worked in both sectors for over a decade, and uses this experience to offer a blend of educational practice and philosophical investigation. The result is a work that appeals to both teachers in further and adult education as well as academics and students interested in philosophy of education.
Author: Danielle Allen Publisher: University of Chicago Press ISBN: 022601293X Category : Education Languages : en Pages : 366
Book Description
Education is a contested topic, and not just politically. For years scholars have approached it from two different points of view: one empirical, focused on explanations for student and school success and failure, and the other philosophical, focused on education’s value and purpose within the larger society. Rarely have these separate approaches been brought into the same conversation. Education, Justice, and Democracy does just that, offering an intensive discussion by highly respected scholars across empirical and philosophical disciplines. The contributors explore how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual. Then the authors evaluate constraints on achieving the goals of democracy and justice in the educational arena and identify strategies that we can employ to work through or around those constraints. More than a thorough compendium on a timely and contested topic, Education, Justice, and Democracy exhibits an entirely new, more deeply composed way of thinking about education as a whole and its importance to a good society.
Author: David C. Berliner Publisher: Teachers College Press ISBN: 0807766097 Category : Education Languages : en Pages : 353
Book Description
"Twenty-eight eminent essayists remind our nations parents, educators, school board members and politicians that our democracy is in jeopardy and that our nation's system of free universal public education is also under attack. If that attack succeeds, American democracy itself would be further imperiled. That is because American democracy rests on a belief that the power of our government comes from the people, and the diffusion of knowledge and the enlightenment of the people has been a cornerstone of our democracy since the founding of our republic. America's public schools, therefore, have a special mandate"--
Author: Bryony Hoskins Publisher: Springer ISBN: 1137489766 Category : Education Languages : en Pages : 249
Book Description
This book posits that national education systems are enhancing socioeconomic inequalities in political engagement. While the democratic ideal is social equality in political engagement, the authors demonstrate that the English education system is recreating and enhancing entrenched democratic inequalities. In Europe, the UK has the strongest correlation between social background and voting behaviours. Examining the role of the school and the education system in the potential reproduction of these inequalities, the authors draw upon the theories of Bourdieu and Bernstein and compare the English school system to other European countries to analyse barriers that are put along the way to political engagement. In times of political disaffection, frustration and polarisation, it is particularly important to uncover why young people from disadvantaged backgrounds are less likely to engage politically, and to help inspire future generations to use their voice. This timely book will be of interest and value to students and scholars of educational inequality and political engagement.
Author: Division of Behavioral and Social Sciences and Education Publisher: ISBN: Category : Education Languages : en Pages : 314
Book Description
The Council, with help from the US Department of Education, held the Millennium Convention in Washington, DC in September 2000. It gathered educators, researchers, and policy makers at the national, state, and local levels to assess success and failure in educating minority and disadvantaged students since the Brown vs, Board of Education decision nearly a half century before, report on research into the causes of the successes and failures, and review strategies and practices that hold promise for continuing improvements. There is no index. Annotation copyrighted by Book News, Inc., Portland, OR
Author: Keith Wymer Publisher: Education Now Publishing Co-Operative ISBN: 9781871526264 Category : Adult education and state Languages : en Pages : 120
Author: Paul Shaker Publisher: Routledge ISBN: 1135597049 Category : Education Languages : en Pages : 447
Book Description
Reclaiming Education for Democracy subjects the prophets and doctrines of educational neoliberalism to scrutiny in order to provide a rationale and vision for public education beyond the limits of No Child Left Behind. The authors combine a history of recent education policy with an in- depth analysis of the origins of such policy and its impact on professional educators. The public face of these policies is separated from motives rooted in politics, profit, and ideology. The book also searches for new insights in understanding the neoliberal and managerialist assault on education by examining the psychology of advocates who demonstrate a special animus toward universal public education. The manipulation of public education by No Child Left Behind is a case study in the general approach to public institutions taken by the politicians and theorists in these camps. K-12 education has been subjected to deceptive descriptive analyses, marginalization of its professional leadership, manipulation of its goals, the imposition of illegitimate quality markers, a grab on its resources by corporate profiteers, and a demoralization of its rank and file. This book helps us think beyond this new commonsense of education. Recipient: 2009 AERA Division K Award for Exemplary Research in Teaching and Teacher Education
Author: William Reid Publisher: Routledge ISBN: 0429853580 Category : Education Languages : en Pages : 288
Book Description
Developments in educational systems are inextricably linked with the social and political evolution of nations. Nowhere is this more clearly to be seen than in the history of the English sixth form. Originally published in 1982, this book, whose authors had been associated with a number of research projects into 16-19 education, traces the tradition of the sixth form from its origins in the public schools of the nineteenth century through to controversies at the time, over sixth form and tertiary colleges and the extension of 16-19 education to embrace youth opportunities programmes and other semi-vocational courses. It shows that ‘the sixth’ has not only been a significant element in its own right in the adjustment of English society to the challenge of democratic ideals, but has also played a key role in the evolution of secondary education from the endowed school of the nineteenth century, through the municipal grammar schools set up after the 1902 Education Act, to the comprehensive secondary schools of today. In fact, the fate and future of comprehensive schooling becomes fully understandable only through a study of the sixth form tradition which has shaped the activities of educationists and policy-makers over the last hundred years. The authors conclude that educational policy-making is both facilitated and constrained by the existence of enduring traditions stemming from the past: in fact, the work of policy-making lies precisely in the constructive reinterpretation of that inheritance. This book describes and clarifies the nature of the tradition of sixth form education which has been handed down to us, and its relation to democratic values and institutions.
Author: Anne Colby Publisher: John Wiley & Sons ISBN: 9780470623589 Category : Education Languages : en Pages : 387
Book Description
Educating for Democracy reports the results of the Political Engagement Project, a study of educational practices at the college level that prepare students for responsible democratic participation. In this book, coauthors Anne Colby, Elizabeth Beaumont, Thomas Ehrlich, and Josh Corngold show that education for political development can increase students’ political understanding, skill, motivation, and involvement while contributing to many aspects of general academic learning.
Author: John Dewey
Author: John Dewey
Author: Neil Hopkins
Author: Danielle Allen
Author: David C. Berliner
Author: Bryony Hoskins
Author: Division of Behavioral and Social Sciences and Education
Author: Keith Wymer
Author: Paul Shaker
Author: William Reid
Author: Anne Colby