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Written by two of the most-recognized names in the field, the heart of this book revolves around the seven “modes of inquiry” that serve as guiding principles for designing curriculum that meets the needs of students, educators, parents, and the community at large. Coverage carefully balances theory and practicality, draws inspiration from a wide range of disciplines and contexts, and incorporates the wisdom of practicing curriculum designers from this country and others. Chapter titles include Curriculum Wisdom in Democratic Societies, Pragmatism: A Philosophy for Democratic Educators, The Arts of Inquiry: Toward Holographic Thinking, Personal and Structural Challenges, and Implications for Educational Practice. For teachers and administrators responsible for designing and implementing curriculum.
At the heart of Rudolf Steiner's Waldorf curriculum is the belief that a child from age seven to fourteen recapitulates the intellectual and cultural development that humanity as a whole passes through over time. Until now, the exact scheme of how the Waldorf literature curriculum, grades one through eight, follow the model of collective humanity's evolution was not clear, even though the effectiveness of the curriculum could be observed. After three decades of being a Waldorf teacher and teacher trainer, the author discovered a comprehensive and practical scheme of ontogeny recapitulating phylogeny while drawing the standard charts and diagrams that formerly had been used in attempts to explain this foundational concept of Rudolf Steiner's pedagogy. It became quite clear that since we teach the "etheric body" of the child from grades one to eight, teachers need to understand what the etheric body is and what it is composed of, and why the curriculum's literature and cultural studies needed to be presented in a specific order that is not historically chronological. The first book of this set, The Eternal Ethers, was written to unveil the mysterious etheric body. Once the etheric body is understood, we need to comprehend why we teach each specific grade content and how it effects the developing child. This book, Eternal Curriculum for Wisdom Children, was created to give ideas and suggestions of what literature is appropriate for students and teachers at each grade level, and why we teach a curriculum that is timeless. Once this is accomplished, we can teach an Eternal Curriculum to the etheric body of the child that matches the development of humanity and offers education that nourishes theWisdom Child in both teacher and student.
Question: What do our kids need? Answer: They need wisdom. "Wisdom is supreme; therefore get wisdom." Proverbs 4:7 Designed for parents or teachers to use with children from K-5-through Grade 4, twenty-three lessons illustrate qualities of wisdom and godliness. Each lesson is presented in a simple format with illustrations to capture the attention of the child, and supplemented at the back of the book with suggestions for teaching the lesson. Every child of God - both adults and children - should work hard to show these traits more and more, because we love Jesus and want to be like him. That's easier said than done, isn't it? We struggle with sin every day, and we will fail. The lessons remind us that when we do, we will find forgiveness and the grace to continue to get wisdom at the foot of the Cross.
Metaphors We Teach By helps teachers reflect on how the metaphors they use to think about education shape what happens in their classrooms and in their schools. Teaching and learning will differ in classrooms whose teachers think of students as plants to be nurtured from those who consider them as clay to be molded. Students will be assessed differently if teachers think of assessment as a blessing and as justice instead of as measurement. This volume examines dozens of such metaphors related to teaching and teachers, learning and learners, curriculum, assessment, gender, and matters of spirituality and faith. The book challenges teachers to embrace metaphors that fit their worldview and will improve teaching and learning in their classrooms.
Acclaimed African American scholar and teacher educator Gloria Ladson-Billings examines the field of teacher education through the accomplishments and contributions of well-known African American teacher educators—Lisa Delpit, Carl Grant, Jacqueline Jordan Irvine, Geneva Gay, Cherry McGee Banks, William Tate, and Joyce King. Using in-depth interviews and storytelling, Ladson-Billings depicts deeply personal portraits of these scholars’ experiences to confront race and racism, not only theoretically, but within their everyday professional lives in “the Big House” of the academy. Ladson-Billings gives these portraits even greater resonance and meaning by pairing these teacher educators with historical figures—such as Harriet Tubman, Nat Turner, and Charlotte Forten—whose contributions to the struggle for social justice are a wellspring of hope and courage to all educators, and a tribute to African Americans whose political, scientific, and spiritual efforts made life better for us all. This compelling book is important reading for all educators who want to transform teacher education for the better. “The American Association of Colleges for Teacher Education is enthused and excited about Ladson-Billings’s dynamic and provoking scholarship. Its focus on outstanding African American teacher educators is a major contribution to teacher education literature. This cutting-edge research is likely to prompt some of the best of unconventional teacher education thought.” —David G. Imig, President and CEO, American Association of Colleges for Teacher Education “In this moving and original book, Gloria Ladson-Billings offers complex insights about the politics of scholarship, the experiences of scholars of color in universities, and the larger enterprise of teaching and teacher education for social justice.” —Marilyn Cochran-Smith, Lynch School of Education, Boston College and President of the American Educational Research Association (AERA) for 2004–05.
The rise of technology and ease of spread of information has facilitated the diaspora of new ideas in the community. The penetration of new ideology and new values challenges the status quo of value and morality in our community. While this can be seen as an opportunity to evolve as a nation, the introduction of radical and separatism brings chaos to the community. This issue is not only experienced in Indonesia but also in the whole world. The needs for a solution and academic forum to discuss this postmodernity in society bring us to the The 4th International Conference on Law, Education and Social Sciences (ICLSSE) 2022. This conference is an international forum to disseminate knowledge and research development among researchers, scholars, professionals, and those interested in research interests in Law and Social Sciences and Social Education. This conference was organized by the Faculty of Law and Social Sciences, Universitas Pendidikan Ganesha. The theme of this fourth conference is "Race, Ethnicity, and Nationalism in Postmodern Society: Opportunities and Challenges".