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In Excellence, Mr. Gardner discusses the strengths and failings of our educational system, our confusion over the idea of equality, and the nature of leadership in a free society.
This is a book about excellence, more particularly about the conditions under which excellence is possible in our kind of society; but it is also—inevitably—a book about equality, about the kinds of equality that can and must be honored, and the kinds that cannot be forced. Such a book must raise some questions which Americans have shown little inclination to discuss rationally. What are the characteristic difficulties a democracy encounters in pursuing excellence? Is there a way out of these difficulties? How equal do we want to be? How equal can we be? What do we mean when we say, “Let the best man win”? Can an equalitarian society tolerate winners? Are we overproducing highly educated people? How much talent can the society absorb? Does society owe a living to talent? Does talent invariably have a chance to exhibit itself in our society? Does every young American have a “right” to a college education? Are we headed toward domination by an intellectual elite? Is it possible for a people to achieve excellence if they don’t believe in anything? Have the American people lost their sense of purpose and the drive which would make it possible for them to achieve excellence?
An inside look at America's most controversial charter schools, and the moral and political questions around public education and school choice. The promise of public education is excellence for all. But that promise has seldom been kept for low-income children of color in America. In How the Other Half Learns, teacher and education journalist Robert Pondiscio focuses on Success Academy, the network of controversial charter schools in New York City founded by Eva Moskowitz, who has created something unprecedented in American education: a way for large numbers of engaged and ambitious low-income families of color to get an education for their children that equals and even exceeds what wealthy families take for granted. Her results are astonishing, her methods unorthodox. Decades of well-intended efforts to improve our schools and close the "achievement gap" have set equity and excellence at war with each other: If you are wealthy, with the means to pay private school tuition or move to an affluent community, you can get your child into an excellent school. But if you are poor and black or brown, you have to settle for "equity" and a lecture--about fairness. About the need to be patient. And about how school choice for you only damages public schools for everyone else. Thousands of parents have chosen Success Academy, and thousands more sit on waiting lists to get in. But Moskowitz herself admits Success Academy "is not for everyone," and this raises uncomfortable questions we'd rather not ask, let alone answer: What if the price of giving a first-rate education to children least likely to receive it means acknowledging that you can't do it for everyone? What if some problems are just too hard for schools alone to solve?
Although specific definitions may change over time, few goals are considered more important to education than the pursuit of academic excellence. There are many different viewpoints on this issue today among educational psychologists and other social scientists. One particularly glaring fault line in the debate divides those who emphasize developing individual learning and those who focus on promoting cultural and institutional reform. These two perspectives are rarely addressed in a single volume. In this book, well-known theorists and researchers present a range of perspectives on how to promote excellence in education. This allows those who stress transformation of educational practice and those who emphasize individual abilities to speak to each, and invites readers to jointly consider the arguments for both positions, or for some synthesis of the two. The point is to consider how these two divergent viewpoints can be reconciled, or simply coordinated, in an effort to benefit both students and society at large. The main thesis is that excellence can be fostered without sacrificing equity, both of which are fundamental tenets of a democratic education. The issues addressed in this book have implications and relevance for school reform efforts and across the fields of educational psychology, curriculum and instruction, philosophy of education, and educational leadership. The volume provides a unique source for students and teachers in various disciplines who want to gain a broader and more integrated view of the nature and development of excellence through education.
This study joins the current discussion of excellence in higher education by proposing criteria by which excellence can be judged and by describing a model by which it can be achieved. The model, called "The Paracollege," is an innovating cluster college at St. Olaf College. Like Oxford and Cambridge it features tutorial modes of instruction and comprehensive examinations but integrates these within the traditional American liberal arts college. Using interviews, survey results, and data from standardized tests to make his case, the author argues that during its 18 years of existence the Paracollege has proven to be a significant vehicle for personal development of students, personal and professional development of faculty, and curricular vitality for the whole college. Contents: include: Education for Excellence; What is the Paracollege; Student Development in the Paracollege; Faculty Development in the Paracollege; Curriculum; Institutional Impact; and Studies of the Paracollege's Effectiveness.
Excellence vs Equality: Can Society Achieve Both Goals? explores the issues faced by societies attempting to preserve democratic ideals and the common good in an era of incommensurate wealth and opportunity. As differences in advantage and ability affect the relationships between institutions and the people who comprise them, the book argues that political and social compromise is needed to prevent economic inequality from threatening the well-being and mobility of the less able and less fortunate. Topics include globalization, technology, innovation, talent and meritocracy, higher education, big business, labor unions, and social justice within educational and workplace settings. The author raises perennial and ever-prescient questions regarding how to balance excellence and equality, and how to reduce inequality around the world.
This book disturbs the 'normal' and depoliticized meaning of virtue through a genealogical reading of the debates, conceptual struggles, and ambiguities that were cleansed by virtue ethicists to produce today's conception of excellence. This approach provides the narrative raw material to craft a new meaning of excellence as a creative actualization of the potentials for human prosperity. The fundamental question asked and addressed about excellence is how communities can use excellence as the organizing principle for political and economic development. The author explores how large-scale modern societies can be better administered in environments characterized by contingency and possibilities. At the very least, excellence in societal governance practice should involve the creation of possibilities for community and participation by all its members so that their potentialities can be drawn out for the common good. The book also explores the connection between excellence and creativity. If excellence is the drive toward actualization of potentialities for all human beings, it follows that human creativity is an adequate form for that movement. The author not only attempts to trace and clarify the mystique of the creative functions of persons and social groups, but also shows how the creative functions of human life can express the unconditional eros of divine creativity. In the process of doing all this, the author offers a fresh and provocative perspective of philosophy and theology's oldest concerns: the good, truth, beauty, justice, love, hope, and the eschatological New Creation.
Understanding the ideological underpinnings of education reform in the past three decades
In this practical guide, an educator shares nine principles aimed at helping readers achieve excellence in their careers and in life. We live in a world that places importance and value on achieving the highest levels of personal, social, and professional performance. Think Excellence was born of a concept used to help motivate others to create a mindset that assesses individual and collective potential and that encourages the pursuit of consistent improvement. It’s also a call to think beyond self-imposed limitations to think boldly, creatively, tactically, and strategically. The challenge here is to stretch your potential, your capabilities, your imagination, and your capacity in the hope of excelling toward a point of maximum potential. Botwinick presents nine power principles that lead to an understanding and an appreciation of your full potential—all in order to achieve high levels of excellence while challenging your ability, capacity, and willingness to strive for greater heights. This book is about aspiring to be the best while learning to harness the untapped power within all of us. Welcome to Think Excellence! With a foreword by Dr. Stephen R. Covey
This book presents a 'Quality School Improvement' (QSI) framework for overcoming the conflict that exists between excellence, equity, and efficiency and provides recommendations for principals and policymakers to meet the demands for accountability and continuous improvement based upon that framework.