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Explorations: Studies in Culture and Communication, principally edited by Edmund Carpenter and Marshall McLuhan, was the first postwar journal to engage directly with the new "grammars" of mid-century new media of communication. Launched in Toronto in 1953, at the very moment that television made its national debut in Canada, Explorations presented a mosaic of approaches to contemporary media culture and became the site in which McLuhan and Carpenter first formulated their most striking insights about new media in the electric age. The extraordinary breadth of contributions to Explorations from leading thinkers across the arts, humanities, social and natural sciences makes this journal a founding publication in the now burgeoning field of media studies. Originally funded by a Ford Foundation grant, the eight coedited issues of Explorations ran from 1953 to 1957 and are reprinted here for the first time in sixty years. For a listing of all articles in this series, refer to the Summaries at the end of the series introduction.
Third in a series designed to expand the idea of music theory to points beyond the written page, to have students realize that the music they are performing, listening to, and composing evolves from the realm of music theory. Book 3 covers notes on the grand staff, rhythm, eighth notes, intervals, pentachords, and triads.
Sometimes more is better! Each Student Book grades 1-5 has more: * Art images * Studios (54 per grade level) * Art criticism based on images, and * Student artwork than any other K-5 program.
The first of four volumes of von Balthasar's many essays and conferences. Each focuses on a specific aspect of theology or spirituality and presents it with all the richness which comes from his immense erudition, but in a style that is directed and intelligible since few of these essays were intended for scholarly audiences. These volumes present a rare opportunity to experience Balthasar's synthetic and comprehensive treatment of major themes in theology without having to make one's way through much more extensive works which cover a much wider scope. These volumes will provide an excellent introduction to the thought of von Balthasar for those unfamiliar with him, and their chapters will focus on specific themes treated throughout his works for those who are familiar with him. An excellent overview of the writings and thought of one of the outstanding theologians of this century.
Theological field education is an eye-opening process for young ministers as they begin the challenging work of integrating theory into real-world practice. Enlighten: Formational Learning in Theological Field Education shines a light on specific learning methods student ministers and their mentors can leverage to make the most of their field experience. Expanding on the knowledge gathered in Engage:A Theological Field Education Toolkit and Empower: A Guide for Supervisor-Mentors in Theological Field Education, this book challenges students, peer reflection group members, and supervisor-mentors to utilize each learning theory to achieve deeper formation. Contributors to the volume introduce individual theories and identify potential areas of resistance and opportunities for growth through illustrative case studies. These practical examples provide support for students facing common obstacles while encouraging all participants in the field education process to be open to new avenues of growth.
Critical Pedagogy addresses the shortcomings of mainstream educational theory and practice and promotes the humanization of teacher and student. Where Critical Pedagogy is often treated as a discourse of academics in universities, this book explores the applications of Critical Pedagogy to actual classroom situations. Written in a straight-forward, concise, and lucid form by an American high school teacher, drawing examples from literature, film, and, above all, the everyday classroom, this book is meant to provoke thought in teachers, students and education activists as we transform our classrooms into democratic sites. From grading to testing, from content area disciplines to curriculum planning and instruction, from the social construction of knowledge to embodied cognition, this book takes the theories behind Critical Pedagogy and illustrates them at work in common classroom environments.
This open access book examines the educational conditions that support cultures of exploration in kindergartens. It conceptualises cultures of exploration, whether those cultures are created through children’s own engagement or are demanded of them through undertaking specific tasks within different institutional settings. It shows how the conditions for children’s exploration form a web of activities in different settings with social relationships, local landscapes and artefacts. The book builds on the understanding of cultural traditions as deeply implicated in the developmental processes, meaning that local considerations must be reflected in education for sustainable futures. Therefore the book examines and conceptualises exploration and cultural formation through locally situated cases and navigates toward global educational concepts. The book provides different windows into how children may explore in everyday practice settings in kindergarten, and contributes to a loci-based, ecological, integral knowledge relevant for early childhood education.
This collection of recent papers authored or co-authored by James G. March explores contemporary issues in the study of organizations.