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An eight-time national chess champion and world champion martial artist shares the lessons he has learned from two very different competitive arenas, identifying key principles about learning and performance that readers can apply to their life goals. Reprint. 35,000 first printing.
Most learning on the job is informal. This book offers advice on how to support, nurture, and leverage informal learning and helps trainers to go beyond their typical classes and programs in order to widen and deepen heir reach. The author reminds us that we live in a new, radically different, constantly changing, and often distracting workplace. He guides us through the plethora of digital learning tools that workers are now accessing through their computers, PDAs, and cell phones.
In the tradition of Jonathan Kozol, this little book is driven by big questions. What does it mean to be educated? What is intelligence? How should we think about intelligence, education, and opportunity in an open society? Why is a commitment to the public sphere central to the way we answer these questions? Drawing on forty years of teaching and research, from primary school to adult education and workplace training, award-winning author Mike Rose reflects on these and other questions related to public schooling in America. He answers them in beautifully written chapters that are both rich in detail—a first-grader conducting a science experiment, a carpenter solving a problem on the fly, a college student’s encounter with a story by James Joyce—and informed by a deep and powerful understanding of history, the psychology of learning, and the politics of education. Rose decries the narrow focus of educational policy in our time: the drumbeat of test scores and economic competition. Why School? will be embraced by parents and teachers alike, and readers everywhere will be captivated by Rose’s eloquent call for a bountiful democratic vision of the purpose of schooling.
Native is about identity, soul-searching, and the never-ending journey of finding ourselves and finding God. As both a citizen of the Potawatomi Nation and a Christian, Kaitlin Curtice offers a unique perspective on these topics. In this book, she shows how reconnecting with her Potawatomi identity both informs and challenges her faith. Curtice draws on her personal journey, poetry, imagery, and stories of the Potawatomi people to address themes at the forefront of today's discussions of faith and culture in a positive and constructive way. She encourages us to embrace our own origins and to share and listen to each other's stories so we can build a more inclusive and diverse future. Each of our stories matters for the church to be truly whole. As Curtice shares what it means to experience her faith through the lens of her Indigenous heritage, she reveals that a vibrant spirituality has its origins in identity, belonging, and a sense of place.
The Rediscovery of Teaching presents the innovative claim that teaching does not necessarily have to be perceived as an act of control but can be understood and configured as a way of activating possibilities for students to exist as subjects. By framing teaching as an act of dissensus, that is, as an interruption of egological ways of being, this book positions teaching at the progressive end of the educational spectrum, where it can be reconnected with the emancipatory ambitions of education. In conversation with the works of Emmanuel Levinas, Paulo Freire, Jacques Rancière, and other theorists, Gert Biesta shows how students’ existence as subjects hinges on the creation of existential possibilities, through which students can assert their "grown-up" place in the world. Written for researchers and students in the areas of philosophy of education, educational theory, curriculum theory, teaching, and teacher education, The Rediscovery of Teaching demonstrates the important role of teachers and teaching in the project of education as emancipation towards grown-up ways of being in the world.
The experiment with socialism in the Soviet Union was based on Marxist economic theory, which denied the universal nature of economic law. The economy became a blank slate, without markets, prices, even without money - for a time. Government had to rediscover fire - learning basics of economics over again. This historical laboratory of social science should be exploited for the lessons in basic economics that it offers. Many view Lenin as a dictator who exploited the peoples of the Soviet Union, betraying the hopes and dreams of socialism for his own benefit. Yet, Lenin wrote hundreds of books on Marxist theory, and the policies he enacted were those he promised. Despite the wealth of information available on the Soviet experiment, few have closely analyzed why it produced results different from those intended and what these lessons might mean for market economies. Based on Marxist economic theory, which denied the universality of economic laws, the Soviet Union wiped out the market and, with it, the basis for all economic knowledge. In this vacuum of economic information, planners had neither market theory nor prices to guide them. The socialist experiment was truly an experiment in eliminating the market. The Bolsheviks enacted policies based on Marxist hypotheses: nationalizing businesses and banks, setting wages according to the labor theory of value, eliminating interest and capital markets, and planning full employment. When each Marxist policy failed, the state reorganized to better implement it, tried modified versions, and only pulled back as a last resort. In this book, Guinevere Nell explores the theory and experience of the socialist experiment. In each chapter, she considers one theory put forth by socialists. She explores the ways in which the Soviet planners implemented this theory, recognized that their policies were not producing the desired results, and tried to implement reforms to combat the failures. In each chapter, she extracts certain lessons from the experience of the planners. The lessons capture the dynamic nature of the economy, something that is commonly overlooked by mainstream economists and policymakers although it has been a focus of the Austrian school of economics. Insights from the debate between socialists and Austrian economists are introduced during the discussion of the lessons at the end of each chapter. The lessons suggest that due the dynamic nature of the market, the Soviet Union could never surpass the West in economic growth. Each chapter concludes with policy examples and discussion of how the lesson can inform policies that market economies are considering. All policy examples are from current U.S. policy debate. The last lesson ties together the thrust of many disparate threads throughout the book. It makes the case that the socialist arguments were aimed at the wrong target, which is why the prescription of planning led to the opposite of what was intended. The conclusion of the book summarizes the recurring themes of reform. These lessons have relevance for all economies and for both economists and the policy-minded citizen. For example, the socialist elimination of competition provides insight into the neoclassical framework and sheds light on our common understanding of how 'competitive' certain industries are. The book is intended for the educated layperson, but should also be accessible and relevant to college students and professional economists. The book is written in plain language, with all economic terms defined.