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This volume provides new translations, commissioned for the I Tatti Renaissance Library, of four of the most important theoretical statements that emerged from the early humanists efforts to reform medieval education."
This book explores ways in which posthumanist and new materialist thinking can be put to work in order to reimagine higher education pedagogy, practice and research. The editors and contributors illuminate how we can move the thinking and doing of higher education out of the humanist cul-de-sac of individualism, binarism and colonialism and away from anthropocentric modes of performative rationality. Based in a reconceptualization of ontology, epistemology and ethics which shifts attention away from the human towards the vitality of matter and the nonhuman, posthumanist and new materialist approaches pose a profound challenge to higher education. In engaging with the theoretical twists and turns of various posthumanisms and new materialisms, this book offers new, experimental and creative ways for academics, practitioners and researchers to do higher education differently. This ground-breaking edited collection will appeal to students and scholars of posthumanism and new materialism, as well as those looking to conceptualize higher education as other than performative practice.
Providing a capstone to Philip Selznick's influential body of scholarly work, A Humanist Science insightfully brings to light the value-centered nature of the social sciences. The work clearly challenges the supposed separation of fact and value, and argues that human values belong to the world of fact and are the source of the ideals that govern social and political institutions. By demonstrating the close connection between the social sciences and the humanities, Selznick reveals how the methods of the social sciences highlight and enrich the study of such values as well-being, prosperity, rationality, and self-government. The book moves from the animating principles that make up the humanist tradition to the values that are central to the social sciences, analyzing the core teachings of these disciplines with respect to the moral issues at stake. Throughout the work, Selznick calls attention to the conditions that affect the emergence, realization, and decline of human values, offering a valuable resource for scholars and students of law, sociology, political science, and philosophy.
If you are preparing for a teaching career in Massachusetts, passing the Massachusetts Tests for Educator Licensure (MTEL) Communication and Literacy Skills (01) test is an essential part of the certification process. This easy-to-use e-book helps you develop and practice the skills needed to achieve success on the MTEL. It provides a fully updated, comprehensive review of all areas tested on the official Communication and Literacy Skills (01) assessment, helpful information on the Massachusetts teacher certification and licensing process, and the LearningExpress Test Preparation System, with proven techniques for overcoming test anxiety, planning study time, and improving your results.
Nobel laureate Erwin Schrödinger was one of the most distinguished scientists of the twentieth century; his lectures on the history and philosophy of science are legendary. 'Nature and the Greeks' and 'Science and Humanism' makes available for the first time in many years the texts of two of Schrödinger's most famous lecture series. 'Nature and the Greeks' offers a comprehensive historical account of the twentieth-century scientific world picture, tracing modern science back to the earliest stages of Western philosophic thought. 'Science and Humanism' addresses some of the most fundamental questions of the century: what is the value of scientific research? And how do the achievements of modern science affect the relationship between material and spiritual matters? A foreword by Roger Penrose sets the lectures in a contemporary context, and affirms they are as relevant today as when they were first published.
Human beings have the possibility to give meaning to their lives and to create coherence in experiences. Present-day humanism strongly focuses on personal development in relation to others. It is this tension between personal development and advancement of humanization, that is creating the opportunities for the personal development of every world citizen. Humanism is about personal autonomy, moral responsibility, and about solidarity with humanity. The tension between autonomy and social involvement is the core of humanism. Education can support persons in their moral and personal identity development. The authors brought together in this book all address issues of developing autonomy and humanity in educational practices. All the chapters try to link theory and practice. They either make theoretical ideas more practical or they use practical experiences and concerns to rethink theoretical notions. Together the chapters in the book give a broad overview of theoretical foundations, concrete research, and practices in education. The book shows a diversity that can inspire scholars and practitioners in further developing their perspectives. Creating meaning is an essential part of all education. Focusing on the linking of autonomy and humanity is the humanist perspective in it.
In 1632, the Amsterdam regents founded an Athenaeum or 'Illustrious School'. This kind of institution provided academic teaching, although it could not grant degrees and had no compulsory four-faculty system. Athenaeums proliferated in the first century after the Dutch Revolt, but few of them survived long. They have been interpreted as the manifestation of an evolving vision of the role of a higher education; this book, by contrast, argues that education at the Amsterdam Athenaeum was staunchly traditional both in methods and in substance. While religious, philosophical and scientific disputes rocked contemporary Dutch learned society, this analysis of letters, orations and disputations reveals that a traditional and Aristotelian humanism thrived at the Athenaeum until well into the seventeenth century.
Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.