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The Eighty-Fourth Yearbook of the National Society for the Study of Education, Part II
The authors argue that the aim of research should be to improve practice through a process of critical reflection. Focusing clearly on the everyday concerns and problems of practitioners, they emphasize the importance of practical knowledge. Their definition of ‘practice’ is wide, and includes the generation of theory and the doing of research as well as front-line teaching. They show how notions of ‘adult learning’ and ‘the adult learner’ have been constituted mainly through theory and research in psychology and sociology, and examine action research as a mode of understanding. They conclude by looking at the curriculum implications for the teaching of adult education as reflective practice.
Today's financial crisis has led to a widespread lack of confidence in the laissez faire style of economic policy. In The Keynes Solution author Paul Davidson provides insights into how we got into the crisis—but more importantly how to use Keynes economic philosophy to get out of this mess. John Maynard Keynes was committed to making the market economy work—but our current system has been a dismal failure. Keynes advocated for an interventionalist government role, in cooperation with private initiative, to mitigate the adverse effects of recessions, depressions and booms. His economic policy helped the world out of the great depression and was an important influencer in the thinking behind FDR's new deal policies. In this book Keynesian expert Davidson makes recommendations and details plans for spending, monetary policy, financial market rules and regulation, and wages—all to reverse the effects of our past policies. Keynes renewed influence can be seen everywhere: in Barack Obama's planned stimulus package, for example—and this book explains the basic tenant of Keynesian economics as well as applied solutions to today's critical situation.
Within the field of psychology there is a proliferation of paradigms, theories, models, and dimensions without an underlying conceptual framework or theory. This conclusion has been reached by representatives of many different psychological specialties. In response to this inconsistency this book presents a hierarchical framework about important theoretical issues that are present in psychological thinking. These issues concern definitions of three major theoretical concepts in theory and practice: (a) paradigms, (b) theories, and (c) models. It focuses on defining, comparing, and contrasting these three conceptual terms. This framework clarifies differences among paradigms, theories, and models, terms which have become increasingly confused in the psychological literature. Paradigms are usually confused with theories or with models while theories are confused with models. Examples of misuses of these terms suggest the need for a hierarchical structure that views paradigms as conceptual constructions overseeing a variety of psychological theories and verifiable models.
An accessible and broad ranging survey of Western perceptions of Islam and the Middle East.