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«L’uomo è creato da Dio, come unità tra materia e spirito»: per questo conoscenza e arte non possono prescindere da una dimensione di trascendenza. Tuttavia, in una società dai contorni sempre più tecnologici l’educazione abbandona pian piano i connotati di conoscenza e apprendimento di valori etici e estetici svilendo le capacità di analisi critica dei giovani. Questo lavoro vuole presentare una serie di contributi sull’arte e la religione che possano colmare – in parte – tale lacuna dell’apprendimento al fine di orientare il lettore verso una “nuova conoscenza”.
Maxine Greene is the most important philosopher of education in the United States today. The author of Teacher as Stranger (1973), Landscapes of Learning (1978), Dialectic of Freedom (1988), and Releasing the Imagination (1995), Greene has influenced tens of thousands of teachers in North America as well as her colleagues in philosophy of education, teacher education, and curriculum studies. While widely cited, Greene has not - until now - been the subject of sustained scholarly analysis and investigation. William F. Pinar has organized a systematic study of Greene's contribution from several points of view: studies of the four books; studies of the intellectual and aesthetic influences upon her theory; and her influence on the various specializations within the broad field of education: the teaching of English, arts education, philosophy of education, curriculum studies, religious education, cognitive theory, and theory of teaching. The book opens and concludes with Maxine Greene's own autobiographical statements.
Social Theory and Education Research is an advanced and accessible text that illustrates the diverse ways in which social theories can be applied to educational research methodologies. It provides in-depth overviews of the various theories by well-known and much-debated thinkers – Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida – and their applications in educational research. Updated throughout and with new extended introductions to each theorist and a new chapter on the application of socio-theoretical concepts in education research methodologies and the how-to of research practice, this second edition assists education practitioners and researchers in their acquisition and application of social theory. This book contextualizes the various theories within the broader context of social philosophy and the historical development of different forms of thought. Social Theory and Education Research will be incredibly useful to postgraduate students and early career researchers who wish to develop their capacity to engage with these debates at an advanced level. It will also prove of great interest to anyone involved in education policy and theory.
This work within The SAGE Reference Series on Leadership provides undergraduate students with an authoritative reference resource on leadership issues specific to women and gender. Although covering historical and contemporary barriers to women′s leadership and issues of gender bias and discrimination, this two-volume set focuses as well on positive aspects and opportunities for leadership in various domains and is centered on the 101 most important topics, issues, questions, and debates specific to women and gender. Entries provide students with more detailed information and depth of discussion than typically found in an encyclopedia entry, but lack the jargon, detail, and density of a journal article. Key Features Includes contributions from a variety of renowned experts Focuses on women and public leadership in the American context, women′s global leadership, women as leaders in the business sector, the nonprofit and social service sector, religion, academia, public policy advocacy, the media, sports, and the arts Addresses both the history of leadership within the realm of women and gender, with examples from the lives of pivotal figures, and the institutional settings and processes that lead to both opportunities and constraints unique to that realm Offers an approachable, clear writing style directed at student researchers Features more depth than encyclopedia entries, with most chapters ranging between 6,000 and 8,000 words, while avoiding the jargon and density often found in journal articles or research handbooks Provides a list of further readings and references after each entry, as well as a detailed index and an online version of the work to maximize accessibility for today′s student audience
Providing a distillation of knowledge in the various disciplines of arts education (dance, drama, music, literature and poetry and visual arts), this essential handbook synthesizes existing research literature, reflects on the past, and contributes to shaping the future of the respective and integrated disciplines of arts education. While research can at times seem distant from practice, the Handbook aims to maintain connection with the live practice of art and of education, capturing the vibrancy and best thinking in the field of theory and practice. The Handbook is organized into 13 sections, each focusing on a major area or issue in arts education research.
In a single volume, the new edition of this guide gives comprehensive coverage of the developments within the fast-changing field of professional, academic and vocational qualifications. career fields, their professional and accrediting bodies, levels of membership and qualifications, and is a one-stop guide for careers advisors, students and parents. It should also enable human resource managers to verify the qualifications of potential employees.
This collection of fourteen essays by scholars from Canada, Europe, the United Kingdom, and the United States emerges from a growing interest in the ways postmodern theory can illuminate not just the products and ideas of high culture, but also the ins and outs of everyday life. Taking the university classroom, broadly construed, as a site of theoretical investigation, this volume helps us to understand troublesome classroom dynamics as well as offering pedagogical strategies for dealing with them. It also illuminates current pressures on higher education that find expression in the classroom. As a forum for these issues, these essays draw upon Deleuzian, feminist, Foucauldian, and psychoanalytic approaches, among others, recognizing not only that these approaches are often in conflict, but also that, collectively, they enhance our understanding of the classroom. Important questions posed here include whether, and if so how, we can combine a Marxist or Foucauldian emphasis on the disciplinary and hegemonic practices of educational institutions with a Lacanian or Barthesian appreciation for the disruptive pleasures and drives that the unconscious produces within and through students, teachers, and classrooms. Which theoretical and pedagogical innovations can help teachers and students to “get the job done” as well as to theorize “the job,” to simultaneously practice education and imagine other forms and ends for education? How can theory help us to historicize, criticize, and re-draw the productive, but sometimes disabling, lines that “make” the classroom and its subjects? A site for lively theoretical debate about these and related pedagogical issues, this volume will prove useful for anyone wanting to reinterpret, reinvent, and reinvigorate the classroom.