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What do the technical practices, procedures, and systems that have shaped institutions of higher learning in the United States, from the Ivy League and women’s colleges to historically black colleges and land-grant universities, teach us about the production and distribution of knowledge? Addressing media theory, architectural history, and the history of academia, Knowledge Worlds reconceives the university as a media complex comprising a network of infrastructures and operations through which knowledge is made, conveyed, and withheld. Reinhold Martin argues that the material infrastructures of the modern university—the architecture of academic buildings, the configuration of seminar tables, the organization of campus plans—reveal the ways in which knowledge is created and reproduced in different kinds of institutions. He reconstructs changes in aesthetic strategies, pedagogical techniques, and political economy to show how the boundaries that govern higher education have shifted over the past two centuries. From colleges chartered as rights-bearing corporations to research universities conceived as knowledge factories, educating some has always depended upon excluding others. Knowledge Worlds shows how the division of intellectual labor was redrawn as new students entered, expertise circulated, science repurposed old myths, and humanists cultivated new forms of social and intellectual capital. Combining histories of architecture, technology, knowledge, and institutions into a critical media history, Martin traces the uneven movement in the academy from liberal to neoliberal reason.
Rudolf Steiner Press has published a new series of re-edited, re-typeset, and re-designed editions of the classic, authorized translations of Rudolf Steiner's foundational books. Each volume of this series is printed in a limited edition of 1,000 copies and sewn-bound in high-quality cloth, finished with colored end papers, and includes a book-mark ribbon. Steiner's foundational handbook for spiritual and personal development has grown more modern with time, though his methods remain clearly distinguishable from many current paths of inner work. First, Steiner's method is based on the clarity of thought normally associated with scientific research. Instead of denying clear thinking, his aim is to extend it beyond its present limitations. Second, Steiner recognizes--as do all genuine paths--that the way to spiritual experience is arduous and dangerous and calls for self-control in thought, word, and action. The human being comprises a unity, and we cannot develop knowledge without a corresponding development of feeling and will. Steiner predicted that humanity would begin to experience a longing for forms of experience that transcended intellectual, materialistic thinking. More than a hundred years after the first publication of this book, countless means are offered for achieving transcendental experience, including Eastern meditation practices, channeling, remote viewing, and astral projection. Moreover, there has been a huge increase in the number of people who report various suprasensory perceptions, such as near-death experiences and meetings with angels. In this context, Steiner's key spiritual guidebook is needed more than ever, given its unique, precise instructions for inner training, its protective exercises, and its indications for staying grounded and centered. Knowledge of the Higher Worlds begins with the preconditions for personal development and guides the reader through the stages of initiation, its practical aspects, and its effects.
Knowledge Of the Higher Worlds And Its Attainment By Rudolf Steiner Originally published in 1938. Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive. Obscure Press are republishing these classic works in affordable, high quality, modern editions, using the original text and artwork. Contents include: How is Knowledge of the Higher World Attained? - The Stages of Initiation - Some Practical Aspects - The conditions of Esoteric Training - Some Results of Initiation - The Transformation of Dream Life, The Continuity of Consciousness - The Partition of Human Personality During Spiritual Training - The Guardian of the Threshold, The Great or Second Guardian of the Threshold
This book establishes a dialogue between colonial studies and the history of science, contributing to a renewed analytical framework grounded on a trans-national, trans-cultural and trans-imperial perspective. It proposes a historiographical revision based on self-organization and cooperation theories, as well as the role of traditionally marginalized agents, including women, in processes that contributed to the building of a First Global Age, from 1400 to 1800. The intermediaries between European and local bearers of knowledge played a central role, together with cultural translation processes involving local practices of knowledge production and the global circulation of persons, commodities, information and knowledge. Colonized worlds in the First Global Age were central to the making of Europe, while Europeans were, undoubtedly, responsible for the emergence of new balances of power and new cultural grounds. Circulation and locality are core concepts of the theoretical frame of this book. Discussing the connection between the local and the global, in terms of production and circulation of knowledge, within the framework of colonialism, the book establishes a dialogue between experts on the history of science and specialists on global and colonial studies.
ANDY HARGREAVES Department of Teacher Education, Curriculum and Instruction Lynch School of Education, Boston College, MA, U.S.A. ANN LIEBERMAN Carnegie Foundation for the Advancement of Teaching, Stanford, U.S.A. MICHAEL FULLAN Ontario Institute for Studies Education, University of Toronto, Canada DAVID HOPKINS Department for Education and Slalls, London, U.K. This set of four volumes on brings together evidence and insights on educational change issues from leading writers and researchers in the field from across the world. Many of these writers, whose chapters have been specially written for these books, have been investigating, helping initiate and implementing educational change, for most or all of their lengthy careers. Others are working on the cutting edge of theory and practice in educational change, taking the field in new or even more challenging directions. And some are more skeptical about the literature of educational change and the assumptions on which it rests. They help us to approach projects of understanding or initiating educational change more deeply, reflectively and realistically. Educational change and reform have rarely had so much prominence within public policy, in so many different places. Educational change is ubiquitous. It figures large in Presidential and Prime Ministerial speeches. It is at or near the top of many National policy agendas. Everywhere, educational change is not only a policy priority but also major public news. Yet action to bring about educational change usually exceeds people's understanding of how to do so effectively.
Informatica—the updated edition of Alex Wright's previously published Glut—continues the journey through the history of the information age to show how information systems emerge. Today's "information explosion" may seem like a modern phenomenon, but we are not the first generation—or even the first species—to wrestle with the problem of information overload. Long before the advent of computers, human beings were collecting, storing, and organizing information: from Ice Age taxonomies to Sumerian archives, Greek libraries to Christian monasteries. Wright weaves a narrative that connects such seemingly far-flung topics as insect colonies, Stone Age jewelry, medieval monasteries, Renaissance encyclopedias, early computer networks, and the World Wide Web. He suggests that the future of the information age may lie deep in our cultural past. We stand at a precipice struggling to cope with a tsunami of data. Wright provides some much-needed historical perspective. We can understand the predicament of information overload not just as the result of technological change but as the latest chapter in an ancient story that we are only beginning to understand.
The digital age has transformed information access in ways that few ever dreamed. But the afterclap of our digital wonders has left libraries reeling as they are no longer the chief contender in information delivery. The author gives both sides--the web aficionados, some of them unhinged, and the traditional librarians, some blinkered--a fair hearing but misconceptions abound. Internet be-all and end-all enthusiasts are no more useful than librarians who urge fellow professionals to be all things to all people. The American Library Association, wildly democratic at its best and worst, appears schizophrenic on the issue, unhelpfully. "My effort here," says the author, "is to talk about the elephant in the room." Are libraries obsolete? No! concludes the author (also). The book explores how libraries and librarians must and certainly can continue to be relevant, vibrant and enduring.