Discovering Radical Contingency examines the implications of postmodern culture for education, particularly those involving adult learners. Against a critical review of modernist culture and education, a comparative account of the postmodern is posited. That account is reconfigured as a set of six tensions. These tensions are then used in exploring the nature of educational practice and engagement in postmodernity, from different perspectives: through dialogues with students of that practice; through case studies of practice; as descriptive tendencies of engagement; and as nodal forms of programmatic activity. The book closes with chapters examining the nature of educational research and the professional development of adult educators in postmodernity.
After Finitude provides readings of the history of philosophy and sets out a critique of the unavowed fideism at the heart of post-Kantian philosophy. Author Quentin Meillassoux introduces a philosophical alternative to the forced choice between dogmatism and critique. After Finitude proposes a new alliance between philosophy and science and calls for an unequivocal halt to the creeping return of religiosity in contemporary philosophical discourse.
In this 1989 book Rorty argues that thinkers such as Nietzsche, Freud, and Wittgenstein have enabled societies to see themselves as historical contingencies, rather than as expressions of underlying, ahistorical human nature or as realizations of suprahistorical goals. This ironic perspective on the human condition is valuable on a private level, although it cannot advance the social or political goals of liberalism. In fact Rorty believes that it is literature not philosophy that can do this, by promoting a genuine sense of human solidarity. A truly liberal culture, acutely aware of its own historical contingency, would fuse the private, individual freedom of the ironic, philosophical perspective with the public project of human solidarity as it is engendered through the insights and sensibilities of great writers. The book has a characteristically wide range of reference from philosophy through social theory to literary criticism. It confirms Rorty's status as a uniquely subtle theorist, whose writing will prove absorbing to academic and nonacademic readers alike.
This book defends a radical new theory of contingency as a physical phenomenon. Drawing on the many-worlds approach, it argues that quantum theories are best understood as telling us about the space of genuine possibilities, rather than as telling us solely about actuality.
Praise for Powerful Techniques for Teaching Adults "Stephen Brookfield has used his gifts for clear thinking and lucid writing to produce this theoretically informed, immensely practical book on how the dynamics of power and adult teaching intersect. It should be required reading for everyone who teaches adults." ?? Ronald M. Cervero, professor and associate dean, College of Education, University of Georgia "In one of his most personal, emotionally candid, and accessible books yet, Stephen Brookfield shares his passionate and indispensable commitment to empowering the learner both inside and outside the formal classroom, offering a trove of exercises, stories, and practical teaching tips to confront the hidden curriculum of power head on. For any teacher, coach, supervisor, or mentor who cares deeply about adult learning, here's a true gem from one of our great contemporary adult educators." Laurent A. Parks Daloz, senior fellow, The Whidbey Institute "This book is not about increasing your power as a teacher it is about the dynamics of power in the adult classroom, challenging power structures, and the techniques teachers can use to empower learners. Brookfield's uses the lens of 'power' to distill, for the practitioner, ??a lifetime's work of scholarly and practical engagement with adult teaching and learning.' Mark Tennant, emeritus professor, University of Technology, Sydney, Australia "Brookfield writes in a nice easy-to-read autobiographical style. He explains and fully discusses many good techniques for teaching in an effective and humane manner. Everybody who teaches, whether they teach children or adults, will benefit from reading this interesting book and learning from his lifetime of experience as a teacher." Peter Jarvis, emeritus professor of continuing education, University of Surrey
If we are to distinguish mere non-being from that which is not, yet may be, from that which was not, yet could have been, or from that which will not be, yet could become, we are committed in some way to grant being to possibilities. The possible is not actual; yet it is not nothing. What then could it be? What ontological status could it possess? In Contingency, Time, and Possibility: An Essay on Aristotle and Duns Scotus, Pascal Massie opens these questions by combining two approaches: First, an original inquiry that analyses the notions of chance, fate, event, contradiction, and so forth, and suggests that the distinction between potency and act arises from a confrontation with the impossible. Second, a historical inquiry that focuses on Aristotle and Duns Scotus, two key figures contributing to a fundamental transformation in the history of Western ontology; namely, the transition from a metaphysics of nature (Aristotle) to a metaphysics of the will (Scotus). In doing so, this book departs from the prevailing interpretation of the history of modal logic according to which Scotus rejected the principle of plenitude attributed to Aristotle and replaced the ancient diachronic theory of possibilities with a synchronic one, thereby contributing to a Opossible worldOs semantics.O Rather, Massie argues that in its proper ontological import, the question of possibility concerns the limit between being and non-being and that this limit must be thought in terms of temporality. With Scotus, however, a radical shift occurs. Possibilities are understood in terms of will, creation, omnipotence, and transcending freedom. As such, they belong to the realm of what is supremely actual (i.e., superabundant activity). What used to be understood as a lesser degree of being (the quasi non-being of uninformed matter and mere possibilities) becomes the mark of omnipotence.
The Handbook of Transformative Learning The leading resource for the field, this handbook provides a comprehensive and critical review of more than three decades of theory development, research, and practice in transformative learning. The starting place for understanding and fostering transformative learning, as well as diving deeper, the volume distinguishes transformative learning from other forms of learning, explores future perspectives, and is designed for scholars, students, and practitioners. PRAISE FOR THE HANDBOOK OF TRANSFORMATIVE LEARNING "This book will be of inestimable value to students and scholars of learning irrespective of whether or not their emphasis is on transformative learning. It should find its way to the reference bookshelves of every academic library focusing on education, teaching, learning, or the care professions." —PETER JARVIS, professor of continuing education, University of Surrey "Can there be a coherent theory of transformative learning? Perhaps. This handbook goes a long way to answering this question by offering a kaleidoscope of perspectives, including non-Western, that consider the meaning and practice of transformative learning." —SHAUNA BUTTERWICK, associate professor, University of British Columbia "This handbook will be valuable and accessible to both scholars and practitioners who are new to the study of adult education and transformative learning and to more seasoned scholars who seek a sophisticated analysis of the state of transformative learning thirty years after Mezirow first shared his version of a then-fledgling theory of adult learning." —JOVITA ROSS-GORDON, professor and program coordinator, MA in Adult Education, Texas State University
These volumes virtually cover the whole Islam in a nutshell, which makes them reader-friendly. This multi-volume is essential for all scholars, researchers, students and general readers, the world over.
THE JOSSEY-BASS READER ON Contemporary Issues in Adult Education With contributions from leading experts in the field, The Jossey-Bass Reader on Contemporary Issues in Adult Education collects in one volume the best previously published literature on the issues and trends affecting adult education today. The volume includes influential pieces from foundational authors in the profession such as Eduard C. Lindeman, Alain Locke, and Paulo Freire, as well as current work from authors around the world, including Laura L. Bierema, John M. Dirkx, Cecilia Amaluisa Fiallos, Peter Jarvis, Michael Newman, and Shirley Walters. In five sections, the book's thirty chapters delve into a wide range of compelling topics including: social justice, democracy, and activism diversity and marginalization human resource development lifelong learning ethical issues the meaning and role of emotions globalization and non-Western perspectives the role of mass media, popular culture, and "social learning" technology health, welfare, and environment Each piece is framed within its larger context by the editors, and each section is accompanied by helpful reflection and discussion questions.
