This study examines academic departments as a context for teaching in the secondary school. lt explores why teachers find departments to be crucial to the high school setting. In all three schools studied and in all four subjects English, Maths, Science and Social Science teachers - even those who felt isolated in their classrooms - located their sense of professional identity, practice and community in their departments. Departments are seen as boundaries for dividing the school; centres of social interaction; a micro political decision-making forum; as a subject knowledge category. Those concerns are important at this time as various attacks are being made on school structures and subject and administration fragmentation - in these cases subjects are seen as obstacles to change. To subject groups they are viewed as potential vehicles to carry and confirm the message.
The three volume Realms of Gold series brings together all the shorter literary works taught in the Core Knowledge Sequence for the middle school grades. Volume Two includes those for grade seven.
Knowledge of facts is essential for the management of life. Most studies of the subject examine how we go about trying to obtain it; they describe the processes and proceedings of rational inquiry. The present work steps back from this to inquire into the limits and limitations of such processes and to identify the assets and the limitabilities of what they are able to supply for us. It examines how knowledge of facts is secured and consolidated as such, and what the resulting information can and cannot provide. It argues that the unavoidable incompleteness of our factual information also endows it with an element of incorrectness. By looking also at the negative side of human inquiry the book’s perspective clarifies the nature of our grip on the facts that constitute our view of the reality of things.
Keats' letters paint an unforgettably vivid and moving picture of CLIPPER the richly productive but also tragic final years of the poet's life. As he ponders on the nature of the writer's craft, he must first confront his brother's death from tuberculosis and then the imminent prospect of his own, tormented by the fear that he will not live to consummate his relationship with Fanny Brawne. This general selection also includes many of his finest poems, versions of which often appeared for the first time within the letters themselves.
Perhaps not since Ralph Tyler's (1949) Basic Principles of Curriculum and Instruction has a book communicated the field as completely as Understanding Curriculum. From historical discourses to breaking developments in feminist, poststructuralist, and racial theory, including chapters on political theory, phenomenology, aesthetics, theology, international developments, and a lengthy chapter on institutional concerns, the American curriculum field is here. It will be an indispensable textbook for undergraduate and graduate courses alike.
Understanding and Shaping Curriculum: What We Teach and Why introduces readers to curriculum as knowledge, curriculum as work, and curriculum as professional practice. Author Thomas W. Hewitt discusses curriculum from theoretical and practical perspectives to not only acquaint readers with the study of curriculum, but also help them to become effective curriculum practitioners.
Summarizes Grof's experiences and observations from more than forty years of research into non-ordinary states of consciousness. This accessible and comprehensive overview of the work of Stanislav Grof, one of the founders of transpersonal psychology, was specifically written to acquaint newcomers with his work. Serving as a summation of his career and previous works, this entirely new book is the source to introduce Grof's enormous contributions to the fields of psychiatry and psychology, especially his central concept of holotropic experience, where holotropic signifies "moving toward wholeness." Grof maintains that the current basic assumptions and concepts of psychology and psychiatry require a radical revision based on the intensive and systematic research of holotropic experience. He suggests that a radical inner transformation of humanity and a rise to a higher level of consciousness might be humankind's only real hope for the future. "It's rare to find a textbook that is both extremely informative and enjoyable to read. Psychology of the Future has to be one of the first ones I've ever come across ... Each chapter brought an entirely new concept, theory, or method that was just as engaging as the previous one." — Dr. Tami Brady, TCM Reviews "This book is by a pioneering genius in consciousness research. It presents the full spectrum of Grof's ideas, from his earliest mappings of using LSD psychotherapy, to his clinical work with people facing death, to his more recent work with holotropic breathing, to his latest thoughts about the cosmological implications of consciousness research and the prospects for dealing with an emerging planetary crisis. Grof has always been one of the most original thinkers in the transpersonal field, and his creativity has kept pace with the maturity of his overall vision." -- Michael Washburn, author of Transpersonal Psychology in Psychoanalytic Perspective "Grof offers an outstanding contribution to the ever-growing debate about the nature of human consciousness and about the place of humankind in the cosmos. If more psychiatrists could be persuaded that human consciousness transcends the limitations of the physical brain, and instead is but an aspect of what may best be described as 'cosmic consciousness,' we could not only expect treatment modalities to change, but we could also anticipate the possibility of culture-wide rethinking of the basic presuppositions of modern cosmology, the cosmology that grounds Western institutions, ideologies, and beliefs about the nature of personhood." -- Michael E. Zimmerman, author of Contesting Earth's Future: Radical Ecology and Postmodernity Stanislav Grof, MD, is a psychiatrist with more than fifty years of experience in research of non-ordinary states of consciousness. He has been Principal Investigator in a psychedelic research program at the Psychiatric Research Institute in Prague, Czechoslovakia; Chief of Psychiatric Research at the Maryland Psychiatric Research Center; Assistant Professor of Psychiatry at the Johns Hopkins University; and Scholar-in-Residence at the Esalen Institute. He is currently Professor of Psychology at the California Institute of Integral Studies, conducts professional training programs in holotropic breathwork, and gives lectures and seminars worldwide. He is one of the founders and chief theoreticians of transpersonal psychology and the founding president of the International Transpersonal Association (ITA). In 2007, he was granted the prestigious Vision 97 award from the Vaclav and Dagmar Havel Foundation in Prague. He is the author and editor of many books, including The Adventure of Self-Discovery: Dimensions of Consciousness and New Perspectives in Psychotherapy and Inner Exploration; Ancient Wisdom and Modern Science; Beyond the Brain: Birth, Death, and Transcendence in Psychotherapy; The Cosmic Game: Explorations of the Frontiers of Human Consciousness; and Human Survival and Consciousness Evolution; all published by SUNY Press.
This text offers a comprehensive discussion of philosophies that are relevant to the conceptualization and development of the knowledge base and discipline of nursing. Coverage progresses from classical philosophy to the rationalism of Descartes, the roots of modern science in British empiricism, the evolution of modern science, and the concept of interpretive inquiry. Also included are chapters on the knowledge-practice connection and models for nursing knowledge development. This book explores how philosophy shapes aspects of nursing and provides students with a much richer and fuller understanding of how nursing works, how it can be approached most effectively, and how it might be shaped to advance in the future.
This text presents a comprehensive analysis of emerging office design practice to support and enhance the performance of knowledge workers. It explains how the office is being reinvented to respond to the imperatives of knowledge work, as well as the changing social imperatives and technology of the new millennium.
Why are students becoming disengaged from schooling? Many teachers, administrators and designers of policy and curriculum are expressing concern over this issue. Current approaches to schooling are dominated by a perceived need to enable learners to particulate in the knowledge economy.
