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Author: Bryant Griffith
Publisher: BRILL
Published: 2010-01-01
Total Pages: 124
ISBN-13: 9460912907
DOWNLOAD EBOOKWe live immersed in what appears to be a paradox between coherence and complexity. It is the gap between the modern presuppositions we largely live by and the emerging presuppositions we are testing which makes this seem chaotic. It is the pull of the individual and the collective and their multi-layered discourses.
Author: Olivia Rogers
Publisher:
Published: 2007
Total Pages:
ISBN-13:
DOWNLOAD EBOOKAuthor: Rita Locatelli
Publisher: Springer Nature
Published: 2019-08-19
Total Pages: 192
ISBN-13: 3030248011
DOWNLOAD EBOOKThis book examines the normative principles that guide the governance of education, in particular the notion of education as a public good. Determining whether this concept is still valid is a topic of growing importance, especially considering the phenomena of increasing privatisation and marketisation in the sector. The author posits that the prioritisation of economic aspects of education may lead to the weakening of the role of the State in ensuring equality of opportunity and social justice, and thus to a significant risk of considering education as merely a private, marketable good. The volume argues that considering education as a common good can lead to the strengthening of democratic and participatory approaches to educational governance, based on the recognition of education as a shared endeavour and responsibility. It will be of interest and value to students and scholars of education as a public good, social justice, and the wider neoliberalisation of the education sector.
Author: G. Yoos
Publisher: Springer
Published: 2007-08-20
Total Pages: 280
ISBN-13: 0230607519
DOWNLOAD EBOOKThis book is a combination of rhetorical theory and critical thinking. It argues that liberalism in its most meaningful sense is not ideological, but a politics of rational and civic virtue. It uses different frames and references to address problems liberals face in confronting the rhetorical strengths of conservative policy argument.
Author: Andrew Dole
Publisher: Bloomsbury Publishing
Published: 2018-12-13
Total Pages: 264
ISBN-13: 1350065188
DOWNLOAD EBOOKThis book revisits Paul Ricoeur's classification of Karl Marx, Friedrich Nietzsche, and Sigmund Freud as the “masters of suspicion”, and provides a thought-provoking critique for critical religious studies scholars, as well as anyone working in critical theory more broadly. Whereas Ricoeur saw suspicion as a mode of interpretation, Andrew Dole argues that the method common to his “masters” is better understood as a mode of explanation. Dole replaces Ricoeur's hermeneutics of suspicion with suspicious explanation, which claims the existence of hidden phenomena that are bad in some recognizable way. Each of the masters, Dole argues, offered a distinct kind of suspicious explanation. Reconstructing Marx, Nietzsche, and Freud in this way brings their work into conversation with conspiracy theories, which are themselves a type of suspicious explanation. Dole argues that conspiracy theories and other types of suspicious explanation are “cognitively ensnaring”, to borrow a term from Pascal Boyer. If they are true they are importantly true, but their truth or falsity can be very difficult to ascertain.
Author: Cynthia Lewis
Publisher: Routledge
Published: 2020-07-24
Total Pages: 216
ISBN-13: 1000149560
DOWNLOAD EBOOKThis landmark volume articulates and develops the argument that new directions in sociocultural theory are needed in order to address important issues of identity, agency, and power that are central to understanding literacy research and literacy learning as social and cultural practices. With an overarching focus on the research process as it relates to sociocultural research, the book is organized around two themes: conceptual frameworks and knowledge sources. *Part I, “Rethinking Conceptual Frameworks,” offers new theoretical lenses for reconsidering key concepts traditionally associated with sociocultural theory, such as activity, history, community, and the ways they are conceptualized and under-conceptualized within sociocultural theory. *Part II, “Rethinking Knowledge and Representation,” considers the tensions and possibilities related to how research knowledge is produced, represented, and disseminated or shared—challenging the locus of authority in research relationships, asking who is authorized to be a legitimate knowledge source, for what purposes, and for which audiences or stakeholders. Employing the lens of “critical sociocultural research,” this book focuses on the central role of language and identity in learning and literacy practices. It is intended for scholars, researchers, and graduate students in literacy education, social and cultural psychology, social foundations of education, educational anthropology, curriculum theory, and qualitative research in education.
Author: Jeffrey Flynn
Publisher: Routledge
Published: 2013-11-26
Total Pages: 234
ISBN-13: 1134522150
DOWNLOAD EBOOKIn this book, Flynn stresses the vital role of intercultural dialogue in developing a non-ethnocentric conception of human rights. He argues that Jürgen Habermas’s discourse theory provides both the best framework for such dialogue and a much-needed middle path between philosophical approaches that derive human rights from a single foundational source and those that support multiple foundations for human rights (Charles Taylor, John Rawls, and various Rawlsians). By analyzing the historical and political context for debates over the compatibility of human rights with Christianity, Islam, and "Asian Values," Flynn develops a philosophical approach that is continuous with and a critical reflection on the intercultural dialogue on human rights. He reframes the dialogue by situating it in relation to the globalization of modern institutions and by arguing that such dialogue must address issues like the legacy of colonialism and global inequality while also being attuned to actual political struggles for human rights.
Author: Conrad P. Pritscher
Publisher: Springer Science & Business Media
Published: 2012-01-01
Total Pages: 234
ISBN-13: 9460917089
DOWNLOAD EBOOKNeuroscience has found that neuroplasticity of brain cells allows brains to invent themselves. Remodeling of brains can be facilitated by schools and universities. What may be done to accelerate that positive inventing so as to prepare for rapidly accelerating change? As an IBM advertisement reads: “It is time to ask smarter questions.” This book helps the reader do that. What is worse than being blind to something? “Being blind to your blindness” says Eric Haseltine who has worked for both Disney and the National Security Agency. Being blind to what our brains can do is slowly changing. Brain researchers recently found that we can now be our own subjects of brain experimentation. Research shows how one can change one’s brain by changing one’s mind. In her 2010 high school valedictorian speech Erica Goldson courageously said: “The majority of students are put through the same brainwashing techniques in order to create a complacent labor force working in the interests of large corporations and secretive government, and worst of all, they are completely unaware of it.” This book shows professors, teachers, parents, and interested citizens how students can become aware and reach higher levels of consciousness.
Author: Thomas Wedell-Wedellsborg
Publisher: Harvard Business Press
Published: 2020-03-17
Total Pages: 327
ISBN-13: 1633697231
DOWNLOAD EBOOK"The author makes a compelling case that we often start solving a problem before thinking deeply about whether we are solving the right problem. If you want the superpower of solving better problems, read this book." -- Eric Schmidt, former CEO, Google Are you solving the right problems? Have you or your colleagues ever worked hard on something, only to find out you were focusing on the wrong problem entirely? Most people have. In a survey, 85 percent of companies said they often struggle to solve the right problems. The consequences are severe: Leaders fight the wrong strategic battles. Teams spend their energy on low-impact work. Startups build products that nobody wants. Organizations implement "solutions" that somehow make things worse, not better. Everywhere you look, the waste is staggering. As Peter Drucker pointed out, there's nothing more dangerous than the right answer to the wrong question. There is a way to do better. The key is reframing, a crucial, underutilized skill that you can master with the help of this book. Using real-world stories and unforgettable examples like "the slow elevator problem," author Thomas Wedell-Wedellsborg offers a simple, three-step method - Frame, Reframe, Move Forward - that anyone can use to start solving the right problems. Reframing is not difficult to learn. It can be used on everyday challenges and on the biggest, trickiest problems you face. In this visually engaging, deeply researched book, you’ll learn from leaders at large companies, from entrepreneurs, consultants, nonprofit leaders, and many other breakthrough thinkers. It's time for everyone to stop barking up the wrong trees. Teach yourself and your team to reframe, and growth and success will follow.
Author: Robert J. Lowe
Publisher: Springer Nature
Published: 2020-07-02
Total Pages: 200
ISBN-13: 3030462315
DOWNLOAD EBOOKThis book introduces the concept of the ‘native speaker’ frame: a perceptual filter within English Language Teaching (ELT) which views the linguistic and cultural norms and the educational technology of the anglophone West as being normative, while the norms and practices of non-Western countries are viewed as deficient. Based on a rich source of ethnographic data, and employing a frame analysis approach, it investigates the ways in which this ‘native-speaker’ framing influenced the construction and operation of a Japanese university EFL program. While the program appeared to be free of explicit expressions of native-speakerism, such as discrimination against teachers, this study found that the practices of the program were underpinned by implicitly native-speakerist assumptions based on the stereotyping of Japanese students and the Japanese education system. The book provides a new perspective on debates around native-speakerism by examining how the dominant framing of a program may still be influenced by the ideology, even in cases where overt signs of native-speakerism appear to be absent.
