Complete Atlas of the World, 3rd Edition is now fully revised and updated to reflect the latest changes in world geography, including the annexation of Crimea and the new nation of South Sudan. Bringing each featured landscape to life with detailed terrain models and color schemes and offering maps of unsurpassed quality, this atlas features four sections: a world overview, the main atlas, fact files on all the countries of the world, and an easy-to-reference index of all 100,000 place names. All maps enjoy a full double-page spread, with continents broken down into 330 carefully selected maps, including 100 city plans. You will also find a stimulating series of global thematic maps that explore Earth's place in the universe, its physical forms and processes, the living world, and the human condition. From Antarctica to Zambia, discover the Earth continent-by-continent with Complete Atlas of the World, 3rd Edition.
"The last wild frontier of classical studies." ---The Times (UK) The Chemical Muse uncovers decades of misdirection and obfuscation to reveal the history of widespread drug use in Ancient Rome and Greece. In the city-states that gave birth to Western civilization, drugs were an everyday element of a free society. Often they were not just available, but vitally necessary for use in medicine, religious ceremonies, and war campaigns. Their proponents and users existed in all classes, from the common soldier to the emperor himself. Citing examples in myths, medicine, and literature, D. C. A. Hillman shows how drugs have influenced and inspired the artists, philosophers, and even politicians whose ideas have formed the basis for civilization as we know it. Many of these ancient texts may seem well-known, but Hillman shows how timid, prudish translations have left scholars and readers in the dark about the reality of drug use in the Classical world. Hillman's argument is not simply "pro-drug." Instead, he appeals for an intellectual honesty that acknowledges the use of drugs in ancient societies despite today's conflicting social mores. In the modern world, where academia and university life are often politically charged, The Chemical Muse offers a unique and long overdue perspective on the contentious topic of drug use and the freedom of thought.
ENTHEOGENS, MYTH AND HUMAN CONSCIOUSNESS is a much needed accessible exploration into the role of psychoactive sacraments - entheogens - in religion, mythology, and history, and also includes most treatments of the subject focus on modern scientific research, psychotherapy, are auto-bibliographic accounts, or are agenda-driven or otherwise naive and myopic. A great mystery of altered states of consciousness and species development is expanding with new archeological and anthropological discoveries. Religious story telling (myth) is a timeless journey. Surprisingly it’s not about truth. It’s about finding one’s self in the midst of the discovery of the “Other.” It is the story of what is separate and unknown that creates self-consciousness. Our entire life consists ultimately in the discovery of the “Other,” which gives meaning to the discovery of the self. The arts and language are the fossil remnants scattered on our path. ENTHEOGENS, MYTH AND HUMAN CONSCIOUSNESS discusses the influence of psychoactive substances on consciousness, human evolution and mystical experiences. It explores how religion, mythology, art and culture stem from entheogenic consciousness and why it's important to us today. "Entheogens, or psychoactive sacraments, have a long, storied history that has played an essential role in the evolution of consciousness, mythology, culture, religion, art - and even history and politics. ENTHEOGENS, MYTH AND HUMAN CONSCIOUSNESS outlines this suppressed - yet seminal - undercurrent of history, giving examples of the role of entheogens from the primal shamanic religions through, the historical religions, esoteric mystical traditions including the Mystery Religions, alchemy and Freemasonry, and into contemporary expressions. Authors Ruck and Hoffman draw upon decades of research and personal experience in discussing the best documented examples of historically important entheogenic evidences, various ongoing threads of research and speculation to muse upon the 'meaning' of it all..." Our hominid ancestors experienced a spiritual wakening at the very dawn of consciousness that set them apart from the other creatures of our planet. It was a journey to another realm induced by a special food that belonged to the gods. This was a plant that was animate with the spirit of deity. It was an entheogen. It was the visionary vehicle for the trip of the first shaman. The story was told over and over again until it achieved the perfect form of a myth. The realm was imagined as a topographical place, the outer limit of the cosmos, the fiery empyrean, or its geocentric opposite, our own planet Gaia. Myths multiplied over time, but they always preserved this primordial truth. These myths provide a road map, a scenario, if you can read them, for whoever today wants to follow. However, it is not an easy journey, and it is also fraught with many dangers, of getting lost, of finding no return. Access to the entheogens is now largely prohibited or strictly licensed. The restrictions constitute an infringement of cognitive freedom, limiting the further evolution of human potential into productive creative imagination and experiences that lie beyond the normal, the traditional province of shamans, who can understand the speech of plants and animals, change shape at will, and journey, both physically and in the spirit, to distant exotic realms. In addition, religions have staked out territorial claims to this realm of spiritual consciousness. They have colonized it, identified it with their god, often reserving the access for their own elite. Similarly, trade in drugs, both medicinal and illegal, has colonized the etheogens, making them only chemicals, rationally depriving them of their spirit. ENTHEOGENS, MYTH AND HUMAN CONSCIOUSNESS is a guide for the curious that provides a historical overview of the role that entheogens have played in the development of our unique supremacy as a species and offers also pathways and advice for reconnecting with the primordial sources of nature’s power. ENTHEOGENS, MYTH AND HUMAN CONSCIOUSNESS investigates the role entheogens have played in the evolution of humankind’s attempt to define reality in a context of metaphysical or theological dimensions. Although other botanical intoxicants will be considered (cannabis, daphne, opium, Syrian rue, datura, mandrake), none, with the possible exception of mandrake, seem to have lent themselves so readily to metaphoric personifications, which make this the subject for a course on mythology. The source of humankind’s fascination and repulsion for fungi, indeed, leads to a fundamental consideration of the psychological nature of mankind’s fascination or awareness of what in the categorization of religions is termed animism and rituals of ecstatic shamanism. In addition, the linking of bread and wine as sacramental foods is due to parallel concepts of controlled fungal growth as a simulacrum of the cosmos itself. The goal is not so much to acquire factual knowledge of this vast subject, but to open up pathways for reflection upon the basic nature of human existence and consciousness. The narrative is the awesome history of discovery and the findings of ancient rituals that meld into twentieth-century controversy and criticism of psychedelics. The future of humanity and the direction of twenty-first century brain science is challenged as well as our sense of social convention. Entheogens have been deemed be prohibited controlled substances and as such is an infringement of cognitive freedom. Whatever the danger of potential abuse, the substance is not the fault, but the user. The hammer is not guilty, but the carpenter who misuses it because of deficient training. In order to exonerate the executioner in Classical antiquity, the axe was brought to trial and found guilty. The prohibition has drastically retarded the investigation into the therapeutic potential of proscribed drugs, including their efficacy in curing addiction. Some of these substances also offer the potential for accessing levels of cognition and consciousness beyond the ordinary, the traditional provenance of mystics and shamans, like bilocation, clairvoyance, and zoomorphism.
This book examines how educators internationally can better understand the role of education as a public good designed to nurture peace, tolerance, sustainable livelihoods and human fulfilment. Bringing together empirical and theoretical perspectives, this insightful text develops new understandings of education for sustainable development and global citizenship (ESD/GC) and illustrates how these might impact on educational research, policy and practice. The text recognizes the ESD/GC as pivotal to the universal ambitions of UNESCO’s Sustainable Development Goals, and focuses on the role of teachers and teacher educators in delivering the appropriate educational response to promote equity and sustainability. Chapters explore factors including curriculum design, values and assessment in teacher education, and consider how each and every learner can be guaranteed an understanding of their role in promoting a just and sustainable global society. This book will be of great interest to academics, researchers, school leaders, practitioners, policy makers and students in the fields of education, teacher education and sustainability.
In a fast-changing, globalising world, the teaching and implementation of a curriculum for Education for Sustainability (EfS) has been a challenge for many teachers. Issues in Teaching and Learning of Education for Sustainability highlights the issues and challenges educators and academics face in implementing EfS and gives examples of what an EfS curriculum may look like and how some institutions translate the theory into practice. Organised into three parts, the volume looks at: the who (EfS for whom), the what (EfS curriculum) and the how (translating from theory to practice). The concluding chapter provides ideas and directions on where the world can proceed regarding sustainability education and how it can help in the teaching and learning of sustainability. Considering social issues such as poverty, education, health, culture and the use of natural resources, this book proposes a different path towards Education for Sustainability. Providing concrete data on the realisation of sustainable development, Issues in Teaching and Learning of Education for Sustainability will be of interest to geographers, geography educators and professionals concerned with Education for Sustainability.
This book examines the integration of the international, global, and intercultural dimensions in contemporary education systems. Yemini provides a comprehensive understanding of the process of internationalization from different angles including policy-making, curriculum implementation, media discourse, and individual agency. The book illuminates and analyzes a set of key tensions of internationalization across multiple levels of schooling and across the domains of popular discourse, policy, curriculum, pedagogy, and students’ identity, by connecting or re-connecting the process of internationalization and its outcomes at individual level of global citizenship. The author uses solid empirical embedding of each of those aspects together with development of novel theoretical insights in each of the investigated domains.
Talking to Action: Art, Pedagogy, and Activism in the Americas is the first publication to bring together scholarship, critical essays, and documentation of collaborative community-based art making by researchers from across the American hemisphere. The comprehensive volume is a compendium of texts, analysis, and research documents from the Talking to Action research and exhibition platform, part of the Getty's Pacific Standard Time: LA/LA initiative, a far-reaching and ambitious exploration of Latin American and Latino art in dialogue with Los Angeles. While the field of social practice has had an increasingly high profile within contemporary art discourse, this book documents artists who have been under-recognized because they do not show in traditional gallery or museum contexts and are often studied by specialists in other disciplines, particularly within the Latin American context. Talking to Action: Art, Pedagogy, and Activism in the Americas addresses the absence of a publication documenting scholarly exchange between research sites throughout the hemisphere and is intended for those interested in community-based practices operating within the intersection of art, activism, and the social sciences.
With a focus on the Global South, this book argues that awareness and discussion of the politics of equity and inclusion in global citizenship education (GCE) research are essential to the future of nuanced and effective research in this area. The book explores the notion of heavily regulated hard spaces to examine areas of institutional blindness and reflects on ways to negotiate the issue of sensitivity in an institutional context, exploring how one’s sensitivity relates to pedagogy and ethics. Through this in-depth metadiscussion of GCE research, the book provides a complex portrait of unique challenges in this domain and explores the nuanced experience of navigating temporal intersections of the global, the citizen, and education in geographically and thematically obstacled spaces. This book will be of great interest to researchers, policymakers, academics and postgraduate students in the fields of global education, comparative education, and educational policy.
What is character education? Why has it risen up the political agenda in the UK in recent years? And what does it mean in pedagogical practice? This book addresses these questions, challenging the individualistic and moralistic ideas underlying the clamour amongst politicians, educators and authors to promote ‘grit’, ‘resilience’ and ‘character’ in schools. Closely examining a range of teaching resources, the book shows that the development of character is wrongly presented as the solution to a wide variety of social problems, with individual citizens expected to accommodate themselves to the realities of the contemporary economic context, rather than enhancing their capacities to engage in civic and political activities to bring about changes they wish to see. The book argues that there is a tried and tested alternative to character education, which is far more likely to strengthen British democracy, namely, citizenship education.
