Superior studies on salient themes and texts of Proverbs now join similar anthologies on Job and Ecclesiastes that have been compiled by Roy B. Zuck. 'Learning from the Sages' assembles thirty-two essays by twenty-seven scholars, covering genre, themes, and expositions of selected passages. Some include technical details of Hebrew, but in-depth linguistic knowledge is not necessary. Part 1 looks at the structure, context, and message of Proverbs, and offers suggestions on understanding its content, terms used, and metaphors for wisdom, wealth, and poverty. Essays on individual texts are arranged in canonical order in Part 2. Commentators discuss such memorable sections as the advice to young men in Chapter 3, the seductress of Chapter 5, and the comparisons of the fool and the wise. Contributors include Kathleen Farmer, R.N. Whybray, William Mouser, Jr., Bruce Waltke, William McKane, Roland Murphy, Duane Garrett, Sid Buzzell, Allen Ross, and David Hubbard.
Students and teachers of Chinese history and philosophy will not want to miss Daniel Gardner's accessible translation of the teachings of Chu Hsi (1130-1200)—a luminary of the Confucian tradition who dominated Chinese intellectual life for centuries. Homing in on a primary concern of our own time, Gardner focuses on Chu Hsi's passionate interest in education and its importance to individual development. For hundreds of years, every literate person in China was familiar with Chu Hsi's teachings. They informed the curricula of private academies and public schools and became the basis of the state's prestigious civil service examinations. Nor was Chu's influence limited to China. In Korea and Japan as well, his teachings defined the terms of scholarly debate and served as the foundation for state ideology. Chu Hsi was convinced that through education anyone could learn to be fully moral and thus travel the road to sagehood. Throughout his life, he struggled with the philosophical questions underlying education: What should people learn? How should they go about learning? What enables them to learn? What are the aims and the effects of learning? Part One of Learning to Be a Sage examines Chu Hsi's views on learning and how he arrived at them. Part Two presents a translation of the chapters devoted to learning in the Conversations of Master Chu.
Superior studies on salient themes and texts of Proverbs now join similar anthologies on Job and Ecclesiastes that have been compiled by Roy B. Zuck. Learning from the Sages assembles thirty-two essays by twenty-seven scholars, covering genre, themes, and expositions of selected passages. Some include technical details of Hebrew, but in-depth linguistic knowledge is not necessary. Part 1 looks at the structure, context, and message of Proverbs, and offers suggestions on understanding its content, terms used, and metaphors for wisdom, wealth, and poverty. Essays on individual texts are arranged in canonical order in part 2. Commentators discuss such memorable sections as the advice to young men in chapter 3, the seductress of chapter 5, and the comparisons of the fool and the wise.
Yi Hwang (1501-1570), better known by his pen name T'oegye, is generally considered Korea's preeminent Neo-Confucian scholar. The Ten Diagrams on Sage Learning is his final masterpiece, a distillation of the learning and practice of a lifetime, and one of the most important works of Korean Neo-Confucianism. In it he crystallized the essence of Neo-Confucian philosophy and spiritual practice in ten brief chapters that begin with the grand vision of the universe and conclude with a description of a well-lived day. In To Become a Sage, Michael Kalton supplements a superb translation of this pivotal text with useful commentary that will greatly enhance its value and interest to the lay reader. The Ten Diagrams is the first complete primary text of Korean Neo-Confucianism to be translated into English. Korea's Yi Dynasty (1392-1910), the only East Asian regime founded exclusively under Neo-Confucian auspices, was unique in its allegiance to the orthodox Ch'eng Chu school, predominant in China, Korea, and Japan. Although the Ten Diagrams is a relatively short work, it fully presents the entire vision of Neo-Confucianism as framed in that school. Kalton provides a brief history of Neo-Confucianism in China and Korea as well as commentary that includes extensive passages from T'oegye's voluminous personal correspondence. These annotations expand the meaning distilled in each chapter. They help the uninitiated reader understand the basic elements of the complex Ch'eng Chu school of Neo-Confucianism, while enabling the scholar to distinguish characteristic aspects of Korean Neo-Confucianism as presented in the thought of the nation's leading philosopher of the time.
Secondary language arts teacher Maureen Bakis shows how to engage adolescents by using graphic novels to teach 21st-century skills, improve reading comprehension, and promote literacy learning.
Universal school-based social and emotional learning (SEL) interventions seek to improve the social-emotional competencies (e.g. self-awareness, self-management, social awareness, relationship skills, responsible decision-making) of students through explicit instruction in the context of learning environments that are safe, caring, well-managed and participatory. In recent years, SEL has become a dominant orthodoxy in school systems around the world. In this important new book, leading researchers provide a comprehensive overview of the field, including conceptual models of SEL; the assessment of social and emotional competence in children and young people; key issues in the implementation of SEL interventions; the evidence base on the efficacy of SEL in improving students’ outcomes; and critical perspectives on the emergence of SEL. It will be essential reading for anyone interested in the role of schools in promoting children's wellbeing. This book was originally published as a special issue of the Cambridge Journal of Education.
The Educator’s Field Guide helps teachers get off to a running start. The only book that covers all four key cornerstones of effective teaching—organization, classroom management, instruction, and assessment—this handy reference offers a bridge from college to classroom with a hearty dose of practical guidance for teachers who aspire to greatness. At a time when school leaders are pressed to hire and retain high-quality teachers, this guidebook is indispensable for defining and nurturing the qualities the qualities teachers strive for and students deserve. Helpful tools include: Step-by-step guidance on instructional organization, behavior management, lesson planning, and formative and summative assessment User-friendly taxonomic guides to help readers quickly locate topics The latest information on student diversity, special needs, and lesson differentiation Teacher testimonials and examples Explanations of education standards and initiatives Each key concept is addressed in a resource-style format with activities and reproducible that can be customized. Teachers will also find lesson plan templates, graphs, charts, quizzes, and games—all in one easy-to-use source.
A Year with the Sages uniquely relates the Sages' understanding of each Torah portion to everyday life. The importance of these teachings cannot be overstated. The Sages, who lived during the period from the fifth century BCE to the fifth century CE, considered themselves to have inherited the oral teachings God transmitted to Moses, along with the mandate to interpret them to each subsequent generation. Just as the Torah and the entire Hebrew Bible are the foundations of Judaism, the Sages' teachings form the structures of Jewish belief and practice built on that foundation. Many of these teachings revolve around core concepts such as God's justice, God's love, Torah, Israel, humility, honesty, loving-kindness, reverence, prayer, and repentance. You are invited to spend a year with the inspiring ideas of the Sages through their reflections on the fifty-four weekly Torah portions and the eleven Jewish holidays. Quoting from the week's Torah portion, Rabbi Reuven Hammer presents a Torah commentary, selections from the Sages that chronicle their process of interpreting the text, a commentary that elucidates these concepts and their consequences, and a personal reflection that illumines the Sages' enduring wisdom for our era.
The SAGE Guide to Curriculum in Education integrates, summarizes, and explains, in highly accessible form, foundational knowledge and information about the field of curriculum with brief, simply written overviews for people outside of or new to the field of education. This Guide supports study, research, and instruction, with content that permits quick access to basic information, accompanied by references to more in-depth presentations in other published sources. This Guide lies between the sophistication of a handbook and the brevity of an encyclopedia. It addresses the ties between and controversies over public debate, policy making, university scholarship, and school practice. While tracing complex traditions, trajectories, and evolutions of curriculum scholarship, the Guide illuminates how curriculum ideas, issues, perspectives, and possibilities can be translated into public debate, school practice, policy making, and life of the general public focusing on the aims of education for a better human condition. 55 topical chapters are organized into four parts: Subject Matter as Curriculum, Teachers as Curriculum, Students as Curriculum, and Milieu as Curriculum based upon the conceptualization of curriculum commonplaces by Joseph J. Schwab: subject matter, teachers, learners, and milieu. The Guide highlights and explicates how the four commonplaces are interdependent and interconnected in the decision-making processes that involve local and state school boards and government agencies, educational institutions, and curriculum stakeholders at all levels that address the central curriculum questions: What is worthwhile? What is worth knowing, needing, experiencing, doing, being, becoming, overcoming, sharing, contributing, wondering, and imagining? The Guide benefits undergraduate and graduate students, curriculum professors, teachers, teacher educators, parents, educational leaders, policy makers, media writers, public intellectuals, and other educational workers. Key Features: Each chapter inspires readers to understand why the particular topic is a cutting edge curriculum topic; what are the pressing issues and contemporary concerns about the topic; what historical, social, political, economic, geographical, cultural, linguistic, ecological, etc. contexts surrounding the topic area; how the topic, relevant practical and policy ramifications, and contextual embodiment can be understood by theoretical perspectives; and how forms of inquiry and modes of representation or expression in the topic area are crucial to develop understanding for and make impact on practice, policy, context, and theory. Further readings and resources are provided for readers to explore topics in more details.
This encyclopedia is the first major reference guide for students new to the field, covering traditional areas while pointing the way to future developments.
