A hefty one-volume reference addressing various facets of the essay. Entries are of five types: 1) considerations of different types of essay, e.g. moral, travel, autobiographical; 2) discussions of major national traditions; 3) biographical profiles of writers who have produced a significant body of work in the genre; 4) descriptions of periodicals important for their publication of essays; and 5) discussions of some especially significant single essays. Each entry includes citations for further reading and cross references. Annotation copyrighted by Book News, Inc., Portland, OR
Uno de los aspectos más valiosos de este libro es que comienza enlazando, a través de los dos primeros artículos, la educación universitaria con su nivel inmediatamente anterior: la escuela de secundaria; una conexión que a menudo se olvida con serios resultados para ambos. En este sentido, Benito Camacho Martín, el autor de uno de los artículos, realiza un análisis lúcido y en cierto modo dogmático sobre el declive de la enseñanza de literatura en las escuelas de secundaria, tanto en horas dedicadas como en conocimientos adquiridos. Los otros artículos –algunos en inglés y otros en castellano– tratan distintos aspectos de la enseñanza de literatura norteamericana, con un énfasis manifiesto en materiales del siglo XX y, sobre todo, en la literatura afro-americana; de hecho, el libro resultará particularmente útil para los profesores de esto último
In today’s global and complex environment, traditional views towards organizational management are not enough for businesses to thrive. It’s only by bringing together different approaches can management styles develop fast enough to keep pace with the ever-changing big picture.
Skillful Striving is a multi-methodological and cross-cultural examination of how we flourish holistically through performative endeavors, e.g., sports, martial and performing arts. Relying primarily on sport philosophy, value theory, phenomenology, philosophy of mind, pragmatism, and East Asian philosophies (Japanese and Chinese), it espouses thick holism. Concerned with an integrative bodymind gradually achieved through performance that aims at excellence, the process of self-cultivation proper of thick holism relies on an ecologically rich epistemic landscape where skills are coupled to virtues in pragmatic contexts. Ultimately, this process results in admirable performances and exemplary character. Japanese dō (practices of self-cultivation) are prominent modes and models of such flourishing. A holistic and radically enactive approach that advances contentless capacities in lieu of representations transparently accounts for the kind of action that characterizes such expert performances. Importantly, these performer-centered endeavors unfold within communities that foster the cultivation of our abilities as lifelong quests for human excellence. Each chapter can be read independently but still forms part of a continuous argumentative and narrative thread. This book was previously published as a special issue of Sport, Ethics and Philosophy.
Teacher Education in a Transnational World brings together specialists from various disciplines and scholars with policy-making and high-level government and administrative experience to discuss the historical, sociological, and philosophical issues associated with teacher education in a global context. Edited by Rosa Bruno-Jofr� and James Scott Johnston, two leading scholars of the history and philosophy of education, this collection offers both analytical and practical insights into the present and future state of teacher education. Among the topics examined are paradigmatic changes in teacher education, the impact of the Bologna process in Europe, Indigenous education, and state policies in a transnational context. With contributors from nine countries on four continents, Teacher Education in a Transnational World offers a genuinely international interdisciplinary examination of the challenges and opportunities associated with teacher education in the twenty-first century.
Perspective on Philosophy of Communication provides readers with an appreciation of philosophy of communication as central to understanding and guiding communicative action in a postmodern culture. Each chapter provides readers with an understanding of the perspective of a well-recognized philosopher(s) and addresses how his/her work creatively informs current problems and issues in human communication. This work provides an opportunity for readers to engage the interpretive, creative, and ultimately pragmatic spirit of selected philosophers who open the possibilities of communicative content in different ways.
Many philosophers have been appointed to top-level political positions during Chiles modern history. What makes Chilean philosophers unique in the context of Latin America and beyond, is that they have developed a sophisticated rationale for both their participation and withdrawal from politics. All along, philosophers have grappled with fundamental problems such as the role of religion and politics in society. They have also played a fundamental role in defining the nature and aims of higher education. The philosophers production constitutes a substantial, albeit largely unknown, portion of the intellectual history of Chile and Latin America.
Analyzing educational landscapes – the fundamental values, principles and institutions of the sector – is a highly complex and demanding task for any researcher. Like shifting desert sands, these aspects of education are in a constant state of flux, changing according to the unpredictable economic, social, cultural and geo-political circumstances of late modernity. Key aspects of the intricate, fluid and multifarious contemporary setting can always escape the researcher’s necessarily selective observation. The contributors to this book share the view that it is wise, therefore, to take note of other people’s ideas, perceptions and perspectives, to compare notes and reflect critically on them. Thus the papers presented here are a critical and comparative analysis of today’s changing educational landscapes. They are an exploration of some of the forces and factors that induce these changes, and also examine some of their most significant implications. The work takes a fresh look at received ideology and institutional practices and delineates the increasingly internationalized educational discourses and policies. Among other things, the book discusses the obsession with quality in education and the alternative perceptions of educational equality; the rising concern at the obstacles to truly multicultural education, and the debate about the epistemological foundations both of knowledge and knowledge production. Underlying all of the papers in the book is the authors’ intention to enhance our understanding of educational change in this era of transition and to further our appreciation of its multifaceted expressions across the world.
The present book aims to analyse key features of the field of International Education. It also intends to study crucial elements of the relevant dimensions of the dichotomy Politics versus Policies. Educational policy and politic together constitute a vast field of research and intellectual endeavour. 'Policy' and 'Politics' are two words that are often confused with regard to their connotations. There is in fact some difference between the two words. 'Policy' is a 'principle'. 'Politics' is all about organizational process.
