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Author: Håvard Åsvoll Publisher: Routledge ISBN: 1000548589 Category : Education Languages : en Pages : 95
Book Description
This book puts forward a "theory of Nothing" and shows how a praxis of "Nothing" can offer new possibilities for educational research and practice. Taking inspiration from Heidegger’s and Wittgenstein’s philosophy and with regards to phenomenology and language, the book indicates how nothing can be a condition for an educational technology. The book translates the complex philosophical thinking of Heidegger and Wittgenstein into the realm of education studies, drawing on their perspectives to contribute to an understanding of how nothingness comes into being and how this relates to education. Arguing that nothingness addresses new possibilities for understanding and how we perceive the world and our place in it, the book theorises different aspects that can be included in a theory of Nothing; including indeterminateness, embodiment and how the inexpressible can be made expressible. The book presents vignettes and examples of educational practice and explores how nothing can show up in educational research, theory and practice. Outlining a unique conceptualisation of nothingness in education, the book will be of great interest to academics, researchers and post-graduate students in the field of educational philosophy and educational theory.
Author: Håvard Åsvoll Publisher: Routledge ISBN: 1000548589 Category : Education Languages : en Pages : 95
Book Description
This book puts forward a "theory of Nothing" and shows how a praxis of "Nothing" can offer new possibilities for educational research and practice. Taking inspiration from Heidegger’s and Wittgenstein’s philosophy and with regards to phenomenology and language, the book indicates how nothing can be a condition for an educational technology. The book translates the complex philosophical thinking of Heidegger and Wittgenstein into the realm of education studies, drawing on their perspectives to contribute to an understanding of how nothingness comes into being and how this relates to education. Arguing that nothingness addresses new possibilities for understanding and how we perceive the world and our place in it, the book theorises different aspects that can be included in a theory of Nothing; including indeterminateness, embodiment and how the inexpressible can be made expressible. The book presents vignettes and examples of educational practice and explores how nothing can show up in educational research, theory and practice. Outlining a unique conceptualisation of nothingness in education, the book will be of great interest to academics, researchers and post-graduate students in the field of educational philosophy and educational theory.
Author: Chris Gilbert Publisher: NYU Press ISBN: 1685900259 Category : Political Science Languages : en Pages : 142
Book Description
A front-row seat to Venezuela’s most innovative socialist project, with important lessons for movements worldwide Commune or Nothing! Venezuela's Communal Movement and Its Socialist Project opens a window on one of the most ambitious revolutionary projects of our time, as it took shape in a country suffering the cruel consequences of US imperialism. In recent years, repeated coup attempts and U.S. sanctions, combined with falling oil prices, have plunged Venezuela into a series of severe shortages leading to malnutrition, sickness, death, and mass migration. Still, as author Chris Gilbert shows, the Venezuelan people have not been passive in the face of these attacks. Resisting the pressures of capitalism, a significant segment of the population persists in pursuing the strategy for socialist construction that Hugo Chávez developed in his final years in dialogue with the popular movement. That strategy consists in building socialism with the commune as “its basic cell.” Gilbert’s account gives readers a front-row seat on the country’s communal movement as he chronicles the efforts of grassroots initiatives and gives voice to the communards living and working in communes such as El Panal, El Maizal, Che Guevara, and Luisa Cáceres. He blends these firsthand accounts of communal construction with theoretical reflections and historical insights. The central story of the book is how Venezuelan communes bring people together to democratically determine their ways of living and working, thus generating a new, non-alienated social metabolism that the communes also work to extend to the whole society. Along the way, readers learn how Venezuela’s communal project draws inspiration from advanced Marxist theory—including the innovative work of István Mészáros—and derives from Indigenous and Afro-Venezuelan traditions of communal self-governance. Titled after the battle cry of this heroic movement, “¡Comuna o Nada!,” Commune or Nothing! portrays an expanding network of communes pursuing the strategic goal of—not only overcoming the entire capitalist economy—but transcending the state formations upon which the capital system relies. The communal project in Venezuela has proven the viability of its model of all-round human emancipation as an alternative to the increasingly exploitative, destructive, and unsustainable capital system. For this reason, Commune or Nothing!, like the trailblazing movement it depicts, offers important lessons not only regarding the construction of socialism in Venezuela, but for socialist praxis worldwide.
Author: Edward J. Newell Publisher: Wipf and Stock Publishers ISBN: 1597525278 Category : Religion Languages : en Pages : 131
Book Description
Does education have any relation to theology? How do the educator's worldview commitments speak to his or her practice of education? James Michael Lee brought a definite answer to these questions---a firm no to the relations question, and an advocacy for empirical findings over and against any speculative or theoretical positions in reply to the commitments question. Lee claimed to have a universal, neutral metatheory for all religious education, a theory that would apply to all religious educators in any and every religion. But in proposing his theory he overlooked the way that empirical facts express worldviews. This book is a detective story, tracing commitments that lay underneath empirical "neutrality." In the process the reader will see avenues that unmistakably link education to theology. Education turns out to be a thoroughly worldview-conditioned process. This new work is essential reading for professors and students in both religious and general education.
Author: Joyce Lishman Publisher: Jessica Kingsley Publishers ISBN: 1846426529 Category : Social Science Languages : en Pages : 412
Book Description
This substantially revised, expanded and updated edition of the popular Handbook of Theory for Practice Teachers is a comprehensive summary of the theory, knowledge, research and evidence relating to practice learning in social care. Focussing on knowledge-based practice with a focus on improving outcomes, the five sections of the book cover: * the reasons and circumstances in which people may become social work service users * a holistic consideration of assessment in general and specific contexts, including risk assessment and management * methods of intervention, including cognitive behavioural social work, task centred practice, advocacy, crisis intervention, family therapy and group care * the legal, policy, research and evidence context in which assessment and intervention occur, as well as interdisciplinary work and organisational aspects of social work practice * reflective practice, evaluation and evidence based practice as integral parts of social workers' engagement with the complex needs of individuals outside the existing parameters of policy or research findings. This key text is essential reading for students, practitioners and teachers in social work.
Author: Alan J. Bishop Publisher: Springer Science & Business Media ISBN: 9780792335337 Category : Education Languages : en Pages : 678
Book Description
This Handbook presents an overview and analysis of the international `state-of-the-field' of mathematics education at the end of the 20th century. The more than 150 authors, editors and chapter reviewers involved in its production come from a range of countries and cultures. They have created a book of 36 original chapters in four sections, surveying the variety of practices, and the range of disciplinary interconnections, which characterise the field today, and providing perspectives on the study of mathematics education for the 21st century. It is first and foremost a reference work, and will appeal to anyone seeking up-to-date knowledge about the main developments in mathematics education. These will include teachers, student teachers and student researchers starting out on a serious study of the subject, as well as experienced researchers, teacher educators, educational policy-makers and curriculum developers who need to be aware of the latest areas of knowledge development.
Author: Lorraine Foreman-Peck Publisher: Routledge ISBN: 1136942521 Category : Education Languages : en Pages : 160
Book Description
Using Educational Research to Inform Practice provides a clear, practical and accessible account of the way in which education research can be used to inform teaching in universities and colleges, setting the background for the requirements to evidence informed teaching before addressing questions of practical knowledge feeding from research evidence.
Author: Håvard Åsvoll
Author: Håvard Åsvoll
Author: Håvard Åsvoll
Author: Paulo Freire
Author: Craig Wood
Author: Bell Hooks
Author: Chris Gilbert
Author: Edward J. Newell
Author: Joyce Lishman
Author: Alan J. Bishop
Author: Lorraine Foreman-Peck