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Diverse National Engagements with Paradoxes of Policy and Practice
Moving towards Inclusive Education: Diverse National Engagements with Paradoxes of Policy and Practice presents perspectives from Asia-Pacific and Europe that have seldom been heard in international debates. While there may be global consensus around United Nations' goals for inclusion in education, each country's cultural and religious understandings shape national views regarding the priorities for inclusion. Some countries focus on disability, while others bring in concerns about culture, ethnicity, language, gender and/or sexuality. In this fascinating collection, senior commentators explore the ethical difficulties as well as hopes for a more inclusive education in their countries, raising questions of interest for educators, policy-makers and all who support the work of inclusive education.

Contributors are: Vishalache Balakrishnan, Bayarmaa Bazarsuren, Cleonice Alves Bosa, Yen-Hsin Chen, Lise Claiborne, Tim Corcoran, Bronwyn Davies, Carol Hamilton, Dorothea W. Hancock, Mashrur Imtiaz, Maria Kecskemeti, Silvia Helena Koller, Yvonne Leeman, Sonja Macfarlane, Roger Moltzen, Sikder Monoare Murshed, Sanjaabadam Sid, Simone Steyer, Eugeniusz Świtała, Wiel Veugelers, and Ben Whitburn.
Theory, Research, and Good Practice in Pre-service Teacher and Higher Education
Editor: Thomas Lehmann
Interest in knowledge integration grew considerably in recent years, particularly within the realm of pre-service teacher education. However, studies on the topic conceptualize knowledge integration in diverse ways. For example, it may be conceived as a specific coherence-building learning process which involves not only acquiring but interrelating knowledge of different types (e.g., theoretical and practical) or from different domains, which together constitute a teacher’s or educational specialist’s professional knowledge base (e.g., content knowledge, pedagogical knowledge, pedagogical content knowledge, knowledge about using technologies for learning and instruction, etc.). Furthermore, knowledge integration also refers to the meaningful application of knowledge of different types and from various domains in order to act professionally and to teach successfully.

In many countries, however, future teachers and educational specialists often struggle with knowledge integration, because the task of integrating knowledge across domains, from various courses, and from practical training is left largely to the individuals. Thus, the efficacy and quality of higher education programs, particularly in pre-service teacher education, could be improved through careful attention to knowledge integration.

International Perspectives on Knowledge Integration aims at facilitating the consideration of knowledge integration in teacher training and higher education in both research and practice. Specifically, it explores theoretical conceptions and methods, and reports on original research and good practices for fostering knowledge integration. It is thus of interest to researchers, faculty board members, and lecturers concerned with teacher training and higher education, as well as to student-teachers and students of pedagogy, education, and educational psychology.
Scholarship on adult education has fueled a high level of methodological creativity and innovation in order to tackle a diverse range of issues in a wide range of settings and locations in a critical and participatory manner. Adult education research is marked by the desire to do research differently and to conduct critical research with rather than about people which requires theoretical and methodological creativity. This entails a particular approach to how we seek to know the world in collaboration with people, to rupture hierarchical relations and to create new collaborative spaces of learning and research that encompass the diversity of people’s life experiences.

Doing Critical and Creative Research in Adult Education brings together both leading and emerging scholars in adult education research in order to capture the vitality and complexity of contemporary adult education research. This includes contributions on biographical, narrative, embodied, arts and media-based and ethnographic methods alongside the critical use of quantitative and mixed methods. This distinctive and rich methodological contribution has a general relevance and usefulness for all researchers and students in the social science and humanities, which draws attention to the importance of critical and creative participatory learning processes in human life and learning.
A Study of Morality In Nature
Can we discover morality in nature? Flowers and Honeybees extends the considerable scientific knowledge of flowers and honeybees through a philosophical discussion of the origins of morality in nature. Flowering plants and honeybees form a social group where each requires the other. They do not intentionally harm each other, both reason, and they do not compete for commonly required resources. They also could not be more different. Flowering plants are rooted in the ground and have no brains. Mobile honeybees can communicate the location of flower resources to other workers. We can learn from a million-year-old social relationship how morality can be constructed and maintained over time.
Discoveries in a Dance Theatre Lab Through Creative Process-based Research
In Expressive Arts Education and Therapy the reader follows the creation of art-making in tandem with the unfolding of sense-making. A dance theatre lab is the stage for exploration where what was discovered was phenomenologically and collaboratively reflected upon, the participatory nature of the creative work pouring into the research methodology. Creative Process-based Research efficacy is contingent upon the interaction of three poles – the creator, the product and an experience of the internal/external creative process of the creator. All three perspectives comprise the dynamics required of this research methodology in order to understand what is occurring in these three distinct and essential elements of the creative process. What results is an experience of cohesion that consciously describes this interplay.

The author outlines his influences that contributed to both the art-making and sense-making over the seven year research project. His work in experimental theatre in New York, as an educator with The European Graduate School in Switzerland and his studies with philosopher John de Ruiter in Canada are integrated into the world of research in the field of expressive arts. The visceral component of creating clarity is uncovered and articulated. This book inspires new ways of thinking about participatory, collaborative, arts-centered research where the skill of exposing the artist/researcher’s modus operandi for making art and making sense is named in a myriad of ways that call upon the intellect as well as the artist’s intuitive sense of what to focus on and its relevance to education, therapy and global health.