Lena Lämmle, Elizabeth Stephens, Ulrike Nett, Markus Dresel, Thomas Götz, Reinhard Pekrun and Anne Frenzel
Edited by Thomas Götz
Alberto Bellocchi, Kathy Mills, Rebecca Olson, Roger Patulny and Jordan Mckenzie
. Emotions such as fear, worthlessness and being sick in the stomach are not uncommon and some teachers have begun collecting undesirable experiences in web-logs 1 . Public disclosures about traumatic circumstances of teachers’ work reveal the highly emotional nature of the job. They may also represent a
Anne Chodakowski and Kieran Egan
Beryl W. Holtam
A New Vocabulary for Moral Education
Beryl W. Holtam
In a more expansive approach than typically seen, this book examines the nature and function of conscience. Building upon the foundational work of Thomas Green (1999), the vocabulary of reflexive judgment, reflexive emotions, normation, and voices of conscience, are explored as they apply to moral formation, with examples and applications provided. Specific attention is given to the interrelationship of the collective conscience with democracy. Educating for conscience and the notion of the sacred are also examined. Written from an educator’s perspective, this book offers a framework for moral education to both the secular and religious domains.
The Road Ahead
Edited by Lynn A. Bryan and Kenneth Tobin
Within overarching sociocultural frameworks, authors address diverse critical issues using rich theoretical frameworks and methodologies suited to research today and a necessity to make a difference while ensuring that all participants benefit from research and high standards of ethical conduct. The focus of education is broad, encompassing teaching, learning and curriculum in pre-k-12 schools, museums and other informal institutions, community gardens, and cheeseworld. Teaching and learning are considered for a wide range of ages, languages, and nationalities. An important stance that permeates the book is that research is an activity from which all participants learn, benefit, and transform personal and community practices. Transformation is an integral part of research in science education.
Contributors are: Jennifer Adams, Arnau Amat, Lucy Avraamidou, Marcília Elis Barcellos, Alberto Bellocchi, Mitch Bleier, Lynn A. Bryan, Helen Douglass, Colin Hennessy Elliott, Alejandro J. Gallard Martínez, Elisabeth Gonçalves de Souza, Da Yeon Kang, Shakhnoza Kayumova, Shruti Krishnamoorthy, Ralph Levinson, Sonya N. Martin, Jordan McKenzie, Kathy Mills, Catherine Milne, Ashley Morton, Masakata Ogawa, Rebecca Olson, Roger Patulny, Chantal Pouliot, Leah D. Pride, Anton Puvirajah, S. Lizette Ramos de Robles, Kathryn Scantlebury, Glauco S. F. da Silva, Michael Tan, Kenneth Tobin, and Geeta Verma.
Ruiz Xicoténcatl Martínez
Polysemic What elements make up the unconventional educational ideal of the poet? What relationship exists between poetry, education and emotions? What is educational poetics founded upon? How does poetic creation merge with educational purposes? The answers to my questions can be found in various