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Author: John Dewey
Publisher: Createspace Independent Publishing Platform
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 456
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Book Description
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
Author: John Dewey
Publisher: Createspace Independent Publishing Platform
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 456
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Book Description
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
Author: Ashley Rogers Berner
Publisher: Springer
ISBN: 113750224X
Category : Education
Languages : en
Pages : 191
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Book Description
This book argues that the structure of public education is a key factor in the failure of America's public education system to fulfill the intellectual, civic, and moral aims for which it was created. The book challenges the philosophical basis for the traditional common school model and defends the educational pluralism that most liberal democracies enjoy. Berner provides a unique theoretical pathway that is neither libertarian nor state-focused and a pragmatic pathway that avoids the winner-takes-all approach of many contemporary debates about education. For the first time in nearly one hundred fifty years, changing the underlying structure of America’s public education system is both plausible and possible, and this book attempts to set out why and how.
Author: Joel Westheimer
Publisher: Teachers College Press
ISBN: 0807775533
Category : Education
Languages : en
Pages : 332
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Book Description
What does it mean to be “patriotic” in the United States after the terrorist attacks of September 11, 2001? And how have the prevailing notions of patriotism—loudly trumpeted in the American media—affected education in American schools? In this spirited book, renowned educational leaders and classroom practitioners answer these questions with insights, opinions, and hard facts. They focus on critical issues related to patriotism and democracy in education, including the social studies curriculum, military recruitment in schools, and student dissent. Contributors: Bill Ayers • Michael Bader • Robby Cohen • Sharon Cook • Louis Ganzler • Gerald Graff • Diana Hess • Joseph Kahne • Robert Jensen • Gloria Ladson-Billings • Deborah Meier • Ellen Middaugh • Pedro Noguera • Cecilia O’Leary • Diane Ravitch • and Joel Westheimer; Commentators: Bill Bigelow • Héctor Calderón • Edwin C. Darden • Peter Dreier • Delaine Eastin • Chester E. Finn • Jr. • Dick Flacks • Maxine Greene • Joan Kent Kvitka • James W. Loewen • Walter Parker • Charles Payne • Cindy Sheehan • Karen Emily Suurtamm • Studs Terkel • Denise Walsh. “What does it mean to be a democratic citizen? And what kind of education produces one? For the past two decades, Joel Westheimer has been one of North America’s most knowledgeable and able guides to these critical issues. Along the way, he has forced us to reconsider the larger goals and purposes of our public schools. His book will provide an invaluable roadmap for anyone who asks the big questions, no matter what they think of his answers.” —Jonathan Zimmerman, New York University “The essays in this book come at a critical moment and should be welcomed by anyone who is concerned that the values of peace, of democracy, be held high by the coming generation.” —From the Foreword by Howard Zinn, author of A People’s History of the United States “A valuable sourcebook for those who are uncertain about what patriotism is and, even more, for those who are certain that they know.” —Howard Gardner,author of Five Minds for the Future “By bringing together diverse and often divergent perspectives of patriotism, Pledging Allegiance opens to critical scrutiny the very idea of loyalty to a country. In doing so, it not only offers a useful educational resource but also performs a valuable political service. I can’t think of many books more likely to stimulate deep reflection and spirited discussion, and these activities, after all, are integral to democracy itself.” —Alfie Kohn, author of What Does It Mean to Be Well Educated?
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 692
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Book Description
Author: Michael W. Apple
Publisher: Heinemann Educational Books
ISBN: 9780325010755
Category : Education
Languages : en
Pages : 0
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Book Description
Every once in a while, with the passage of time, a classic book takes on even greater relevance. The first edition of Democratic Schools was praised by legions of education professionals for showing how to create schools and classrooms with democratic values in mind; it was hailed for its clear-eyed assessment of the important role schools continue to play in promoting democracy, its traditions, and its thinking. Now an expanded and updated edition of Democratic Schools arrives, increasingly relevant in a time of inequitable accountability-based reform, standardized assessments, and cookie-cutter curricula. Michael Apple and James Beane return to challenge reform movements such as No Child Left Behind by asserting that our schools have a vital and historic connection to the continued success of our democratic way of life. Democratic Schools, Second Edition, shows in detail how educators can make a lasting difference by combining authentic, important lessons and a consistent, building- or system-wide focus on a critical and democratic education. Apple and Beane once more convene seven of America's most creative democratic educators for a powerful conversation about how to build an education that is worthy of our highest ideals. The essays that made the first edition so potent are here in their entirety, each followed by brand-new retrospective insight from their writers, educators who have proven that teachers and administrators can bring the nation's most noble values to life every day. Contributors include: Michael W. Apple James A. Beane Bob Peterson Brian D. Schultz Barbara L. Brodhagen Larry Rosenstock Adria Steinberg Deborah Meier Paul Schwarz. Grounded in a robust understanding of democracy, education, and the exigencies of our political and social systems, the second edition of Democratic Schools goes beyond updating and expanding the stories of the schools it originally chronicled. It adds new material - including a brand new chapter from Apple and Beane - that provides crucial lessons for creating and sustaining democratic schools, and that once again inspires teachers, administrators, and educational leaders to adopt ways of framing their mission that can create and sustain our democratic way of life - even in these difficult times.
Author: Steven Howe
Publisher: Camden House
ISBN: 1571135545
Category : Biography & Autobiography
Languages : en
Pages : 250
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Book Description
By reconsidering Kleist's reception of Rousseau and placing it in historical context, this book sheds new light on a range of political and ethical issues at play in Kleist's work. Heinrich von Kleist is renowned as an author who posed a radical challenge to the orthodoxies of his age. Today, his works are frequently seen to relentlessly deconstruct the paradigms of Idealism and to reflect a Romantic, even postmodern, perspective on the ambiguities of the world. Such a view fails, however, to do full justice to the more complex manner in which Kleist articulates the tensions between the securities of Enlightenment thought and the anxieties of the revolutionary age. Steven Howe offers a new angle on Kleist's dialogue with the Enlightenment by reconsidering his investment in the philosophy of Jean-Jacques Rousseau. Where previous critics have trivialized this as intense but fleeting and born of personal identification, Howe here establishes Rousseau's importance as a lasting source of inspiration for the violent constellations of Kleist's fiction. Taking account of both Rousseau'scritique of modernity and his later propositions for working toward the Enlightenment promise of emancipation, the book locates a mode of discourse which, placed in the historical context of the French Revolution and Napoleonic Wars, sheds new light on the political and ethical issues at play in Kleist's work. Steven Howe is Associate Research Fellow at the University of Exeter, UK. He is co-editor, with Ricarda Schmidt and Seán Allan, of Heinrich von Kleist: Konstruktive und Destruktive Funktionen von Gewalt (forthcoming, 2012).
Author: Zheng Wang
Publisher: Columbia University Press
ISBN: 0231148917
Category : Political Science
Languages : en
Pages : 312
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Book Description
How could the Chinese Communist Party (CCP) not only survive but even thrive, regaining the support of many Chinese citizens after the Tiananmen Square crackdown of 1989? Why has popular sentiment turned toward anti-Western nationalism despite the anti-dictatorship democratic movements of the 1980s? And why has China been more assertive toward the United States and Japan in foreign policy but relatively conciliatory toward smaller countries in conflict? Offering an explanation for these unexpected trends, Zheng Wang follows the Communist governmentÕs ideological reeducation of the public, which relentlessly portrays China as the victim of foreign imperialist bullying during Òone hundred years of humiliation.Ó By concentrating on the telling and teaching of history in todayÕs China, Wang illuminates the thinking of the young patriots who will lead this rising power in the twenty-first century. Wang visits ChinaÕs primary schools and memory sites and reads its history textbooks, arguing that ChinaÕs rise should not be viewed through a single lens, such as economics or military growth, but from a more comprehensive perspective that takes national identity and domestic discourse into account. Since it is the prime raw material for constructing ChinaÕs national identity, historical memory is the key to unlocking the inner mystery of the Chinese. From this vantage point, Wang tracks the CCPÕs use of history education to glorify the party, reestablish its legitimacy, consolidate national identity, and justify one-party rule in the post-Tiananmen and postÐCold War era. The institutionalization of this manipulated historical consciousness now directs political discourse and foreign policy, and Wang demonstrates its important role in ChinaÕs rise.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 754
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 120
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Author: Will Jeremiah Massingham
Publisher:
ISBN:
Category : National songs
Languages : en
Pages : 144
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Book Description
