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Learning to Imagine: The Science Of Discovering New Possibilities
by Andrew ShtulmanAn award-winning cognitive scientist offers a counterintuitive guide to cultivating imagination.Imagination is commonly thought to be the special province of youth—the natural companion of free play and the unrestrained vistas of childhood. Then come the deadening routines and stifling regimentation of the adult world, dulling our imaginative powers. In fact, Andrew Shtulman argues, the opposite is true. Imagination is not something we inherit at birth, nor does it diminish with age. Instead, imagination grows as we do, through education and reflection.The science of cognitive development shows that young children are wired to be imitators. When confronted with novel challenges, they struggle to think outside the box, and their creativity is rigidly constrained by what they deem probable, typical, or normal. Of course, children love to “play pretend,” but they are far more likely to simulate real life than to invent fantasy worlds of their own. And they generally prefer the mundane and the tried-and-true to the fanciful or the whimsical.Children’s imaginations are not yet fully formed because they necessarily lack knowledge, and it is precisely knowledge of what is real that provides a foundation for contemplating what might be possible. The more we know, the farther our imaginations can roam. As Learning to Imagine demonstrates, the key to expanding the imagination is not forgetting what you know but learning something new. By building upon the examples of creative minds across diverse fields, from mathematics to religion, we can consciously develop our capacities for innovation and imagination at any age.
Learning to Kneel: Noh, Modernism, and Journeys in Teaching (Modernist Latitudes)
by Carrie J. PrestonIn this inventive mix of criticism, scholarship, and personal reflection, Carrie J. Preston explores the nature of cross-cultural teaching, learning, and performance. Throughout the twentieth century, Japanese noh was a major creative catalyst for American and European writers, dancers, and composers. The noh theater’s stylized choreography, poetic chant, spectacular costumes and masks, and engagement with history inspired Western artists as they reimagined new approaches to tradition and form. In Learning to Kneel, Preston locates noh’s important influence on such canonical figures as Pound, Yeats, Brecht, Britten, and Beckett. These writers learned about noh from an international cast of collaborators, and Preston traces the ways in which Japanese and Western artists influenced one another.Preston’s critical work was profoundly shaped by her own training in noh performance technique under a professional actor in Tokyo, who taught her to kneel, bow, chant, and submit to the teachings of a conservative tradition. This encounter challenged Preston’s assumptions about effective teaching, particularly her inclinations to emphasize Western ideas of innovation and subversion and to overlook the complex ranges of agency experienced by teachers and students. It also inspired new perspectives regarding the generative relationship between Western writers and Japanese performers. Pound, Yeats, Brecht, and others are often criticized for their orientalist tendencies and misappropriation of noh, but Preston’s analysis and her journey reflect a more nuanced understanding of cultural exchange.
Learning to Kneel: Noh, Modernism, and Journeys in Teaching (Modernist Latitudes)
by Carrie J. PrestonIn this inventive mix of criticism, scholarship, and personal reflection, Carrie J. Preston explores the nature of cross-cultural teaching, learning, and performance. Throughout the twentieth century, Japanese noh was a major creative catalyst for American and European writers, dancers, and composers. The noh theater's stylized choreography, poetic chant, spectacular costumes and masks, and engagement with history inspired Western artists as they reimagined new approaches to tradition and form. In Learning to Kneel, Preston locates noh's important influence on such canonical figures as Pound, Yeats, Brecht, Britten, and Beckett. These writers learned about noh from an international cast of collaborators, and Preston traces the ways in which Japanese and Western artists influenced one another. Preston's critical work was profoundly shaped by her own training in noh performance technique under a professional actor in Tokyo, who taught her to kneel, bow, chant, and submit to the teachings of a conservative tradition. This encounter challenged Preston's assumptions about effective teaching, particularly her inclinations to emphasize Western ideas of innovation and subversion and to overlook the complex ranges of agency experienced by teachers and students. It also inspired new perspectives regarding the generative relationship between Western writers and Japanese performers. Pound, Yeats, Brecht, and others are often criticized for their orientalist tendencies and misappropriation of noh, but Preston's analysis and her journey reflect a more nuanced understanding of cultural exchange.
Learning to Labor in New Times (Critical Social Thought)
by Paul Willis Nadine Dolby Greg DimitriadisLearning to Labor in New Times foregrounds nine essays which re-examine the work of noted sociologist Paul Willis, 25 years after the publication of his seminal Learning to Labor, one of the most frequently cited and assigned texts in the cultural studies and social foundations of education.
Learning to Live Finally: The Last Interview
by Jean Birnbaum Pascal-Anne Brault Jacques DerridaWith death looming, Jacques Derrida, the world's most famous philosopher--known as the father of "deconstruction"--sat down with journalist Jean Birnbaum of the French daily Le Monde. They revisited his life's work and his impending death in a long, surprisingly accessible, and moving final interview. Sometimes called "obscure" and branded "abstruse" by his critics, the Derrida found in this book is open and engaging, reflecting on a long career challenging important tenets of European philosophy from Plato to Marx. The contemporary meaning of Derrida's work is also examined, including a discussion of his many political activities. But, as Derrida says, "To philosophize is to learn to die"; as such, this philosophical discussion turns to the realities of his imminent death--including life with a fatal cancer. In the end, this interview remains a touching final look at a long and distinguished career.
Learning to Live in Boys’ Schools: Art-led Understandings of Masculinities (Routledge Critical Studies in Gender and Sexuality in Education)
by Donal O'DonoghueThis book is about boys’ experiences of being educated in independent single-sex schools in Canada. These experiences, which are oftentimes attributed to particular places and moments at school, reveal ways in which school places are both "companionable" and "influential" in how boys become available to themselves and others as they pursue the possibility of becoming somebody. Curious about how masculinities show up in places at school and studying the sorts of gendered subjectivities that such places invite, entice, support and deny, the book extends beyond traditional ways of thinking and writing about the production of masculinities in education by introducing a different set of conceptual orientations and inquiry practices, including post-masculinities, weak theory, and art-led research and thought practices.
Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms (Spirituality, Religion, and Education)
by Jwalin PatelThis book calls for an expanded vision of holistic education that emphasizes togetherness and harmony through the discovery of oneself, others, and the larger society. It brings together teachers’ voices, experiences, and practices for such an education with Southern Knowledge, philosophy and ideologies proposed by Indian philosophers and spiritual leaders like Aurobindo, the Dalai Lama, Gandhi, Krishnamurti, and Tagore. The book reconceptualizes and extends UNESCO's "Learning To Live Together" to emphasize "Learning to Live Together Harmoniously" (LTLTH) and develops a novel conceptual framework for it. The book also explores how LTLTH can be translated into practice; calling for a continuum of harmonious lived experiences created through experiential and project based pedagogy, systems and processes for autonomy and autonomous behaviour regulation, empathetic teacher student relations, schoolwide ethos of harmonious living, and teachers’ ways of living and being.
Learning to Stop: Mindfulness Meditation as Anti-violence Pedagogy
by Remy Y.S. LowThis book is a philosophical and historical study that explores how meditative practices for cultivating mindfulness can be regarded as a unique form of education against violence—one that emphasizes stopping and contemplation as a necessary precursor to action. It brings together the idiosyncratic but insightful musings on violence by Slovenian philosopher Slavoj Žižek with recent research on mindfulness and violence as a lens. Using this lens, it looks at two exemplary educators and how they taught mindfulness meditation as a way of resisting the types of violence they and their students faced: the Vietnamese Zen teacher Thich Nhat Hanh amidst the brutality of the Second Indochina War (1955-1975), and the African-American studies professor and cultural critic bell hooks in the face of systemic oppression in the United States of the 1980s.
Learning to Theorize: A Four-Step Strategy
by Dennis E. Mithaughow to separate the facts, value and actions of a situation to clarify and understand their relationship and how a thinking strategy assists in learning to theorize better
Learning versus the Common Core (Forerunners: Ideas First #55)
by Nicholas TampioAn open challenge to Common Core’s drive for uniformity Nicholas Tampio watched as his kindergartner’s class shifted from one where teachers, aides, parents, and students worked hard to create a rewarding educational experience to one in which teachers delivered hours-long lectures using packaged lesson plans. Learning versus the Common Core explains how standards-based education reform is transforming nearly every aspect of public education by looking closely at the standards, the agenda of people pushing standards-based reform, and how these fit within a global pattern of education reform. With a nod to the philosophy of John Dewey, Tampio concludes with a vision of what democratic education can look like today—and how people can form rhizomatic alliances across different political and ethical backgrounds to fight the Common Core.Forerunners: Ideas First Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead
Learning with Damaged Colonial Places: Posthumanist Pedagogies from a Joburg Preschool (Children: Global Posthumanist Perspectives and Materialist Theories)
by Theresa Magdalen GiorzaThis book offers a close and detailed account of the emergent and creative pedagogies of children learning together in a small, not-for-profit preschool, and the entangled becomings of their carers as well as the researcher–artist–author. The mutually affecting and inseparable realities of the ‘material’ and the ‘discursive’ are made visible through lively and sensual pedagogical invention by a group of five-year olds in the inner-city preschool which is located in Johannesburg, South Africa. These small, local stories are recognized in their emergence with global geopolitical realities. The author makes a valuable contribution to post-qualitative research through the use of visual research methods and non-representational approaches to working with knowledge. The book draws on the constantly evolving practices of Philosophy for Children (P4C) and Reggio Emilia both as pedagogical tools and as research methods. Photographs and stills from video footage provide a sense of the relatively modest material environment of the school. The book celebrates the considerable richness of the involvement of the children and the enormous possibilities offered by the world both inside and outside of the classroom when an enquiry-led art-based pedagogy is followed. Drawings and other products created by the children in the study offer valuable insight into the depth and complexity of their engagement with their worlds, both individual and collaborative.
Learning With Leonardo: Unfinished Perfection: Making children cleverer: what does Da Vinci tell us?
by Ian Warwick Ray SpeakmanWhat are the seven key concepts that drove Da Vinci's inventive thinking and how can we still use them to improve our own creativity, 500 years after his death? In pursuit of the unified learning principles that sit at the heart of his work, Ian Warwick and Ray Speakman brilliantly explore the approaches that we need to take to make our own learning more original and thoughtful.
Learning With Leonardo: Unfinished Perfection: Making children cleverer: what does Da Vinci tell us?
by Ian Warwick Ray SpeakmanWhat are the seven key concepts that drove Da Vinci's inventive thinking and how can we still use them to improve our own creativity, 500 years after his death? In pursuit of the unified learning principles that sit at the heart of his work, Ian Warwick and Ray Speakman brilliantly explore the approaches that we need to take to make our own learning more original and thoughtful.
Learning, Work and Practice: New Understandings
by Paul GibbsThis book's original contribution to a crowded literature on work and learning will attract strong international interest. Its focus on the philosophy of learning at work brings a fresh perspective on a topic normally viewed through psychological, anthropological and sociological eyes. It assembles a host of internationally recognized scholars who reflect on the various philosophies of work-based learning. Full of distinctive and original contributions that provide perceptive insights into the subject, the work will be a practical support to teachers, trainers and researchers at the same time as it gives readers a clear philosophical grounding in learning at work. It is, however, not simply a book about philosophy, but a gazetteer of approaches to education in work that will sustain and inspire those who provide, engage in, and support the learning of new knowledge and skills in the workplace. With adaptability to new employment opportunities so vital to existing workers, the authors stand behind continued provision of work-based learning in the face of tightening economic constraints.
Leaves of Grass: The Original 1855 Edition (Leather-bound Classics #Vol. No. 9)
by Walt Whitman Kenneth C. MondscheinA timeless collection of hundreds of poems that resonate to the American spirit. Leaves of Grass is a timeless collection of poems and essays penned by influential nineteenth-century writer Walt Whitman. This profound compilation explores topics such as nature, mysticism, mortality, transcendentalism, and democracy. Inspired by personal experiences and observations, Whitman spent almost four decades piecing together the complete work, sharing societal ideals and epiphanies about life that still resonate with readers today. This edition of the complete Leaves of Grass also includes Whitman’s preface to the original 1855 edition, in which he expounds on his personal philosophy of writing poetry, and an introduction by scholar Kenneth C. Mondschein.
Leaving the 20th Century: The Incomplete Work of the Situationist International
by Christopher GrayThe first Situationist text to be published in the UK in 1974, 'Leaving the 20th Century' was Chris Gray and the English situationists' attempt to capture and distil the vibrant anti-art, anti-capitalist energy of the original International Situationist texts (1957-74). With its loose translations and irreverent commentary, Gray and co. attempted to capture the "terrorism, wit and general megalomania" of the original publications, whilst faithfully reprinting the "photographs of girls, soldiers, bombings, comic-strip frames, maps of cities and diagrams of labyrinths, cathedrals and gardens." From the art/anti-art beginnings, to the role of the Situationists in the worker-student insurrection of May 68', 'Leaving the 20th Century' remains the definitive English pro-situ text.
Lecciones de epicureísmo: El arte de la felicidad
by John SellarsFilosofía antigua y mediterránea para la vida moderna. Un antídoto epicúreo para la ansiedad. ¿Cómo vivir una vida feliz? Hace más de dos mil años, el filósofo griego Epicuro ofreció una respuesta simple: lo único que realmente necesitamos es placer. Hoy tendemos a asociar la palabra «epicúreo» con el exceso indulgente y el simple disfrute de la comida y el vino, pero el hedonismo ligero y la autocomplacencia decadente están a años luz de la vida placentera que perseguían Epicuro y sus seguidores, más preocupados por los placeres mentales y por eludir el dolor incluso en los tiempos difíciles. Su objetivo, en definitiva, era una existencia de tranquilidad y satisfacción. En este libro elegante y original John Sellars nos lleva a través de la historia del epicureísmo, desde un jardín privado en las afueras de la antigua Atenas, donde Epicuro y sus estudiantes vivieron en el siglo IV a. C. y lasmujeres eran tan bienvenidas como los hombres, hasta Roma, donde la influencia epicúrea floreció gracias al poeta Lucrecio y su cohorte. Sellars propone una manera constructiva de repensar nuestro lugar en el mundo, y nos muestra cómo esta doctrina puede ayudarnos a valorar la importancia de la alegría, la naturaleza y el simple hecho estar vivos. Reseñas: «No solo una excelente introducción a la historia de la filosofía epicúrea, sino también una guía útil para afrontar las múltiples ansiedades de la vida moderna.» The Idler «Lúcido y repleto de sabiduría.» The Daily Telegraph «Sellars expone con pericia las ideas epicúreas, en particular sobre la amistad y el dolor, y está íntimamente familiarizado con los textos epicúreos griegos y latinos. El epicureísmo puede aliviar las preocupaciones contemporáneas, defiende Sellars. Se parece a la terapia cognitivo-conductual.» The Guardian «En este libro breve y elocuente, John Sellars nos lleva a través de los argumentos básicos del epicureísmo con una claridad maravillosa, destilando la esencia de una filosofía antigua que habla con creciente urgencia de nuestros tiempos convulsos. Es una guía ejemplar y la recomiendo con entusiasmo a lectores de todas las edades y condiciones sociales.» DAVID KONSTAN, Universidad de Nueva York
Lecciones de estoicismo
by John Sellars¿Qué nos enseñan los estoicos sobre cómo vivir? Un libro elegante y profundamente reconfortante que muestra por qué el estoicismo es la filosofía de nuestro tiempo. En los últimos tiempos se habla mucho de esta corriente, pero ¿cómo pensaban realmente sus miembros? John Sellars destila y entrelaza las ideas clave de los tres grandes estoicos romanos (Séneca, Epicteto y Marco Aurelio) ofreciendo también instantáneas de sus fascinantes vidas. Las obras de estos tres grandes tratan fundamentalmente sobre cómo vivir: entender nuestro lugar en el mundo, afrontar las adversidades, hacer un mejor uso del tiempo, controlar nuestras emociones y orientarnos en nuestras relaciones con los demás. Sus ideas pueden, en definitiva, guiarnos en nuestra búsqueda de una existencia más placentera. La crítica ha dicho:«Accesible y absorbente. Sellars es un escritor claramente comprometido con la misión de volver la filosofía clásica relevante hoy.»Roger Cox, The Scotsman «Un logro admirable. En una prosa elegante y concisa, nos insta a convertirnos en personas mejores y más felices centrándonos en la toma racional de decisiones.»Tim Whitmarsh, The Guardian «Un estudio conciso pero muy autorizado de la filosofía estoica dirigido a cualquier lector. Presenta el estoicismo de una manera accesible, pero se basa en muchos años de trabajo académico.»Donald Robertson, Medium «Una obra con muchas ventajas frente a otras del mismo género. Cubrir tanto terreno sin limitarse a lo superficial requiere una verdadera habilidad como escritor y como profesor.»Nigel Warburton, Five Books «No suelo leer filosofía, pero después de terminar este libro estoy convencida de que el viejo Séneca tenía razón.»Liz Jones, Mail on Sunday
Lecciones sobre la vida del monje que vendió su Ferrari
by Robin Sharma«Cuando naciste, llorabas mientras el mundo se regocijaba. Vive la vida de manera que cuando mueras el mundo llore mientras tú te regocijas.»Antiguo proverbio sánscrito¿Ha removido algo en su interior esa perla de sabiduría? ¿Siente que la vida se le escapa tan deprisa que nunca tendrá la oportunidad de vivir con la intensidad, la felicidad y la alegría que usted sabe que merece? ¿Cree que ha dilapidado su vida corriendo en pos del éxito en vez de llenarla de significados profundos? Si es así, esta especialísima obra del gurú del liderazgo Robin Sharma,cuya serie de El monje que vendió su Ferrari ha transformado la vida de miles de personas, será la luz que le abrirá las puertas deuna nueva manera de vivir. En este manual, ameno y lleno de sabiduría, Robin Sharma ofrece 101 sencillas soluciones a los problemas más complejos de la vida, desde un poco conocido método para combatir el estrés y la preocupación hasta un modo eficacísimo de disfrutar de la vida, al tiempo que se crea un legado perdurable. «Honra tu pasado», «Empieza bien el día», «Ve tus problemas como bendiciones» y «Descubre tu vocación» son otros ejemplos de cómo Sharma aborda la necesidad del cambio.
La lechuza y el caracol: Contrarrelato político
by Tomás AbrahamEn palabras del autor, «el kirchnerismo no solo gobierna por la recuperación económica sino por una cuestión de fe, en esto se diferencia del menemismo». Abraham discute con lucidez y valentía este sistema de creencias. Se usa la memoria colectiva para legitimar el poder. La nación argentina se convierte en un monstruo dormido que sueña la voluntad de los que mandan. Segrega palabras que le dan una identidad. Las necesita para no perderse, para sentirse dueña de un destino, depositaria de alguna misión. Un filósofo se dedica a «desrelatar», a «contraopinar», a no creer en lo que él mismo piensa, sostiene en estas páginas Tomás Abraham. La conversión de un pensamiento en una creencia es igual a un procedimiento de momificación. Pensar es como respirar, la falta de aire lo acaba, lo esteriliza, lo aplasta. Y los voceros del saber y del poder instituyente no sólo quieren que creamos, sino que lleguemos a la cumbre de la creencia: la adoración. La sociedad argentina dicen que volvió a creer. Sacrificio. Víctima. Mártir. Enemigo. Hereje. Mito. Estas son las palabras y las imágenes en las que se basa el relato. Abraham discute con lucidez y valentía este sistema de creencias. Por eso, los fragmentos reunidos en este libro se organizan como un contrarrelato: no son su negativo, sino la palabra de lo que aquel relato silencia y los actos que preanuncia.
Lectio Divina as Contemplative Pedagogy: Re-appropriating Monastic Practice for the Humanities (Routledge Research in Education #16)
by Mary KeatorOffering an original application of the ancient monastic practice of lectio divina to the humanities, this book demonstrates the need for further emphasis on deep reading, reflection, and contemplation in contemporary university classrooms. Each chapter provides readers with an historical overview of the four movements of this monastic method: lectio (reading), meditatio (interpreting), oratio (responding), and contemplatio (experiencing wisdom), and suggests ways to incorporate these practices in humanites courses. Keator demonstrates that the lectio divina method is a viable pedagogical tool to guide students slowly and methodically through literary texts and into a subjective experience of wisdom and meaning.
Lecture on Ethics
by Ludwig WittgensteinThe most complete edition yet published of Wittgenstein’s 1929 lecture includes a never-before published first draft and makes fresh claims for its significance in Wittgenstein’s oeuvre. The first available print publication of all known drafts of Wittgenstein’s Lecture on Ethics Includes a previously unrecognized first draft of the lecture and new transcriptions of all drafts Transcriptions preserve the philosopher’s emendations thus showing the development of the ideas in the lecture Proposes a different draft as the version read by Wittgenstein in his 1929 lecture Includes introductory essays on the origins of the material and on its meaning, content, and importance
Lectures in Christian Dogmatics
by John D. ZizioulasIn this series of lectures on of the most eminent Christian theologians of our time, Metropolitan John Zizioulas, give his account of the fundamental teachings of Christian theology. <p><p>He presents Christian doctrine as a comprehensive account of the freedom that results from relationship with God. The whole lecture series lays out complex ideas with the utmost simplicity, illustrates the grandeur of Christian teaching, and is a profound exploration of freedom.
Lectures on a Philosophy Less Ordinary: Language and Morality in J.L. Austin’s Philosophy (Routledge Studies in Twentieth-Century Philosophy)
by Niklas ForsbergThis book offers a comprehensive reinterpretation of J.L. Austin’s philosophy. It opens new ways of thinking about ethics and other contemporary issues in the wake of Austin’s philosophical work. Austin is primarily viewed as a philosopher of language whose work focused on the pragmatic aspects of speech. His work on ordinary language philosophy and speech act theory is seen as his main contribution to philosophy. This book challenges this received view to show that Austin used his most well-known theoretical notions as heuristic tools aimed at debunking the fact/value dichotomy. Additionally, it demonstrates that Austin’s continual returns to the ordinary is rooted in a desire to show that our lives in language are complicated and multifaceted. What emerges is an attempt to think with Austin about problems that are central to philosophy today—such as the question about linguistic inheritance, truth, the relationship between a language inherited and morality, and how we are to cope with linguistic elasticity and historicity. Lectures on a Philosophy Less Ordinary will appeal to scholars and advanced students working on Austin’s philosophy, philosophy of language, and the history of analytic philosophy.
Lectures on Anthropology
by Allen W. Wood Robert R. Clewis Robert B. Louden G. Felicitas Munzel Immanuel Kant Robert B. Louden Allen W. Wood Immanuel Kant Allen W. Wood Robert B. Louden Robert R. Clewis G. Felicitas MunzelKant was one of the inventors of anthropology, and his lectures on anthropology were the most popular and among the most frequently given of his lecture courses. This volume contains the first translation of selections from student transcriptions of the lectures between 1772 and 1789, prior to the published version, Anthropology from a Pragmatic Point of View (1798), which Kant edited himself at the end of his teaching career. The two most extensive texts, Anthropology Friedländer (1772) and Anthropology Mrongovius (1786), are presented here in their entirety, along with selections from all the other lecture transcriptions published in the Academy edition, together with sizeable portions of the Menschenkunde (1781–1782), first published in 1831. These lectures show that Kant had a coherent and well-developed empirical theory of human nature bearing on many other aspects of his philosophy, including cognition, moral psychology, politics and philosophy of history.