Education for a viable future has never been more important than in our era of climate change, fake news, self-illusions, and political upheaval. Whether humanity will have a dignified future hangs in the balance. The urgency of finding sound solutions to a number of complex problems is obvious. We can’t really allow ourselves to get it wrong, but the temptation to fall for easy, convenient answers is considerable. This book focuses on emerging insights from various fields which allow us to collectively build evidence-based and wise solutions. This requires us to clarify how to arrive at a sound understanding of reality, which belief-systems and ideologies impede this understanding, and which issues need to be addressed as a matter of urgency. We cannot solve the climate crisis or any other pressing problems besetting humanity by using mental models which are demonstrably flawed. We ignore important findings and insights in fields unfamiliar to us at our peril. Whatever our professional field, we need to self-critically reflect on the conclusions presented in this book in order to increase the quality and efficacy of our educational interventions for a better world.

This Handbook illustrates that universities per se and higher education in general are essential to catalyze and action the transformative change needed for sustainability and delivery of the Sustainable Development Goals. Part One shows how sustainability can be adopted as a driver of change within higher education institutions (HEIs), as they react and respond to influencing factors outside the academy. Part Two examines how a university working with and for sustainability can influence, effect and amplify change beyond the institution, working with and through others. International contributors explore regional, national and international perspectives, presenting a variety of critically assessed accounts case studies that reflect different local and national contexts, institutional archetypes and academic missions. Frameworks of sustainability-led transformation are illustrated at the level of the institution (executive/administrative), organization, culture, place-based (anchor) and student in various countries including Aruba, Belgium, Brazil, Canada, Hong Kong, Japan, Lebanon, Nepal, New Zealand, Nigeria, South Africa, Spain, Uganda, United Kingdom and the United States of America. The book concludes with a manifesto for change and a call to action. It identifies that the sustainability journey of a HEI is influenced by context and place, with mission, leadership and strategy playing a vital role and change agency by students a key ingredient. Recognizing the patience and resolve to effect change, communication, dialogue and inclusion were central to community building and partnership.

This open access book reviews evidence and case studies on the effects of outdoor learning on teachers and learners. It shows how real-world learning outside the classroom contributes to unlocking the full potential of learners, demonstrating its benefits for academic learning, social competencies, personal and emotional development, psychological well-being, and physical activity and health. In addition, the book highlights how outdoor learning nurtures environmental awareness and helps learners to tackle current sustainability challenges. Its focus on high-quality learning makes it a unique contribution to the implementation of SDG 4. Aimed at lecturers at teacher training universities, teachers, professional educators, coaches, and multipliers who train staff of educational NGOs, as well as decision makers on all levels of education systems, this book is of interest to all those who seek a more in-depth understanding of the future of education.

This volume highlights key moments and movements in this "competence turn" in Education for Sustainable Development (ESD), and explores the different ways in which competences have been conceptualized and implemented. By marshaling a dialogue between chapters and sections, the book provides a coherent whole that will become a key source on ESD competences. The contributors develop a conceptual map against which to chart existing (and future) ESD competence frameworks, offer new critical case studies that explore the implementation of educator competences in ESD at different structural levels in different European contexts, explore the link between pedagogy and educator competence through hitherto unpublished case studies based on current practices across Europe, and consider the impact of the COVID-19 pandemic on ESD and educator competence. The book comprises 23 chapters divided into four sections, with an introduction and concluding chapter. Section One introduces concepts and models related to ESD competences, while the following two sections focus on implementation and pedagogy. In light of the foregoing material, the shorter Section Four is both reflective and forward looking. The primary audience for this book will be academics and students working in the fields of Education, Sustainability Science and related disciplines.

Education for a viable future has never been more important than in our era of climate change, fake news, self-illusions, and political upheaval. Whether humanity will have a dignified future hangs in the balance. The urgency of finding sound solutions to a number of complex problems is obvious. We canâ (TM)t really allow ourselves to get it wrong, but the temptation to fall for easy, convenient answers is considerable. This book focuses on emerging insights from various fields which allow us to collectively build evidence-based and wise solutions. This requires us to clarify how to arrive at a sound understanding of reality, which belief-systems and ideologies impede this understanding, and which issues need to be addressed as a matter of urgency. We cannot solve the climate crisis or any other pressing problems besetting humanity by using mental models which are demonstrably flawed. We ignore important findings and insights in fields unfamiliar to us at our peril. Whatever our professional field, we need to self-critically reflect on the conclusions presented in this book in order to increase the quality and efficacy of our educational interventions for a better world.

Author and consultant Jennifer Garvey Berger has worked with all types of leaders—from top executives at Google to nonprofit directors who are trying to make a dent in social change. She hears a version of the same plea from every client in nearly every sector around the world: "I know that complexity and uncertainty are testing my instincts, but I don't know which to trust. Is there some way to know what to do when I can't know what's next?" Her newest work is an answer to this plea. Using her background in adult development, complexity theories, and leadership consultancy, Garvey Berger discerns five pernicious and pervasive "mind traps" to frame the book. These are: the desire for simple stories, our sense that we are right, our desire to get along with others in our group, our fixation with control, and our constant quest to protect and defend our egos. In addition to understanding why these natural impulses steer us wrong in a fast-moving world, leaders will get powerful questions and approaches that help them escape these patterns.

BOOKER PRIZE WINNER • NATIONAL BESTSELLER • A novel that follows a middle-aged man as he contends with a past he never much thought about—until his closest childhood friends return with a vengeance: one of them from the grave, another maddeningly present. A novel so compelling that it begs to be read in a single setting, The Sense of an Ending has the psychological and emotional depth and sophistication of Henry James at his best, and is a stunning achievement in Julian Barnes's oeuvre. Tony Webster thought he left his past behind as he built a life for himself, and his career has provided him with a secure retirement and an amicable relationship with his ex-wife and daughter, who now has a family of her own. But when he is presented with a mysterious legacy, he is forced to revise his estimation of his own nature and place in the world.

National Book Award Finalist: “This man’s ideas may be the most influential, not to say controversial, of the second half of the twentieth century.”—Columbus Dispatch At the heart of this classic, seminal book is Julian Jaynes's still-controversial thesis that human consciousness did not begin far back in animal evolution but instead is a learned process that came about only three thousand years ago and is still developing. The implications of this revolutionary scientific paradigm extend into virtually every aspect of our psychology, our history and culture, our religion—and indeed our future. “Don’t be put off by the academic title of Julian Jaynes’s The Origin of Consciousness in the Breakdown of the Bicameral Mind. Its prose is always lucid and often lyrical…he unfolds his case with the utmost intellectual rigor.”—The New York Times “When Julian Jaynes . . . speculates that until late in the twentieth millennium BC men had no consciousness but were automatically obeying the voices of the gods, we are astounded but compelled to follow this remarkable thesis.”—John Updike, The New Yorker “He is as startling as Freud was in The Interpretation of Dreams, and Jaynes is equally as adept at forcing a new view of known human behavior.”—American Journal of Psychiatry

Los Angeles magazine is a regional magazine of national stature. Our combination of award-winning feature writing, investigative reporting, service journalism, and design covers the people, lifestyle, culture, entertainment, fashion, art and architecture, and news that define Southern California. Started in the spring of 1961, Los Angeles magazine has been addressing the needs and interests of our region for 48 years. The magazine continues to be the definitive resource for an affluent population that is intensely interested in a lifestyle that is uniquely Southern Californian.

Designed for psychotherapists and counsellors in training, An Introduction to the Therapeutic Frame clarifies the concept of the frame - the way of working set out in the first meeting between therapist and client. This Classic Edition of the book includes a brand new introduction by the author. Anne Gray, an experienced psychotherapist and teacher, uses lively and extensive case material to show how the frame can both contain feelings and further understanding within the therapeutic relationship. She takes the reader through each stage of therapeutic work, from the first meeting to the final contact, and looks at those aspects of management that beginners often find difficult, such as fee payment, letters and telephone calls, supervision and evaluation. Her practical advice on how to handle these situations will be invaluable to trainees as well as to those involved in their training.