"Deschooling the Imagination: Critical Thought as Social Practice" is, first, a book that looks at what it means to be actively engaged in developing a critical/creative mindset against the prevailing ideology of our public schools. Second, it is a book about the social/cultural relationship between what and how we learn on one hand and our imaginative capacities on the other. Finally, but equally important, it is a book about how teachers can teach in the service of a revived critical/creative imaginary. In short, you may be interested in reading this book if you are curious about examining the following questions in more depth: How can educators and those involved and/or invested in public education in the United States learn to think about curriculum, assessment, pedagogy, school structures, knowledge, power, identity, language/literacy, economics, creativity, human ecology, and our collective future in a way that escapes the over-determined discourses that inform current attitudes and practices of schooling? What are some of the tactics and strategies that teachers, students, parents, administrators, and policymakers can learn and enact in the service of a future that we can barely imagine?

Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupil nor the proliferation of educational hardware or software (in classroom or bedroom), nor finally the attempt to expand the pedagogue's responsibility until it engulfs his pupul's lifetimes will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education - and also to those who seek alternatives to other establisehd service industries. Ivan Illich was born in Vienna in 1926. He studied theology and philosophy at the Gregorian University in Rome and obtained a PhD in history at the University of Salzburg. He came to the United States in 1951, where he served as assistant pastor in an Irish-Puerto Rican parish in New York. From 1956 to 1960 he was assigned as vice rector to the Catholic University of Puerto Rico, where he organized an intensive training center for American preists in Latin American culture. Illich was a co-founder of the widely known and controversial Center for Intercultural Documentation (CIDOC) in Cuernavaca, Mexico, and since 1964 he has directed research seminars on "Institutional Alternatives in a Technological Society," with special focus on Latin America. Ivan Illich's writings have appeared in The New York Review, The Saturday Review, Esprit, Kuvsbuch, Siempre, America, Commonweal, Epreuves, and Tern PS Modernes.

"By turns informative, infuriating and inspirational, Murphy, Peters and Marginson's Imagination is clearly the most critical of the three volumes in the series. Perhaps as a result, it is very good to think with." Andrew Miler, Professor of Cultural Studies, Monash University --Book Jacket.

With the realization of familial deschooling in Germany, the so-called social movement of the ,Freilerner’ transgresses a taboo and is therefore under enormous pressure to justify itself. Following on from this, the reconstructive study asks what latent structures of meaning underlie the subjective crisis scenarios about the schooling of children and the ideal concepts of parents in the sense-giving justification of the family deschooling practice. In the course of this, three types of the justification for the familial practice of deschooling, namely defending, charismatizing, and escaping, are empirically established. In this way, the study not only makes an empirically based contribution to a more reflective discourse on alternative educational practices, but also pushes itself into a taboo zone of school pedagogy and educational research in Germany. Because it addresses the school as a historically consolidated, but not as an organization without alternatives for learning and educational processes of children and adolescents.

This encyclopaedia is a dynamic and living reference that student teachers, teacher educators, researchers and professionals in the field of education with an accent on all aspects of teacher education, including: teaching practice; initial teacher education; teacher induction; teacher development; professional learning; teacher education policies; quality assurance; professional knowledge, standards and organisations; teacher ethics; and research on teacher education, among other issues. The Encyclopedia is an authoritative work by a collective of leading world scholars representing different cultures and traditions, the global policy convergence and counter-practices relating to the teacher education profession. The accent will be equally on teaching practice and practitioner knowledge, skills and understanding as well as current research, models and approaches to teacher education.

From the ivory tower to the barricades! Radical intellectuals explore the relationship between research and resistance.

Ivan Illich argues for individual personal control over life, the tools and energy we use. A work of seminal importance. The conviviality for which noted social philosopher Ivan Illich is arguing is one in which the individual's personal energies are under direct personal control and in which the use of tools is responsibly limited. A work of seminal importance, this book claims our attention for the urgency of its appeal, the stunning clarity of its logic and the overwhelmingly human note that it sounds.

Understanding and honoring the natural learning path for right-brained children

This introductory text, now in its fifth edition, is a classic in its field. It shows, first and foremost, the importance of philosophy in educational debate and as a background to any practical activity such as teaching. What is involved in the idea of educating a person or the idea of educational success? What are the criteria for establishing the optimum balance between formal and informal teaching techniques? How trustworthy is educational research? In addition to these questions, which strike to the heart of the rationale for the educative process as a whole, the authors explore such concepts as culture, creativity, autonomy, indoctrination, needs, interests, and learning by discovery. Updates to this edition include new chapters on religious education and moral education, as well as questions for reflection at the end of each chapter.