Articles refer to teaching at various different levels from kindergarten to graduate school, with sections on teaching: geologic time, space, complex systems, and field-work. Each section includes an introduction, a thematic paper, and commentaries.

In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that: alienates us from life in the name of human domination causes students to worry about how to make a living before they know who they are overemphasizes success and careers separates feeling from intellect and the practical from the theoretical deadens the sense of wonder for the created world The crisis we face, Orr explains, is one of mind, perception, and values. It is, first and foremost, an educational challenge. The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the "terrible simplifiers" who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

In Earth and Mind : Dreaming, Writing, Being Michael Bishop examines the very recent work of nine major contemporary French and Francophone writers : Yves Bonnefoy, Jacqueline Risset, Salah Stétié, Vénus Khoury-Ghata, Tahar Ben Jelloun, André Velter, Marie-Claire Bancquart, Jean-Claude Pinson and Jacques Dupin. The issue of writing’s complex relation to the experience of the earth is of central pertinence, involving questions of dreaming, voice, figurativity, emotion, desire, revolt, metaphysics, meaning, poiein and being. Discussion entails close reading of works as well as broad contextualisation and a sensitivity to interrelevancies from writer to writer. Bishop’s book is intended as a companion to his 2014 Dystopie et poïein, agnose et reconnaissance. Seize études sur la poésie française et francophone contemporaine.

A collection of essays introducing the reader to `domain-specificity'.

In Earth Rising II, Begich and Roderick explore several new technology areas as well as their implications for personal privacy, security and the state of democracy in the beginning of the 21st century. In the early 1970s in the weeks before Watergate this book begins with the mysterious disappearance an airplane carrying the United States House Majority Leader Hale Boggs and Alaska Congressman Nick Begich. Decades later, documents surface that implicate the government. Their fight against a corrupt FBI, a morally bankrupt Executive Branch and fight for an open government, fully accountable to the people, may have contributed to their demise. That decades old event became the springboard to the exposure of technologies contained in this book's pages. The book includes: New Underwater Sonars and the Possible Death of the Seas. Marine Mammal and Whale Beachings A Military Side Effect. Energy in the Air and the Implications of Cell Phone Technology. Dataveillance, Security, Privacy and the End of the Road. Information Overload and the Impacts of Technology. Implantable Chips and the New Economy.Using over 300 referenced sources, the hallmark of Begich and Roderick's research efforts, concludes with a discussion of the implications of these technologies and alternative directions that are possible. The 21st Century has begun it is this generation that will determine the direction of our technology as either our master or our servant. Earth Rising II will challenge readers to seek a better direction for the people of the planet rather than the betrayal of our science, our society and our individual souls.

'Anthony Hoekema brings to the study of biblical prophecy and eschatology a maturity that is rare among contemporary works on the subject. Free of sensationalism, he evinces a reverence for the Scriptures and a measured scholarship...One of the best studies on eschatology available.' ---Christianity Today