The company isn't booming, the customers are drifting away, innovation is at a standstill – What's wrong? A rational analysis can provide you with pieces of the problem, but never the whole picture. Systemic constellations give you the missing link. Success with this method in companies such as Daimler-Chrysler, IBM, and BMW has contributed to a booming interest in Europe. When the systemic structure of a team, company or market becomes clear, it is obvious what has to happen next. Individuals who are not involved in the problem situation are used to represent people or parts of the company and a trained consultant uses feedback from the representatives to reveal hidden dynamics and point to solutions. Anyone in a position of responsibility in industry or government, or an organisation in health education or welfare can profit from this book. It is easy to read and practical, with case examples and short summaries for quick scanning. "A totally obscure situation suddenly became as clear as day. How come we couldn't see the obvious before?! For all of our company leaders it was a total revelation." O. Wassermann, CEO of Wassermann AG/Swisslog, Munich, Germany

Systems-Centered Practice presents a series of papers that trace the development of the theory of living human systems between 1987 and 2002. As the theory develops, so do the methods and techniques that put it into practice. The book also describes in detail the connection between the hierarchy of defence modification and the specific phases of system development that determine readiness for change. The papers in this volume contribute to our knowledge of the permeability of the boundaries between clinical and social psychology through the investigation of living human systems, and of systems-centered group and individual therapy. The author's considerable body of work constitutes a blend of creativity and learning of the highest order.

In this interdisciplinary anthology, essays study the relationship between the imagination and images both material and mental. Through case studies on a diverse array of topics including photography, film, sports, theater, and anthropology, contributors focus on the role of the creative imagination in seeing and producing images and the imaginary.

The phrase "teaching for social justice" is often used, but not always explained. What does it really mean to teach for social justice? What are the implications for anti-oppressive teaching across different areas of the curriculum? Drawing on his own experiences teaching diverse grades and subjects, Kevin Kumashiro examines various aspects of anti-oppressive teaching and learning in six different subject areas. Connecting practice to theory through new pedagogical elements, the revised edition of this bestselling text features: A new and timely preface that considers the possibilities of anti-oppressive teaching and teaching for social justice in the face of increasing pressure from both the Right and the Left to accept neoliberal school reform policies. End of chapter questions that enhance comprehension of arguments, help concretize abstract ideas into classroom practice, and encourage critique. A sampling of print and online resources that will inspire students to further their social justice education The new pedagogical components of the revised edition will offer K-12 teachers and teacher educators the tools they need to teach against their common sense assumptions and continue the evolution of social justice in education.

This book examines the intersections between debates in critical studies of men and masculinities and debates on visual representation, investigating representations of men and masculinities in contemporary culture and examples of visual art that deconstruct those representations. It attends to various spaces associated with heteronormativity, including the visible domains of working life, leisure and public discourses, as well as less visible domains such as private spaces, lifestyle, desire and sexual agency.

Based on thousands of interviews over 35 years with the leaders and members of the Republican movement and the IRA itself, as well as the Irish, British and Americans involved in the Troubles, the focus of this study is on the workings of an organization involved in armed struggle.

What exactly is so appealing in formal science, such that its influence can be seen in numerous disciplines nowadays, for practical purposes like better functionality, performance, and so on—as Pythagoras already famously said in antiquity: “Number is the ruler of forms and ideas and the cause of gods and demons”? This contemporary addiction to practical convenience in formal science has turned a blind eye to its other side, which has impoverished both our knowledge of reality and the well-being of our lifeworld. Contrary to conventional wisdom, the other side of this appealing addiction has yet to be comprehensively understood, nor has the fact that its practical convenience is neither possible nor desirable to the extent that the proponents of formal science would like us to believe. Needless to say, this by no means suggests that formal science should not be used for practical purposes, or that the literature in formal science (and other related fields like computer science, information theory, microeconomics, decision theory, statistics, and linguistics, just to cite a few of them) should be dismissed. Of course, neither of these two extreme views is reasonable either. Instead, this book provides an alternative (better) way to understand the nature of formal science, especially in relation to systems theory for practical convenience—while learning from different approaches in the literature but without favoring any one of them (nor integrating them, since they are not necessarily compatible with each other). In the end, this book offers a new theory to transcend the existing approaches in the literature in a new direction not thought of before. This seminal project is to fundamentally alter the way that we think about formal science, from the combined perspectives of the mind, nature, society, and culture, with enormous implications for the human future and what I originally called its “post-human” fate.

In What We Made, Tom Finkelpearl examines the activist, participatory, coauthored aesthetic experiences being created in contemporary art. He suggests social cooperation as a meaningful way to think about this work and provides a framework for understanding its emergence and acceptance. In a series of fifteen conversations, artists comment on their experiences working cooperatively, joined at times by colleagues from related fields, including social policy, architecture, art history, urban planning, and new media. Issues discussed include the experiences of working in public and of working with museums and libraries, opportunities for social change, the lines between education and art, spirituality, collaborative opportunities made available by new media, and the elusive criteria for evaluating cooperative art. Finkelpearl engages the art historians Grant Kester and Claire Bishop in conversation on the challenges of writing critically about this work and the aesthetic status of the dialogical encounter. He also interviews the often overlooked co-creators of cooperative art, "expert participants" who have worked with artists. In his conclusion, Finkelpearl argues that pragmatism offers a useful critical platform for understanding the experiential nature of social cooperation, and he brings pragmatism to bear in a discussion of Houston's Project Row Houses. Interviewees. Naomi Beckwith, Claire Bishop, Tania Bruguera, Brett Cook, Teddy Cruz, Jay Dykeman, Wendy Ewald, Sondra Farganis, Harrell Fletcher, David Henry, Gregg Horowitz, Grant Kester, Mierle Laderman Ukeles, Pedro Lasch, Rick Lowe, Daniel Martinez, Lee Mingwei, Jonah Peretti, Ernesto Pujol, Evan Roth, Ethan Seltzer, and Mark Stern

Drawing on his own experience teaching diverse grades and subjects, Kevin Kumashiro examines aspects of teaching and learning toward social justice, and suggests concrete implications for K-12 teachers and teacher educators.