Reveals the neglected mode of knowing and learning, from Socrates to the middle ages and beyond, that relies more on the integrated powers of sensory experience and intuition, rather than on modern narrow scientific models of education.

Based in the riches of Christian worship and tradition, this brief, eloquently written introduction to Christian thinking and worldview helps readers put back together again faith and reason, truth and beauty, and the fragmented academic disciplines. By reclaiming the classic liberal arts and viewing disciplines such as science and mathematics through a poetic lens, the author explains that unity is present within diversity. Now repackaged with a new foreword by Ken Myers, this book will continue to benefit parents, homeschoolers, lifelong learners, Christian students, and readers interested in the history of ideas.

However much the three great traditions of medicine - Galenic, Chinese and Ayurvedic - differed from each other, they had one thing in common: scholarship. The foundational knowledge of each could only be acquired by careful study under teachers relying on ancient texts. Such medical knowledge is special, operating as it does in the realm of the most fundamental human experiences - health, disease, suffering, birth and death - and the credibility of healers is of crucial importance. Because of this, scholarly medical knowledge offers a rich field for the study of different cultural practices in the legitimation of knowledge generally. The contributors to this volume are all specialists in the history or anthropology of these traditions, and their essays range from historical investigations to studies of present-day practices.

The academic profession, like many others, is rapidly being transformed. This book explores the current challenges to the profession and their broad implications for American higher education. Examining what professors do and how academia is changing, contributors to this volume assess current and potential threats to the profession. Leading scholars in sociology and higher education explore such topics as structural and cognitive change, socialization and deviance, career development, and professional autonomy and regulation. A comprehensive analysis of the significant questions facing this crucial profession, The American Academic Profession will be welcomed by students and scholars as well as by administrators and policy makers concerned with the future of the academy.

Today, a substantial portion of higher education is provided outside of the traditional universities in non-university institutions with a multitude of varied characteristics. In recent decades, higher education systems have been subjected to many changes and reforms throughout the world. One of the most important was undoubtedly the expansion of higher education in the second half of the last century from an elite system to one for the masses. While institutions of higher learning have been in existence for approximately 1,000 years, this exponential growth has been much more recent. This movement toward mass higher education has created substantial national impacts on the development of the systems of higher education. While common denominators of change and adaptation can be identified globally, there remain important differences from country to country. There are many factors challenging higher education today and in the foreseeable future. In one form or another, these issues and trends can be seen in higher education systems throughout the world. They include chronic underfunding, marketisation and competition, alternative providers, massification, internationalisation, governance, leadership, strategic management, accountability, accreditation, and social relevance. Another key factor for many countries, especially in Europe, and the focus of this book, is the current and future status of the higher education systems that differentiate the university and non-university sectors.

Advocates of restorative justice question the state's ability to deliver satisfactory justice to the community, both in criminal and other cases. This collaborative 2001 volume looks at the burgeoning restorative justice movement and considers the relationship between restorative justice and civil society, examining debates and exploring ideas about who should 'control' restorative justice, the state or civil society. A diverse range of chapters, written by leaders in the field, engage with different aspects of restorative justice. Genuinely international, the book addresses aspects of civil society including schools, families, churches and private workplaces, the women's movement, victims of crime and indigenous groups. It also considers broader issues such as democracy, human rights, access and equity. A dynamic and provocative volume, this book attempts to bring the ideals of restorative justice to life so that victims, offenders, their families and communities have more of a say in the justice process.

What is a good education? What is it for? To answer these questions, Stratford Caldecott shines a fresh light on the three arts of language, in a marvelous recasting of the Trivium whereby Grammar, Dialectic, and Rhetoric are explored as Remembering, Thinking, and Communicating. These are the foundational steps every student must take towards conversion of heart and mind, so that a Catholic Faith can be lived out in unabashed pursuit of the True, the Good, and the Beautiful. Beauty in the Word is a unique contribution to bringing these bountiful aspects of the Real back to the center of learning, where they rightfully belong. If your concern is for the true meaning of education for your children, here is the place to begin. "Those responsible for new initiatives in Catholic schooling have a chance to recreate the inner spirit of education and not just its outer frame. They will not easily find a programme more inspirational than the one presented here." - Aidan Nichols "Stratford Caldecott offers a rare combination of intelligence and profound vision, yet combines this with accessibility and luminous transparency." - Catherine Pickstock

A wonderful collection that addresses issues important in today's classrooms. This is an invaluable tool for any educator willing to strive for personal, student, and schoolwide excellence." Gayla LeMay, Social Studies Teacher Louise Radloff Middle School, Duluth, GA "Presseisen has skillfully assembled an exceptionally fine collection of articles." Burt Saxon, Adjunct Professor Yale University and Southern Connecticut State University A vast world of thought, inquiry, and wisdom for educating all learners. This remarkable collection features an interview with Howard Gardner and includes contributions from such luminaries as Robert J. Sternberg, Robert R. Spillane, Arthur L. Costa, Linda Darling-Hammond, Dorothy Strickland, Joseph S. Renzulli, and Joyce VanTassel-Baska. The insightful articles encourage educators to examine their perspectives about the nature of intelligence, standardized testing, and curriculum requirements. Readers will be able to evaluate critical questions such as: What does teaching for intelligence mean? Who is the intelligent learner? What do educators and scientists have to say about teaching for intelligence? Updated with current research, this thought-provoking resource looks closely at current classroom instructional practice, students' intellectual development, and how educators view students in the learning process.

Media are poetic forces. They produce and reveal worlds, representing them to our senses and connecting them to our lives. While the poetic powers of media are perceptual, symbolic, social and technical, they are also profoundly moral and existential. They matter for how we reflect upon and act in a shared, everyday world of finite human existence. The Poetics of Digital Media explores the poetic work of media in digital culture. Developing an argument through close readings of overlooked or denigrated media objects – screenshots, tagging, selfies and more – the book reveals how media shape the taken-for-granted structures of our lives, and how they disclose our world through sudden moments of visibility and tangibility. Bringing us face to face with the conditions of our existence, it investigates how the ‘given’ world we inhabit is given through media. This book is important reading for students and scholars of media theory, philosophy of media, visual culture and media aesthetics.

This book explores poetry and pedagogy in practice across the lifespan. Poetry is directly linked to improved literacy, creativity, personal development, emotional intelligence, complex analytical thinking and social interaction: all skills that are crucial in contemporary educational systems. However, a narrow focus on STEM subjects at the expense of the humanities has led educators to deprioritize poetry and to overlook its interdisciplinary, multi-modal potential. The editors and contributors argue that poetry is not a luxury, but a way to stimulate linguistic experiences that are formally rich and cognitively challenging. To learn through poetry is not just to access information differently, but also to forge new and different connections that can serve as reflective tools for lifelong learning. This interdisciplinary book will be of value to teachers and students of poetry, as well as scholars interested in literacy across the disciplines.