Socrates has inspired and guided the brightest men and women for more than two thousand years. Now you can make him your mentor-to strengthen your thinking, enrich your life, and reach your goals. In Socrates' Way, you meet Socrates face-to-face, hear his voice, and learn how he changes people's lives. The book provides step-by-step guidance on how to harness his methods to vastly enhance your own creativity and autonomy.Specifically, Socrates shares the seven keys to using one's mind to the utmost: Know thyself Grow with friends Ask great questions Strengthen your soul Verify everything Speak frankly Free your mind You will master the famed "Socratic Method" for getting to the root of any problem; launch one of Socrates' exhilarating "Dialogues" among your colleagues at work, as well as at home; and sharpen and enliven your thinking. In short, you will discover the Socratic spirit in you.

This indispensable guide provides a unique insight into the academic profession at a time of major change. It is organized both thematically and geographically with attention given to regions rarely covered, such as China and Latin America. For the first time, here is a book that critically assesses the condition of the professoriate at a time of momentous change when the profession is fracturing along fault lines.

Socrates, son of Sophroniscus, of Alopece is arguably the most richly and diversely commemorated - and appropriated - of all ancient thinkers. Already in Antiquity, vigorous controversy over his significance and value ensured a wide range of conflicting representations. He then became available to the medieval, renaissance and modern worlds in a provocative variety of roles: as paradigmatic philosopher and representative (for good or ill) of ancient philosophical culture in general; as practitioner of a distinctive philosophical method, and a distinctive philosophical lifestyle; as the ostensible originator of startling doctrines about politics and sex; as martyr (the victim of the most extreme of all miscarriages of justice); as possessor of an extraordinary, and extraordinarily significant physical appearance; and as the archetype of the hen-pecked intellectual. To this day, he continues to be the most readily recognized of ancient philosophers, as much in popular as in academic culture. This volume, along with its companion, Socrates from Antiquity to the Enlightenment, aims to do full justice to the source material (philosophical, literary, artistic, political), and to the range of interpretative issues it raises. It opens with an Introduction summarizing the reception of Socrates up to 1800, and describing scholarly study since then. This is followed by sections on the hugely influential Socrateses of Hegel, Kirkegaard and Nietzsche; representations of Socrates (particularly his erotic teaching) principally inspired by Plato's Symposium; and political manipulations of Socratic material, especially in the 20th century. A distinctive feature is the inclusion of Cold War Socrateses, both capitalist and communist.

This six-volume handbook covers the latest practice in technical and vocational education and training (TVET). It presents TVET models from all over the world, reflections on the best and most innovative practice, and dozens of telling case studies. The handbook presents the work of established as well as the most promising young researchers and features unrivalled coverage of developments in research, policy and practice in TVET.

This book aims to provide a wide ranging analysis of the educational challenges posed by the treaty signed in Maastricht in 1992. It brings together an international group of specialists in the fields of educational theory, philosophy of education, politics of education, comparative education, and gender equal opportunities. Focusing particularly on pedagogic issues, it is essential reading for those engaged in educational research, for students of education, and for those working with European Union institutions.

Questions about learning and discovery have fascinated philosophers from Plato onwards. Does the mind bring innate resources of its own to the process of learning or does it rely wholly upon experience? Plato was the first philosopher to give an innatist response to this question and in doing so was to provoke the other major philosophers of ancient Greece to give their own rival explanations of learning. This book examines these theories of learning in relation to each other. It presents an entirely different interpretation of the theory of recollection which also changes the way we understand the development of ancient philosophy after Plato. The final section of the book compares ancient theories of learning with the seventeenth-century debate about innate ideas, and finds that the relation between the two periods is far more interesting and complete than is usually supposed.

In order to celebrate the fifteenth anniversary - the third lustrum - of our Center, we at CHEPS decided to collectively write a book on the issue of how higher education institutions deal with the demand for change. Institutional change is without any doubt one of the burning issues for researchers in higher education and policy studies in general, but even more so for administrators at the institutional level (institutional leadership, deans) and planners of higher education in public life (government agencies, intermediary organisations, international organisations). Whereas the lustrumbook we wrote for our second lustrum concentrated on comparative policy studies, many of them focusing on comparisons between different national higher education systems, this time the object of our analyses is the institution itself. Today's higher education institutions are faced by demands from a multitude of actors - from inside the institution (students, staff) as well as from the institution's environment (governments, employers, research councils, sponsors). These demands require changes in policy, practice, systems, and culture. The ways in which institutions respond to these demands and how their behaviour may be understood and predicted is the challenge tackled by the authors of this volume, each from their own perspective and each looking at different aspects of the educational organisation.

This book on European Identity aims to «promote reflection on the mutual relationship between educational processes and European construction». It attempts to get down to what this means at the everyday level, the notion of European Identity for all citizens, specially in the educational field, and identify elements for the promotion and anchorage of this concept. To this end the authors have contemplated articulating the topic around the axis «individual - group - society», and the content has been distributed in two blocks: europe read from an educational perpective, and European Identity, new challenges for the school.

For the European Union, lifelong learning has become a means of achieving both competitiveness and social cohesion in an increasingly knowledge-based and globalised economy. Though the concept of lifelong learning is not new, it now coincides with a period of rapid EU expansion. The research project the book is based on examines how lifelong learning is understood and operationalised, especially in countries within the area of the EU's expansion. Europe, its policy-makers and peoples, need to know whether lifelong learning can contribute to the construction of a European identity - and if so, how. The research points to the importance of diverse national contexts, which suggests a single model of lifelong learning across the EU is unlikely to be achieved. While the EU may encourage a common policy, and this may generate significant national policy developments, these will be strongly influenced by national context: institutional, political, social, ideological. Many countries will continue - consciously or unconsciously - to "pick and choose" between different EU priorities.