The present volume explores the ideological divide in education between traditional and progressive education. An introductory chapter explores the broad outlines of the debate with an emphasis on discourse in the public sphere. Further chapters explore specific aspects of the divide such as the philosophical underpinnings of each camp as well as some of the main arguments in favor of and against some of their central tenets. The volume explores a challenging topic with the goal of constructive scholarly dialogue in order to increase understanding about some of the big questions in the field and to build bridges across ideological borders.

The SAGE Encyclopedia of Educational Leadership and Administration presents the most recent theories, research, terms, concepts, ideas, and histories on educational leadership and school administration as taught in preparation programs and practiced in schools and colleges today. With more than 600 entries, written by more than 200 professors, graduate students, practitioners, and association officials, the two volumes of this encyclopedia represent the most comprehensive knowledge base of educational leadership and school administration that has, as yet, been compiled.

"[This] magnificent critical survey, with its inherent respect for both the 'Westt's mainstream high culture' and the 'radically changing world' of the 1990s, offers a new breakthrough for lay and scholarly readers alike....Allows readers to grasp the big picture of Western culture for the first time." SAN FRANCISCO CHRONICLE Here are the great minds of Western civilization and their pivotal ideas, from Plato to Hegel, from Augustine to Nietzsche, from Copernicus to Freud. Richard Tarnas performs the near-miracle of describing profound philosophical concepts simply but without simplifying them. Ten years in the making and already hailed as a classic, THE PASSION OF THE WESERN MIND is truly a complete liberal education in a single volume.

The case for a bigger, more complete picture of reality in which a fifth, spiritual dimension plays a central role Drawing on mystical and religious traditions ancient and modern, and spiritual thinkers as diverse as Julian of Norwich and Mahatma Gandhi, The Fifth Dimension is John Hick's eloquent argument for a more complete reality, in which a fifth, spiritual dimension plays a central role. Taking into account recent global crises - including the 9/11 attacks and war in Iraq - Hick addresses a variety of timeless issues, from the validity of religious experience to the science versus religion debate. Erudite, provocative and deeply moving, Hick's persuasive narrative will prompt all curious readers to re-examine their own spiritual horizons.

This volume argues for the need of a common ground that bridges leadership studies, curriculum theory, and Didaktik. It proposes a non-affirmative education theory and its core concepts along with discursive institutionalism as an analytical tool to bridge these fields. It concludes with implications of its coherent theoretical framing for future empirical research.Recent neoliberal policies and transnational governance practices point toward new tensions in nation state education. These challenges affect governance, leadership and curriculum, involving changes in aims and values that demand coherence. Yet, the traditionally disparate fields of educational leadership, curriculum theory and Didaktik have developed separately, both in terms of approaches to theory and theorizing in USA, Europe and Asia, and in the ways in which these theoretical traditions have informed empirical studies over time. An additional aspect is that modern education theory was developed in relation to nation state education, which, in the meantime, has become more complicated due to issues of 'globopolitanism'. This volume examines the current state of affairs and addresses the issues involved. In doing so, it opens up a space for a renewed and thoughtful dialogue to rethink and re-theorize these traditions with non-affirmative education theory moving beyond social reproduction and social transformation perspectives. This work was published by Saint Philip Street Press pursuant to a Creative Commons license permitting commercial use. All rights not granted by the work's license are retained by the author or authors.

While the Beethoven string quartets are to chamber music what the plays of Shakespeare are to drama, even seasoned concertgoers will welcome guidance with these personal and sometimes enigmatic works. This collection offers Beethoven lovers both detailed notes on the listening experience of each quartet and a stimulating range of more general perspectives: Who has the quartets' audience been? How were the quartets performed before the era of sound recordings? What is the relationship between "classical" and "romantic" in the quartets? How was their reception affected by social and economic history? What sorts of interpretive decisions are made by performers today? The Companion brings together a matchless group of Beethoven experts. Joseph Kerman is perhaps the world's most renowned Beethoven scholar. Robert Winter, an authority on sketches for the late quartets, has created interactive programs regarded as milestones in multimedia publishing. Maynard Solomon has written an acclaimed biography of Beethoven. Leon Botstein is the conductor of the American Symphony Orchestra as well as a distinguished social historian and college president. Robert Martin writes from his experience as cellist of the Sequoia Quartet. And the book is anchored by the program notes of Michael Steinberg, who has served as Artistic Advisor of the San Francisco Symphony and the Minnesota Orchestra.

Seeks to demonstrate the existence of a direct connection between the planetary movements and human history, and examines such ancient and modern events as the French Revolution and September 11th.

Issue 3, Volume 10, of the Northwestern Journal of Technology & Intellectual Property

Gerald Graff argues that our schools and colleges make the intellectual life seem more opaque, narrowly specialized, and beyond normal learning capacities than it is or needs to be. Left clueless in the academic world, many students view the life of the mind as a secret society for which only an elite few qualify. In a refreshing departure from standard diatribes against academia, Graff shows how academic unintelligibility is unwittingly reinforced not only by academic jargon and obscure writing, but by the disconnection of the curriculum and the failure to exploit the many connections between academia and popular culture. Finally, Graff offers a wealth of practical suggestions for making the culture of ideas and arguments more accessible to students, showing how students can enter the public debates that permeate their lives.