How can we know? How can we attain justified belief? These traditional questions in epistemology have inspired philosophers for centuries. Now, in this exceptional work, Alvin Goldman, distinguished scholar and leader in the fields of epistemology and mind, approaches such inquiries as legitimate methods or "pathways" to knowledge. He examines the notion of private and public knowledge, arguing for the epistemic legitimacy of private and introspective methods of gaining knowledge, yet acknowledging the equal importance of social and public mechanisms in the quest for truth. Throughout, he addresses this opposition but proposes a rigorous framework that resolves such tensions, making this collection of papers one of the most important contributions to the theory of knowledge in recent years.

First Published in 1998. Parents and teachers of girls with Rett Syndrome will welcome this book which offers accessible advice on the special educational needs of these girls. It will assist teachers in developing a working knowledge of the syndrome and suggests particular strategies in planning a curriculum which may overcome the specific difficulties within the diagnosis.

Pathways to Transformation: Learning in Relationship is an edited collection that synthesizes current research on transformative learning and expands the current knowledge-base. This book is timely and significant as it provides a synthesis of some of the most exciting research in two fields: adult education and human services. The objectives of this themed edited collection, Pathways to Transformation: Learning in Relationship, are threefold. First, this collection serves as a space to synthesize current research on transformative learning. Through an extensive literature review, the editors have discerned several important strands of research in the area of transformative learning and solicited chapters dealing with these topics. The second objective of the collection is to expand the current knowledge-base in the area of transformative learning by creating a space for dialog on the subject and bringing together diverse voices. The third objective of the collection is to transcend the field of adult education, with a specific goal to reach an audience in human services (psychology, counseling, social work, marriage and family therapy).

Most learning on the job is informal. This book offers advice on how to support, nurture, and leverage informal learning and helps trainers to go beyond their typical classes and programs in order to widen and deepen heir reach. The author reminds us that we live in a new, radically different, constantly changing, and often distracting workplace. He guides us through the plethora of digital learning tools that workers are now accessing through their computers, PDAs, and cell phones.

Based on extensive research that proves that children actively make sense of literacy outside the official schooling and parental tuition they receive, this book examines how young children take literacy learning into their own hands.

The future of education centers empowered students in a global learning ecosystem. Despite decades of reform, the traditional borders of education—graduation, curriculum, classrooms, schools—have failed to deliver on the goals of excellence and equity. Despite massive societal changes, education remains controlled by an old mindset. It is time to change that limiting mindset and, more importantly, the ineffective practices in education. To truly serve all learners, future classrooms must remove the boundaries of learning and become student-centered, culturally responsive, and personalized—supportive and equitable environments where each student can direct their own learning and seek multiple pathways to skills and knowledge in a global learning ecosystem. This compelling call for transformative change offers all involved in education Evidence-based arguments that reveal the need to break the traditional borders that limit learning Strategies to personalize learning and remove the confinement of traditional pathways Examples from around the world to create equitable and student-centric learning environments Resources for creating a school learning environment that expands opportunities for personalized learning into the global learning ecosystem It is time to now imagine a different kind of learning, without borders, and to begin the shifts in practice that will result in personalized learning for all students.

The book draws on content and cases from across the 'Pathways' Transformative Knowledge Network; an international group of six regional hubs working on sustainability challenges in their own local or national contexts. It draws inputs from North and South, mirroring the universality of the Sustainable Development Goals.

How knowledge of plants and environments has been applied and shared over centuries and millennia by Indigenous peoples.

"Gregg Barak′s Violence and Nonviolence is a thoughtful, comprehensive examination of violence in the United States. Structurally and conceptually this book works. Barak addresses violence in an interdisciplinary way, addressing history, psychology, biology, cultural studies, and sociology. Moreover, Barak does an excellent job of discussing the intersection of race, class, and gender and those relationships with violence." -- Heather Melton, University of Utah "Clearly, the strength of this book is its comprehensive and reciprocal approach. I found this to be an enjoyable and provocative book... that treats the topic holistically and offers a vision for overcoming current patterns of violence. I am convinced that this is an important work that will ultimately be well-received by undergraduates, graduate students, violence specialists, and general readers." -- Mathew T. Lee, University of Akron "I think that the strengths of this book are twofold: Barak′s approach disaggregates violence into interpersonal, institutional, and structural violence which is very important yet rarely done; the latter part of the book explores the pathways to nonviolence, an underrepresented area in the study of violence." --Charis Kubrin/Sociology, George Washington University "I have devoted close to 20 years studying and teaching about violence and I must say that this is a comprehensive book....I strongly believe that Barak has done an outstanding review of the extant literature and touches upon key issues of central concern to those of us who are social scientific experts on violence." --Walter Dekeseredy, Ohio University Violence and Nonviolence: Pathways to Understanding is the first book to provide an integrative, systematic approach to the study of violence and nonviolence in one volume. Eminent scholar and award-winning author Gregg Barak examines virtually all forms of violence—from verbal abuse to genocide—and treats all of these expressions of violence as interpersonal, institutional, and structural occurrences. In the context of recovery and nonviolence, Barak addresses peace and conflict studies, legal rights, social justice, and various nonviolent movements. Employing an interdisciplinary framework, Barak emphasizes the importance of culture, media, sexuality, gender, and social structure in developing a comprehensive theory of these two separate, but inseparable phenomena. This innovative and accessible volume includes Figures, tables, and illustrations that reinforce important concepts and relationships Introduces a new, original theory of reciprocal violence and nonviolence Numerous case studies on violence and recovery throughout the book Chapter summaries and review questions to aid student comprehension Models of nonviolence such as "mutuality," "altruistic humanism," "positive peacemaking," and "resiliency" Designed to be a core text for graduate and undergraduate courses on violence in criminology, sociology, criminal justice, and social work departments, Violence and Nonviolence is also an outstanding supplementary text for violence against women and criminal behavior courses. This book will transform the way students and readers think about violence, nonviolence, and the reciprocal relationship between the two.

This book provides educators and facilitators with a comprehensive overview of the historical underpinnings and philosophical orientations of adult education and adult learning while attending to the various roles individuals play both within and beyond the formal constraints of the classroom. Positioning learners' and instructors' educational narratives as central to the theories that inform adult education, Pathways of Adult Learning opens up a dialogue among students, educators, community members, scholars, and working professionals about the many possible avenues toward knowledge sharing. Employing a personal, accessible tone, Janet Groen and Colleen Kawalilak take up a relational approach that encourages readers to reflect upon their own experiences as learners within the broadening context of adult education. Conscious of the power imbalances that can emerge in both institutional and professional work and learning environments, this text explores specific teaching and facilitation strategies that effectively generate ideas and accommodate adult learners of varying gender orientations, socio-economic backgrounds, and ethnicities. Through their collaborative analysis of a diverse collection of first-person narratives, provided by both students and scholars working in the field, the authors construct a multi-faceted portrait of the status of adult learning today. Integrating a critical lens to explore how social, cultural, and economic factors influence and shape individual and collective pathways toward lifelong learning, this text is an indispensible guide for anyone studying or facilitating educational programming for adults in diverse work and learning contexts.