Author: O. Moisio
Publisher: Sense Publishers
Release Date: 2006
Olli-Pekka Moisio, University of Jyvaskyla, Finland Juha Suoranta, University of Minnesota, USA (eds.) The aim of this book is to raise current social, political, and moral issues in social theory by taking a critical stance towards historical, global, and educational themes in the context of culture, politics, and technology. All the contributors have written their texts in the spirit of critical Zeitgeist analysis, which, they believe, is a highly needed genre in social theory. Thus the focus of the book is critical Zeitgeist analysis, and its potential in addressing various social maladies of the present era. Methodologically, critical Zeitgeist analysis is argued to be of value in demonstrating how to both utilize and expand the possibilities of writing normative social theory. The key idea of critical Zeitgeist analysis is, and has always been, to reflect critically on the state of the present world. In this task it entwines analytical, political and moral languages, as well as the languages of critique and hope. In critical Zeitgeist analysis it is not only possible but also necessary to ask who we are, and what states of affairs prevail in our tragic times. The themes of the book are global, and in this respect its audience is wide. The book can be used as a course book in several fields of social science like cultural studies, education and political science, as well as in sociology. It also contributes to the on-going theoretical and substantial debates in the social sciences."
The ideal of any true educational program is to help children activate their deepest center and become creative, whole human beings, which requires living, intuitive thinking. This is heart thinking, in which volition and feeling join to unite one's self and the world, morality and truth, love and action.
Given during a conference on spiritual values in education and life attended by many prominent people of the time, Steiner's Oxford lectures present the principles of Waldorf education at the highest cultural level. "The Manchester Guardian reported: "Steiner's lectures...brought to us in a very vivid way an ideal of humanity in education. He spoke to us about teachers who, freely and unitedly, unrestricted by external prescription, develop their educational methods exclusively out of a thorough knowledge of human nature. He spoke to us about a kind of knowledge needed by the teacher, a knowledge of the being of man and the world, which is at the same time scientific and also penetrates into the most intimate inner life, which is intuitive and artistic." Long out of print, these lectures are among the best introductions to Waldorf education.
A healthy relationship to gender and sexuality supports our well-being, both as individuals and as a community. The form of sex education that we bring to children and adolescents not only needs to combat the inner disturbances and imbalances created by social media and exposure to pornography--as the most prevalent sources of implicit sex-education in our time--but it also needs to serve them in cultivating useful capacities with which to meet the growing societal changes around this fundamental aspect of being human. Providing a healthy and socially constructive sex education is the responsibility not only of the primary caregivers, parents, and teachers, but also of the individuals in the wider community, who likewise contribute to the collective consciousness. Working to overcome our own biases and imbalances will prepare us to more readily awaken to the spiritual wisdom that can bring health and harmony into the evolving reality of gender and sexuality. "Our bodies are our gardens, to which our wills are gardeners." --Shakespeare, Othello The insights shared in this book are important for everyone who is interested in understanding the various forms of human relationship, and how we might work together to bring about a healthier community life.
Author: Susan C. Bauman
Publisher: Alfred Music
Author Susan Bauman explores aspects of cultural consciousness in Japan, including the system of values and obligations in Japanese society, in an attempt to clarify the misunderstandings and misrepresentation of the Suzuki Method® in the United States. Talent Education cannot be abstracted from its cultural roots.
The last decades have witnessed an increasing interest in a global ethic, which proposes general guidelines of behavior applicable to all cultures, and amends those spiritual interpretations and educational practices that are detrimental to personal and collective wellbeing. These lecture notes are an educational resource for spiritual education, moral education, and counselling, for secondary and university levels, as well as for adult education and teacher training, all within a worldwide, multicultural framework. Drawing from the ethical and spiritual treasure of humanity, the book should help readers realize that the most idealistic and humanistic of moral codes is also the most pragmatic and profitable for each individual who lives by it.
Author: Ruth Arber
Publisher: Springer Science & Business Media
Release Date: 2008-02-12
This book provides a research narrative of the way an urban school community speaks about race and ethnic relationships in times of change. It analyses the history of multicultural policy and practice in Australia. Coverage also discusses the struggle to understand identity and race and cultural difference and presents a comprehensive methodological framework to explore the complex interactions that shape race and ethnic relationships.
This volume consists of a collection of essays devoted to study of the most recent educational reform in Russia. In his first decree Boris Yeltsin proclaimed education a top priority of state policy. Yet the economic decline which accompanied the collapse of the Soviet Union dealt a crippling blow to reformist aspirations, and to the existing school system itself. The public lost faith in school reform and by the mid-1990s a reaction had set in. Nevertheless, large-scale changes have been effected in finance, structure, governance and curricula. At the same time, there has been a renewed and widespread appreciation for the positive aspects of the Soviet legacy in schooling. The essays presented here compare current educational reform to reforms of the past, analyze it in a broader cultural, political and social context, and study the shifts that have occurred at the different levels of schooling 'from political decision-making and changes in school administration to the rewriting textbooks and teachers' everyday problems. The authors are both Russian educators, who have played a leading role in implementation of the reform, and Western scholars, who have been studying it from its very early stages. Together, they formulate an intricate but cohesive picture, which is in keeping with the complex nature of the reform itself. Contributors: Kara Brown, (Indiana University) * Ben Eklof (Indiana University) * Isak D. Froumin, (World Bank, Moscow) * Larry E. Holmes (University of South Alabama) * Igor Ionov, (Russian History Institute of the Russian Academy of Sciences) * Viacheslav Karpov & Elena Lisovskaya, (Western Michigan University) * Vera Kaplan, (Tel Aviv University) * Stephen T. Kerr, (University of Washington) * James Muckle, (University of Nottingham) * Nadya Peterson, (Hunter College) * Scott Seregny, (Indiana University-Purdue University Indianapolis) * Alexander Shevyrev, (Moscow State University) * Janet G. Vaillant, (Harvard University)
The important lectures in this volume were given by Rudolf Steiner in Dornach, Switzerland, to leading educators, including many from England. As a result, he was invited to Oxford, England, to expand on some of the themes presented in these lectures. Steiner begins by placing Anthroposophy as the foundation for understanding the principles behind Waldorf education. In the talks that follow, he describes an education based on the human being as a continually developing being of body, soul, and spirit. Out of this perspective, Waldorf education depends on the teacher's ability to observe and respond to each stage of a child's development. Steiner shows how Waldorf education emphasizes the efficient use of children's inner energies, and how children can be nurtured through their natural stages of development by giving them just what they need at the right time - an approach that he refers to in these talks as "soul economy." The topics on education include: health and illness, children from before the seventh year through adolescence, physical education, esthetic education, and religious and moral education. These detailed and accessible lectures give parents and teachers the keys to a much-needed renewal of education for our children and their future.
Author: Ronald Beiner
Publisher: University of Toronto Press
Release Date: 1997
In the last two centuries, our world would have been a safer place if philosophers such as Rousseau, Marx, and Nietzsche had not given intellectual encouragement to the radical ideologies of Jacobins, Stalinists, and fascists. Maybe the world would have been better off, from the standpoint of sound practice, if philosophers had engaged in only modest, decent theory, as did John Stuart Mill. Yet, as Ronald Beiner contends, the point of theory is not to think safe thoughts; the point is to open intellectual horizons. In Philosophy in a Time of Lost Spirit, Beiner reflects on the dualism of theory and practice. The purpose of the theorist is not to offer sensible guidance on the conduct of social life but to test the boundaries of our vision of social order. Whereas the liberal citizen should embody the practical virtues of prudence and moderation, the theorist should be radical, probing, and immoderate. Looking back at the liberal-communitarian debate of the 1980s, Beiner recognizes that the antidote to our spiritless times lies neither in the embrace of community over individualism nor of individualism over community: both individual and community need to be submitted to radical questioning. It is by exposing ourselves to the challenge of fearless thinking encountered at the philosophical extremities that we are most likely to understand our own world at a deeper level. In this collection of essays and reviews, Ronald Beiner helps us to think critically about the thought-worlds of our foremost contemporary thinkers, including Hannah Arendt, Allan Bloom, Michel Foucault, Hans-Georg Gadamer, Jèrgen Habermas, Will Kymlicka, Christopher Lasch, Richard Rorty, Judith Shklar, Leo Strauss, Charles Taylor, and Michael Walzer.
An absorbing memoir of one man’s path to understanding how we can learn to lead lives of greater blessing and to be sources of blessing and service for the world as a whole. For as long as he can remember, David Spangler has been physically aware of a spiritual world existing alongside this one. In 1965, David Spangler left college to follow an inner spiritual calling and encountered an extraordinary presence, which he named “John.” Over the next quarter-century John would assist David in exploring the “inner worlds” of the spirit, and would tutor him in some of the most basic mysteries of life and the nature of the human spirit. In Apprenticed to Spirit, Spangler recounts how John showed him the way to develop a spiritual intelligence—what Spangler calls “a mind of the soul”—and how to integrate it into everyday life. Spangler learned to think with his soul and embarked on the apprenticeship to understanding the sacredness of our world and of the realms beyond ours—a journey that continues to this day.
'In this time of spiritual emergency, we need all the food that we can get. Laurie Bowen has created a resource that is excellent in every way: practical, intelligent, while also inspiring and 'kitchen tested' in real families. This is the authentic lay spirituality that our people need.' --Fr. Richard Rohr, O.F.M., Center for Action and Contemplation