Originally published in 1983. This book concentrates on the psychological factors within immigrants and on the importance of these for relations with locals and for education. It argues that immigrants experience a state of estrangement from both their own societies and from the receiving society. The educational effects of this manifest themselves partly in poor achievement, partly in poor behaviour and in dropping out of society. These are seen as the results of a diminished self-worth, a feeling of being pre-programmed to failure, and of being outsiders. This study develops a psychological model of the state of affairs and of the desirable educational measures needed for coping with it – in educational planning, curriculum development, teacher training and so on. It presents guidelines or suggestions for areas and kinds of actions, not presentating specific materials or programmes. This book fosters development of insight and understanding among teachers, policy-makers, teacher trainers and immigrants themselves.
Lifelong Education and the Training of Teachers: Developing a Curriculum for Teacher Education on the Basis of the Principles of Lifelong Education focuses on the role of teachers and their training relative to educational changes. The selection particularly explains the influence of teachers on the delivery of educational services and on the personal, social, and productive lives of their pupils. The book first discusses the defects in traditional education, practicability of lifelong education, and the relationship of lifelong education and the school. The manuscript also takes a look at lifelong education and training of teachers, including roles and responsibilities of teachers, implications for teacher training curriculum, concepts in teacher education, and implications for teaching practice. The text focuses on changes in theory courses and practice teaching, as well as teaching and learning processes, content of the changes, fostering educability, and broadened concept of practice teaching. The manuscript also reviews the changes in the institutions. Concerns include need for institutional changes, organizational changes, and relationship with other institutions. The book is a vital reference for readers interested in the education and training of teachers.
Lifelong Education: A Psychological Analysis presents an analysis of some of the major theoretical assumptions of lifelong education within the context of its psychological basis. Some of the main features of school curriculum are also examined from the point of view of lifelong education. Comprised of eight chapters, this volume begins with an overview of modern education and its role in addressing the challenge of change, as well as lifelong education's psychological assumptions the implications of psychology for a lifelong education-oriented system. The discussion then turns to the arguments that have been put forward to support the concept of lifelong education; how psychological knowledge can, and indeed should, be applied to the analysis of lifelong education in order to test whether the principle has any legitimacy; and psychological functioning throughout life. The role of intelligence and cognitive functioning in lifelong education are also considered, along with the concept of socio-affective development and how schooling might be modified in order to enable it to serve the goals of lifelong education. The book concludes with a critical evaluation of lifelong education, with emphasis on the psychological issues. This monograph is intended for educational psychologists, scholars, instructors, and students.
This text examines how colleges and universities might respond to the increasing need for people to take responsibility for their own education and to remain motivated. It devotes attention to teaching methods, organizational structures and the goals of higher education.
If exercise were a medication, it would be considered a Blockbuster drug. Exercise treats depression and anxiety, improves sleep and well-being, aids smoking cessation, and enhances cognition, even offering protection against Alzheimer's disease. These emotional and cognitive benefits occur in conjunction with dramatic physical health benefits, including increased fitness, increased calorie burning, reduced weight, reduced cardiovascular risk, and reduced all-cause mortality. With all of these benefits there are some side effects: occasional sore muscles, fatigue, sprains, and joint pain that may occur depending on a multitude of training and fitness factors"--
Looks at creativity in education and learning, examining in detail the roles of thinking, personality, motivation and social factors in creativity. Provides readers at all levels guidelines for fostering creativity, with an international and historical sweep.
The authors encapsulate new developments in Critical Thinking skills for MBA students, in the form of a broad-based cross disciplinary primer in business management, with a special focus on business ethics.
This therapist guide provides guidance for care providers who want to apply exercise-based interventions to their treatment of patients with mood and anxiety disorders. The interventions described can be applied in a variety of settings ranging from primary care to specialty care in the context of psychological, psychiatric, nursing, or social work settings. Treatment is organised around a weekly prescribed activity programme, with an emphasis on teaching patients strategies for staying motivated and organised in order to ensure adherence to the programme.
We live in a 24/7 culture of endless productivity, workaholism, distraction, burnout, and anxiety--a way of life to which we've sadly grown accustomed. This tired system of "life" ultimately destroys our souls, our bodies, our relationships, our society, and the rest of God's creation. The whole world grows exhausted because humanity has forgotten to enter into God's rest. This book pioneers a creative path to an alternative way of existing. Combining creative storytelling, pastoral sensitivity, practical insight, and relevant academic research, Subversive Sabbath offers a unique invitation to personal Sabbath-keeping that leads to fuller and more joyful lives. A. J. Swoboda demonstrates that Sabbath is both a spiritual discipline and a form of social justice, connects Sabbath-keeping to local communities, and explains how God may actually do more when we do less. He shows that the biblical practice of Sabbath-keeping is God's plan for the restoration and healing of all creation. The book includes a foreword by Matthew Sleeth.
This text examines how colleges and universities might respond to the increasing need for people to take responsibility for their own education and to remain motivated. It devotes attention to teaching methods, organizational structures and the goals of higher education.
This book contains a general introduction to the education of academically able students. It provides a solid background of basic knowledge and a survey of research and theory for educational theorists, student teachers, practising teachers, administrators and planners. It offers insights into relevant practical problems as well as guidelines for classroom practice. The significance of this material is outlined for the various levels of the educational system from the individual classroom to the regional planning level. The book is not, however, designed to offer set answers and pat solutions, but to provide rationale for the creative work of teachers and administrators.
Lifelong Education: A Psychological Analysis presents an analysis of some of the major theoretical assumptions of lifelong education within the context of its psychological basis. Some of the main features of school curriculum are also examined from the point of view of lifelong education. Comprised of eight chapters, this volume begins with an overview of modern education and its role in addressing the challenge of change, as well as lifelong education's psychological assumptions the implications of psychology for a lifelong education-oriented system. The discussion then turns to the arguments that have been put forward to support the concept of lifelong education; how psychological knowledge can, and indeed should, be applied to the analysis of lifelong education in order to test whether the principle has any legitimacy; and psychological functioning throughout life. The role of intelligence and cognitive functioning in lifelong education are also considered, along with the concept of socio-affective development and how schooling might be modified in order to enable it to serve the goals of lifelong education. The book concludes with a critical evaluation of lifelong education, with emphasis on the psychological issues. This monograph is intended for educational psychologists, scholars, instructors, and students.
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