By discussing statistical concepts in the context of transportation planning and operations, Transportation Statistics and Microsimulation provides the necessary background for making informed transportation-related decisions. It explains the why behind standard methods and uses real-world transportation examples and problems to illustrate key conc
By discussing statistical concepts in the context of transportation planning and operations, Transportation Statistics and Microsimulation provides the necessary background for making informed transportation-related decisions. It explains the why behind standard methods and uses real-world transportation examples and problems to illustrate key conc
This book proposes a new way of categorizing curricula in the holistic educational traditional. This is an idea that goes back in the Western tradition at least as far as Plato, and Lao Tzu in the Eastern tradition. It is certainly present in Spinoza and Schopenhauer. It is called a “holarchy”. The idea of a holarchy gives rise to Integrative Curriculum Theory, which, with major modifications, draws on Ken Wilber’s in his evolutionary model of the development of consciousness at personal, cultural and ontological realms. Integrative Curriculum Theory will: 1) Prove a useful addition to the holistic repertoire of systematic and, above all, humane terminologies and “technologies” for making and evaluating specific curricula as well as for theorizing the curriculum at a time when “scientistic,” “technist” and profit-driven views of education have commandeered the podium, policy, and praxis and 2) address some areas of concern that with certain holistic models of education, and 3) address some problems in Wilber’s integral model of psychological, cultural, and spiritual evolution.
An Introduction to the Collected Works of C. G. Jung: Psyche as Spirit offers a concise and engaging overview of Jung’s work and contributions to the field of psychology. Mayes first examines Jung’s philosophical influences as well as his work and eventual break with Sigmund Freud, providing insights into how these experiences shaped Jung’s theory. Mayes brings into focus the major concepts and themes explored in Carl Gustav Jung’s Collected Works, including the ego-Self Axis, archetypes, personality types, and the Collective Unconscious, presenting a thorough introduction and a valuable resource for both Jungian students as well as Jungian scholars.
Seven Curricular Landscapes offers a holistic presentation and critique of what the author considers to be the seven major types of curricula. This book, which is suitable for both upper-division and graduate education courses, differs from previous holistic approaches in that it closely considers the holistic implications of postmodernism, adds new categories and terms to the holistic repertoire, includes the latest developments in transpersonal theory, examines the Existentialist curriculum as a spiritual phenomenon, and discusses the curricular implications of both Eastern and Western spirituality.
In Archetype, Culture, and the Individual in Education: The Three Pedagogical Narratives, Clifford Mayes presents a unique approach to understanding how Jungian principles can inform pedagogical theory and practice. In a time when what the educational historian Lawrence Cremin called the 'military-industrial-educational complex' and its standardized education are running roughshod over the psyche and spirit of students, Mayes deploys depth psychology, especially the work of Jung, to advance an archetypal approach to teaching and learning. Mayes demonstrates how catastrophic it is to students when the classroom is governed by forces that objectify the individual in a paralysing stranglehold. He argues that one’s life-narrative is significantly impacted by one’s narrative as a learner; thus, schooling that commodifies learning and turns the student into an object has neuroticizing effects that will spread throughout that student’s entire life. In Part I, Mayes explores the interaction between archetypes and various types of time—ultimately focusing on the individual but always mediated by ‘the cultural unconscious’. In Parts II and III, he brings together education with (post-)Jungian and (post-)Freudian psychology, examining transference/countertransference in the classroom; the Jungian idea of ‘the shadow’ applied to educational processes; Jung’s unique vision of ‘the symbol’ and its importance for educational theory; and Jung’s ‘transcendent function’ as a prime educational modality. Mayes concludes by looking to the future of archetypal pedagogy. This groundbreaking work in the emerging field of Jungian pedagogy is invaluable reading in Jungian Studies, depth psychological theory, educational theory, and for teachers and psychotherapists.
Measuring Underemployment: Demographic Indicators for the United States discusses the Labor Utilization Framework of Hauser and Sullivan, which is a measurement scheme that posits the existence of three dimensions, or forms, of underemployment— time, income, and skill-utilization. This book describes the conceptual groundwork, operational measurement, and implications of the Labor Utilization Framework on the way the labor force aggregates. The essential elements of the socio-demographic theory of the labor force with the logical unity provided by both the Labor Utilization Framework and the specific methodologies adopted for its analysis are also elaborated. This text likewise covers the methods for latent structure analysis and cohort analysis, including the theory of frictional underemployment; “class structure governing the distribution of labor market rewards; tempo of social change in the labor force; “productive value of a population; and “true dependency on productive labor. This publication is a good source for students and researchers concerned with different labor force topics that can be plausibly studied from the viewpoint of the Hauser-Sullivan framework.
By carefully examining a handful of great exemplars of teaching from various spiritual traditions and cultural contexts, this book breaks new ground in helping both prospective and practicing teachers discover and deepen their sense of spiritual calling. The masters examined in this book are found in many venues. Some appear in biographies, such as Yogananda, the great Hindu saint of the 20th century, in his Autobiography of a Yogi, or Eugene Herrigel and his Zen archery master in Zen in the Art of Archery. Some are enshrined in literature, such as St. Thomas More in Robert Bolt's dramatization of More's life, A Man for All Seasons. Others, like the Yaqui medicine man Don Juan in Carlos Castaneda's Journey to Ixtlan, occupy an intriguing region that moves on the misty boundaries between biography and fiction. A few even reside in academia-among them the Jewish theologian Martin Buber, author of the 20th century theological classic I and Thou. In encountering these exemplars of spiritual teaching, each teacher may discover and uniquely appropriate ways to further his or her own spiritual growth as a teacher, as well as the growth of his or her students in the most traditional to the most experimental school settings. Special emphasis is placed on the perspectives and needs of public school teachers and administrators. At the end of each chapter are "Topics for Discussion" and "Topics for Research" to stimulate further thought and research.
Clifford Geertz is the most influential American anthropologist of the past four decades. His writings have defined and given character to the intellectual agenda of a meaning-centered, nonreductive interpretive social science and have provoked much excitement and debate about the nature of human understanding. As part of the American Anthropological Association's centennial celebration, the executive board sponsored a presidential session honoring Geertz. Clifford Geertz by His Colleagues compiles the twelve speeches given then by a distinguished panel of social scientists along with a concluding piece by Geertz in which he responds to each speaker and reflects on his own career. These edited speeches cover a broad range of topics, including Geertz's views on morality, cultural critique, interpretivism, time and change, Islam, and violence. A fitting tribute to one of the great thinkers of our age, this collection will be enjoyed by anthropologists as well as students of psychology, history, and philosophy.
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