Pursuing the good life has been a quest for philosophers throughout recent human history as life became more than just surviving the many dangers of the day. A central question that has become even more important is, What makes life worth living? In Pursuing the Good Life, author Dr. Mark J. Britzman presents strategies to help you gain a more satisfying life experience. Offering more than psychological sound bites, Pursuing the Good Life shows you how to explore a new path by developing a plan that fulfills the need for love and belonging, empowerment, fun and enjoyment, freedom and independence, and higher states of good health and wellness. Britzman addresses how to: Live well Gain integrity with relationships Find meaningful work Experience a sense of purpose In this self-improvement book, Britzman provides an opportunity to self-evaluate and help you seize opportunities to make choices that are more life-enriching, leading to a better present and future. Pursuing the good life entails clarifying your hopes and dreams, finding an optimal direction that moves you closer to what you want, self-evaluating the consequences of your choices, and consistently developing a plan that is need-fulfilling.
Applauds everyday Americans who possess great character and important legacies to pass on. A delightfully inspiring piece of work, says Ken Blanchard, co-author of The One Minute Manager. Introduction by Michael Josephson, President of the CHARACTER COUNTS! initiative.
Essential information about character education for teachers and others who work with youths. Makes the case for character development in schools and at home, and introduces the CHARACTER COUNTS! initiative.
Building Christ-like Character is a life-transforming small-group Bible study that will inspire both young and old to combat the dark side of human experience with the help of inspiring stories, opportunities for self-reflection and assessment, and wisdom from the Holy Bible, culminating in goal-setting and accountability. The desired outcome is to become more Christ-like. You will accomplish this by earning your character stripes in the trenches of everyday life, seizing opportunities to bring out the best in others, and incorporating timeless God-inspired principles into your life. These principles include love, respect, grace, giving, fairness, integrity, courage, and responsibility. Together, we can improve our moral landscape and make God proud.
Applauds everyday Americans who possess great character and important legacies to pass on. A delightfully inspiring piece of work, says Ken Blanchard, co-author of The One Minute Manager. Introduction by Michael Josephson, President of the CHARACTER COUNTS! initiative.
Building Christ-like Character is a life-transforming small-group Bible study that will inspire both young and old to combat the dark side of human experience with the help of inspiring stories, opportunities for self-reflection and assessment, and wisdom from the Holy Bible, culminating in goal-setting and accountability. The desired outcome is to become more Christ-like. You will accomplish this by earning your character stripes in the trenches of everyday life, seizing opportunities to bring out the best in others, and incorporating timeless God-inspired principles into your life. These principles include love, respect, grace, giving, fairness, integrity, courage, and responsibility. Together, we can improve our moral landscape and make God proud.
Pursuing the good life has been a quest for philosophers throughout recent human history as life became more than just surviving the many dangers of the day. A central question that has become even more important is, What makes life worth living? In Pursuing the Good Life, author Dr. Mark J. Britzman presents strategies to help you gain a more satisfying life experience. Offering more than psychological sound bites, Pursuing the Good Life shows you how to explore a new path by developing a plan that fulfills the need for love and belonging, empowerment, fun and enjoyment, freedom and independence, and higher states of good health and wellness. Britzman addresses how to: Live well Gain integrity with relationships Find meaningful work Experience a sense of purpose In this self-improvement book, Britzman provides an opportunity to self-evaluate and help you seize opportunities to make choices that are more life-enriching, leading to a better present and future. Pursuing the good life entails clarifying your hopes and dreams, finding an optimal direction that moves you closer to what you want, self-evaluating the consequences of your choices, and consistently developing a plan that is need-fulfilling.
Constructing a Personal Orientation to Music Teaching: Growth, Inquiry, and Agency, (Second Edition), is a textbook for studies in music education. Expanding upon the first edition, the authors promote inquiry and reflection to facilitate teacher growth, lifelong learning, and a disposition toward educational change. The revised text responds to current calls for social change and teacher education reform by reaffirming and intensifying the need for music teachers to adopt a personal orientation toward their work. A personal orientation encourages teachers to initiate their own growth, engage in inquiry, and exercise agency in school contexts. Strongly grounded in current theories and research in teacher education, Constructing a Personal Orientation to Music Teaching: Growth, Inquiry, and Agency strives to do the following: Engage readers in analyzing their own experiences in order to conceptualize the complexity of teaching Involve them in clarifying their reasons for seeking a career in teaching Support their insights, questions, and reflections about their work Promote a reflective, critical attitude about schools in general as music teachers are urged to think of themselves as change agents in school settings Construct a moral purpose as a compass to guide their current and future endeavors in the profession. Every chapter includes a wealth of pedagogical features, including new methodologies and examples of practice to engage the readers in processes of inquiry and reflection. The second edition is organized in two parts. Part I focuses on positioning music teachers as learners in the profession, significantly expanding concepts explored in the first edition that are central to a personal orientation to professional growth. In the new edition, a reconceptualized Chapter 5 challenges teachers to cultivate their identities as change agents. The second half of the book—focusing on becoming a student of music teaching— features five new chapters. A provocative chapter on curriculum sets the stage for a set of additional chapters that invite deeper considerations of the commonplaces of teacher, learners, subject matter, and context. An epilogue speaks directly to the power of agency, imagination, and hope in teachers’ lives.
The fourth edition of Psychology and Adult Learning has been thoroughly updated to encompass shifts in the concerns of adult educators as they respond to changing global social and economic issues. It examines the role of psychology in informing adult education practice and explores the seminal traditions of key psychological theories as well as discussing issues and problems in applying them to an understanding of adult learning and development. Providing a thoughtful and accessible approach to understanding self and personal change in adult education, and with a new emphasis on diversity, this new edition has been revised and updated in light of the impact of globalising processes, the emphasis on diversity among educators, developments in cognitive neuroscience, the impact of social media, and the theoretical move away from ‘grand theory’. It examines the formation of identities, and places increased emphasis on how a conception of selfhood lies at the heart of teaching adults. Considering adult learning in a variety of contexts, topics covered include: • Humanistic psychology • Selfhood in the adult years • The relevance of neuroscience • Adult intelligence and cognition • Behaviourism • Group learning • Transformative learning Psychology and Adult Learning examines the psychological dimension of adult education work by analysing and critiquing key psychological theories that have informed our understanding. It is essential reading for all those who seek a critical account of how psychology informs contemporary adult education theory and practice.
Essential information about character education for teachers and others who work with youths. Makes the case for character development in schools and at home, and introduces the CHARACTER COUNTS! initiative.
Building on best-selling texts over three decades, this thoroughly revised new edition is essential reading for both primary and secondary school teachers in training and in practice, supporting both initial school-based training and extended career-long professionalism. Considering a wide range of professionally relevant topics, Reflective Teaching in Schools presents key issues and research insights, suggests activities for classroom enquiry and offers guidance on key readings. Uniquely, two levels of support are offered: · practical, evidence-based guidance on key classroom issues – including relationships, behaviour, curriculum planning, teaching strategies and assessment processes; · routes to deeper forms of expertise, including evidence-informed 'principles' and 'concepts' to support in-depth understanding of teacher expertise. Andrew Pollard, former Director of the UK's Teaching and Learning Research Programme, led development of the book, with support from primary and secondary specialists from the University of Cambridge, UK. Reflective Teaching in Schools is part of a fully integrated set of resources for primary and secondary education. Readings for Reflective Teaching in Schools directly complements and extends the chapters in this book. Providing a compact and portable library, it is particularly helpful in school-based teacher education. The website, reflectiveteaching.co.uk, offers supplementary resources including reflective activities, research briefings, advice on further reading and additional chapters. It also features a glossary, links to useful websites, and a conceptual framework for deepening expertise. This book is one of the Reflective Teaching Series – inspiring education through innovation in early years, schools, further, higher and adult education.
First Published in 1995. This collection of papers was shaped by a variety of colleagues who attended the panel sessions on this topic, organized at the annual meetings of the American Educational Studies Association (1992), the Comparative and International Education Society (1993), and the American Educational Research Association (1994). The inspiration for this volume are the many policy makers, teacher educators and teacher education students around the world who have struggled and continue to struggle about and in programs to prepare teachers formally. Reading this volume will benefit the individual in that they will not only understand better the challenges they face but also be encouraged and empowered to pursue their ‘political’ goals, particularly those aimed at creating a world in which power and resources are distributed in a just and equitable manner.
Olssen ! brings Foucault to life and sheds new light on understanding his work...Educationalists and scholars across the disciplines will welcome this interpretation of Foucault." Michael A. Peters, University of Glasgow "Olssen distills in brilliant and succinct language the core of Foucault's most important insights. This is a book that every student should read in order to understand how to link theory to practice, and educational thought to legacy and work of one of Europe's great thinkers." Henry Giroux, McMaster University Michel Foucault is arguably one of the most important thinkers of the twentieth century, and his works are some of the most difficult to grasp. Mark Olssen offers an accessible overview of Foucault's thought, putting into context the relevance of Foucault's ideas. Olssen adds important new insights to Foucault scholarship by bringing to light the influences of other thinkers such as Marx, Nietzsche, Gramsci, Habermas, and others on Foucault's development as a thinker, and their influence on the deep historical materialist strand that grounds and uniquely characterizes so much of Foucault's thought.
This book is the first critical analysis of the key principles and practices informing the movement training of actors in the modern era. Focusing on the cultural history of modern movement training for actors, Evans traces the development of the ‘neutral’ body as a significant area of practice within drama school training and the relationship between movement pedagogy and the operation of discipline and power in shaping the professional identity of the actor. The volume looks in detail at the influence of the leading figures in movement training — Laban, Alexander, Copeau and Lecoq — on twentieth century professional actor training, and is informed by interviews with students and staff at leading English drama schools. Mark Evans re-evaluates the significance of movement training in the professional drama school, offering a new understanding of the body as a site for performative resistance to industrialization. Despite the publication of a number of ‘how to’ books on movement training for the professional acting student, this is the first text to look behind the curtain and write the unseen biography of the actor’s body.
Featuring important theories and trends not covered in other foundational texts, this book is designed to equip the next generation of counselors with the tools they need for understanding the core dimensions of the helping relationship. Topical experts provide contemporary information and insight on the following theories: psychoanalytic, Jungian, Adlerian, existential, person-centered, Gestalt, cognitive behavior, dialectical behavior, rational emotive behavior, reality therapy/choice theory, family, feminist, transpersonal, and—new to this edition—solution-focused and narrative therapies, as well as creative approaches to counseling. Each theory is discussed from the perspective of historical background, human nature, major constructs, applications, the change process, traditional and brief intervention strategies, cross-cultural considerations, and limitations. The use of a consistent case study across chapters reinforces the differences between theories. *Requests for digital versions from the ACA can be found on wiley.com. *To request print copies, please visit the ACA website here. *Reproduction requests for material from books published by ACA should be directed to permissions@counseling.org
Climate change and climate denial have remained largely off the radar in literacy and social studies education. This book addresses this gap with the design of the Climate Denial Inquiry Model (CDIM) and clear examples of how educators and students can confront two forms of climate denial: science denial and action denial. The CDIM highlights how critical literacies specifically designed for climate denial texts can be used alongside eco-civic practices of deliberation, reflexivity, and counter-narration to help students discern corporate, financial, and politically motivated roots of climate denial and to better understand efforts to misinform the American public, sow doubt and distrust of basic scientific knowledge, and erode support for evidence-based policymaking and collective civic action. With an emphasis on inquiry-based teaching and learning, the book also charts a path from destructive stories-we-live-by that are steeped in climate denial (humans are separate from nature, the primary goal of society is economic growth without limits, nature is a resource to be used and exploited) to ecojustice stories-To-live by that invite teachers and students to consider more just and sustainable futures. Book Features: Climate Denial Inquiry Model to help educators identify and confront two forms of climate denial: climate science denial and climate action denial.Clear examples of how to integrate critical literacies designed specifically for climate denial with eco-civic practices of deliberation, reflexivity, and counter-narration.Concrete climate-based inquiry-based teaching and learning pathways in literacy and social studies with much potential for connections across other content areas. A path from destructive stories-we-live-by that are steeped in climate denial to ecojustice stories-To-live by that invite teachers and students to consider more just and sustainable futures.
Investigating a range of influential movement training practices, this ambitious book considers the significance of professional training to performers and their bodies. Performance training approaches are examined within their wider social and cultural contexts, illuminating their evolution in response to the changing context of theatre practice and production. Adopting a rigorous critical angle, Mark Evans' approach is at the cutting-edge of Theatre scholarship, drawing on interviews with recognised practitioners and considering the implications for movement and the body in the digital age. Engaging and enlightening, this is essential reading for undergraduate and postgraduate students of Theatre, Drama and Performance wishing to understand and contextualise the theories behind performance training.
This book focuses on the leadership of practice and, in particular, how to bring about changes which improve practice. It draws on research into a group of early years leaders which followed them for almost three years as they attempted to improve provision in their settings as 'change agents' and 'leaders of practice'. Through exploring their successes and failures, the book builds a picture of what it takes to lead improvements in practice. This book develops four principles of practice that many leaders adopt as they innovate. These principles provide basic guidance about how to bring about improvements in practice and are derived from the real-life attempts of both inexperienced and established leaders to improve the quality of provision. With its strong research methodology and skilled analysis, this book provides an excellent insight into the challenges of leadership for quality provision in early years settings. If you are working as a leader in the early years sector, or aspire to a leadership role in the early years, this book is inspiring and essential reading. Mark Hadfield is Professor in the School of Social Sciences, University of Cardiff, UK. Michael Jopling is Professor in Education at Northumbria University, UK. Martin Needham is Principal Lecturer at Manchester Metropolitan University, UK. This book provides unique insights into Early Years 'practice leadership' and uses research to inform quality improvement. The authors set the scene with a review of policy and its effects on practice leadership, before combining key aspects emerging from their own research and wider theory with practical guidance on how to assess and improve practice leadership and quality Early Years provision. There is a strong focus on the relationships which support and develop inclusion and shared responsibility for creating a culture of change and improvement and include the perspectives of children and parents as equal partners. This book will be of value to all involved in Early Years practice and leadership as well as students at all levels and researchers. Michael Gasper, Early Years Consultant The introduction of a graduate leader has been one of the most significant developments in early years in recent times. This book therefore provides essential reading for all 'leaders' in the early years especially those with Early Years Professional Status or currently undertaking Early Years Teacher Status (0-5). Drawing upon the longitudinal national evaluation of Early Years Professional Status, it provides clear evidence to support those in leadership roles to reflect upon and develop their practice. Most importantly it recognises that there is not one type of leader and that innovation occurs when the graduate leader is able to apply their professional training and experience to a specific setting. Dr Eunice Lumsden, Head of Early Years, The University of Northampton
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