In From Socrates to Summerhill and Beyond: Towards a Philosophy of Education for Personal Responsibility, Ronald Swartz offers an evolving development of fallible, liberal democratic, self?governing educational philosophies. He suggests that educators can benefit from having dialogues about questions such as these: 1). Are there some authorities that can be consistently relied upon to tell school members what they should do and learn while they are in school? 2.) How should the imagination of social theorists be both used and checked in the development and implementation of innovative educational reforms? 3.) How can teachers in personal responsibility schools help their students learn? These questions are representative of problems that Swartz raises in his book. Swartz identifies four educational programs as personal responsibility schools. These are Little Commonwealth (Homer Lane); Summerhill (A.S.Neill); Orphans Home (Janusz Korczak) and Sudbury Valley School (Daniel Greenberg). Swartz then suggests that these learning environments create social institutions that are liberal, democratic, and self?governing and therefore endorse the policy of personal responsibility. This policy states: All school members, students included, are fallible authorities who should be personally responsible for determining their own school activities and many policies that govern a school. Schools which incorporate this policy can interchangeably be referred to as personal responsibility, self?governing, or Summerhill style schools. In providing an historical and philosophical understanding of Summerhill style schools, Swartz suggests that these educational alternatives have intellectual roots in the ideas associated with Socrates as portrayed in Plato’s Apology. Specifically, in personal responsibility schools teachers are not viewed as authorities who attempt to transmit wisdom to their students. Rather, self?governing schools follow the Socratic tradition which claims that teachers can be viewed as fallible authorities who attempt to engage students in dialogues about questions of interest to students. The interpretation of Plato’s works used by Swartz can be found in Karl Popper’s The Open Society and Its Enemies. Swartz has also been significantly influenced by the educational writings of Bertrand Russell and Paul Goodman. Goodman’s Compulsory Miseducation makes it clear that schools which follow in the tradition of Summerhill compete with the educational programs that are an outgrowth of John Dewey’s writings. In summary, Swartz’s book aims to engage educators in dialogues that will lead to improved educational theories and practices.
In From Socrates to Summerhill and Beyond: Towards a Philosophy of Education for Personal Responsibility, Ronald Swartz offers an evolving development of fallible, liberal democratic, self?governing educational philosophies. He suggests that educators can benefit from having dialogues about questions such as these: 1). Are there some authorities that can be consistently relied upon to tell school members what they should do and learn while they are in school? 2.) How should the imagination of social theorists be both used and checked in the development and implementation of innovative educational reforms? 3.) How can teachers in personal responsibility schools help their students learn? These questions are representative of problems that Swartz raises in his book. Swartz identifies four educational programs as personal responsibility schools. These are Little Commonwealth (Homer Lane); Summerhill (A.S.Neill); Orphans Home (Janusz Korczak) and Sudbury Valley School (Daniel Greenberg). Swartz then suggests that these learning environments create social institutions that are liberal, democratic, and self?governing and therefore endorse the policy of personal responsibility. This policy states: All school members, students included, are fallible authorities who should be personally responsible for determining their own school activities and many policies that govern a school. Schools which incorporate this policy can interchangeably be referred to as personal responsibility, self?governing, or Summerhill style schools. In providing an historical and philosophical understanding of Summerhill style schools, Swartz suggests that these educational alternatives have intellectual roots in the ideas associated with Socrates as portrayed in Plato’s Apology. Specifically, in personal responsibility schools teachers are not viewed as authorities who attempt to transmit wisdom to their students. Rather, self?governing schools follow the Socratic tradition which claims that teachers can be viewed as fallible authorities who attempt to engage students in dialogues about questions of interest to students. The interpretation of Plato’s works used by Swartz can be found in Karl Popper’s The Open Society and Its Enemies. Swartz has also been significantly influenced by the educational writings of Bertrand Russell and Paul Goodman. Goodman’s Compulsory Miseducation makes it clear that schools which follow in the tradition of Summerhill compete with the educational programs that are an outgrowth of John Dewey’s writings. In summary, Swartz’s book aims to engage educators in dialogues that will lead to improved educational theories and practices.
In 1906, at the Klondike Mine schoolhouse in Hatcher Pass, Alaska, teacher Raymond Williams gave his nine students a very special writing assignment that upon completion was to be sent to nine different people who would judged the work, and jointly decided on one grand prize winner. However, before this could happen, a mining explosion caused a landslide that crushed the classroom, and killed all nine students, yet sparing the life of their teacher. Although dreadful, the accident was all but forgotten until 1987, when a group of deer hunters on Kodiak Island discovers the wreckage of an old Army DC-3 airplane that had disappeared forty-five years earlier. Inside, investigators find several items such as the nine student desks, one unique brass U.S. Postal Service outdoor mailbox, along with other miscellaneous mining pieces that were all associated with that mining disaster. Upon removal of the aircraft fuselage to the Coast Guard Air Base on Kodiak Island, while the plane's cargo is being inspected, strange events begin to happen that lead people to eventually realize that something paranormal was at work and maybe some of the students that had used those school desks although long dead, were still present and involved in something very evil. In The Undelivered, a teacher's satanic beliefs dramatically change the lives of a handful of people that come in contact with the aircraft's contents. And, no amount of love, religious beliefs or educational training will change the course of what is to be.
Sports medicine continues to be a rapidly evolving field of study. The Sixth Edition of Concepts of Athletic Training focuses on the care and management of sport and activity related injuries while presenting key concepts in a comprehensive, logically sequential manner that will assist future professionals in making the correct decisions when confronted with an activity-related injury or illness in their scope of practice. Chapters have a good mixture of text, tables, and illustrations to make learning easy and fun and the material is presented in a fashion that is succinct yet provides the student with plenty of direction to get more in depth information as needed. Initial decisions and subsequent actions are critical in determining the outcome of a sports injury. This well established text addresses not only the concepts of athletic training to the student, but provides information that will assist the potential coach or other individuals involved in sports medicine.
Exceptional Children: Integrating Research and Teaching provides a com prehensive introduction to the constantly changing area of special educa tion. The book is research-based, and its title reflects our opinion regarding the important link between research and classroom practice. There is one feature of Exceptional Children: Integrating Research and Teaching that warrants attention and perhaps justification; it was written specifically to address the graduate student or sophisticated undergraduate student mar ket. As such, the book is written at a higher level and with a greater concept density than typical introductory special education texts. We feel that this type of book is very much needed and will be received favorably by the special education community. There are also several unique features of Exceptional Children: Integrat ing Research and Teaching that we feel will be quite valuable. First, we have emphasized the area of teaching practices and not simply included basic facts about definitions, characteristics, and causes. Although some intro ductory texts include information about teaching considerations, that area is not discussed as in depth as it is in our text. We feel that it is important that readers not only understand the educational needs of exceptional chil dren, but also can identify the best educational practices to meet those needs.
“So you’re asking if divorce is possible?” Wellington asked. “Yes, but one question first,” Bunky said. “Does Catherine love me? She says she does, but I don’t know. Can a narcissist actually love someone?” Dr. Wellington smiled ruefully. “Of course she can. She’s been deeply in love for a long time… with herself. As for you, I’m sorry, but what she feels for you isn’t love in the normal sense. You do a good job of enabling her, and I’m sure she likes that. I’m sure she likes the lifestyle you provide, too. Those ‘likes’ mimic love, but don’t ever cross her. I’m not sure those ‘likes’ will hold up.” “Don’t cross her?” Bunky smiled. “I can’t think of a more serious way to cross her than to divorce her. I mean, once I file, what’s to keep her devils from busting loose? Hell, she came at me with a knife for backing out of the kitchen. What happens when I back out of a marriage?” “It won’t be easy,” Wellington said, “but if it was just you, it would be doable.” “But it isn’t just me, is it,” Bunky said sadly. “No it’s not. You’ll be the primary bad guy, but she’s likely to come after that child hard. What better way to hurt you than to hurt the baby? If you’re going to start this thing, Bunky, you have to keep close guard over that little one. There’s no telling what Catherine is capable of…”
Offering up-to-date, comprehensive coverage of disease progression, diagnosis, management, and prognosis, Textbook of Pediatric Rheumatology is the definitive reference in the field. For physicians caring for children with rheumatic diseases, this revised 8th Edition is an unparalleled resource for the full spectrum of rheumatologic diseases and non-rheumatologic musculoskeletal disorders in children and adolescents. Global leaders in the field provide reliable, evidence-based guidance, highlighted by superb full-color illustrations that facilitate a thorough understanding of the science that underlies rheumatic disease. Offers expanded coverage of autoinflammatory diseases, plus new chapters on Takayasu Arteritis and Other Vasculitides, Mechanistic Investigation of Pediatric Rheumatic Diseases, Genetics and Pediatric Rheumatic Diseases, and Global Issues in Pediatric Rheumatology. Reflects the changes in diagnosis, monitoring, and management that recent advances have made possible. Covers the latest information on small molecule treatment, biologics, biomarkers, epigenetics, biosimilars, and cell-based therapies, helping you choose treatment protocols based on the best scientific evidence available today. Features exhaustive reviews of the complex symptoms, signs, and lab abnormalities that characterize these clinical disorders.
This is a concise textbook on abnormal psychology that integrates various theoretical models, sociocultural factors, research, clinical experiences, and therapies. The author encourages critical thinking about the science and study of mental disorders and also reveals the humanity behind them.
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