Sabtu, 23 Juli 2011

[C383.Ebook] Get Free Ebook Rethinking the Education Improvement Agenda: A Critical Philosophical Approach, by Kevin J. Flint, Nick Peim

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Rethinking the Education Improvement Agenda: A Critical Philosophical Approach, by Kevin J. Flint, Nick Peim

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Rethinking the Education Improvement Agenda: A Critical Philosophical Approach, by Kevin J. Flint, Nick Peim

Offering a philosophical perspective to the educational improvement agenda, this engaging text provides a new language for research into educational improvement, bringing leading-edge philosophy to current practice.

Drawing on philosophical work, including that of Derrida, Foucault and Heidegger, the authors deconstruct the ethic of improvement before exploring key dimensions of education, its institutions and technologies. Each chapter draws on international case studies, provides engaging questions and makes suggestions for further reading to support the reader. Topics covered include:

- The Ethic of Improvement
- Teacher Education
- Leadership and Management
- Lifelong Learning
- The Rhetoric of Numbers
- The Governance of Childhood
- The State of Education Research

An essential text for all looking at how we think and talk about education and improvement.

  • Sales Rank: #10292820 in Books
  • Published on: 2012-02-02
  • Released on: 2012-02-02
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.61" h x .70" w x 6.73" l, 1.19 pounds
  • Binding: Paperback
  • 320 pages

Review
'Rethinking the Education Agenda fills a huge gap in ourunderstanding of the role and function of schooling. Eschewing a standardargument that the state and (true) education are in opposition, Flint and Peimprovide an accessible analysis of a wide range of ideas which challenges traditionalassumptions about power and government. This is a much needed myth-busting bookthat will stretch our thinking about schools and schooling, childhood andlife-long learning, teacher education and identity, research and statistics.The insights offered by the authors are fresh and provocative and provide newways of thinking about education policy in an era of accountability. It shouldbe recommended reading for any student of culture and society and will be ofgreat interest to people working in education policy and teacher education.' AnnettePatterson, Head of the School of Cultural and Language Studies in Education,Queensland University of Technology, Australia

'Rethinking the Education Improvement Agenda is animportant and persuasive book.Over thepast quarter of a century or more we have been conditioned to think aboutschool effectiveness and improvement in a strictly functionalist and technicalway.In this book Kevin Flint and Nick Peimmove beyond the conventional wisdom and encourage us to interpret the fieldcritically and from a broader intellectual perspective. In developing theirideas about 'the enframing', Flint and Peim have given us a book containing amyriad insights that will surely be important in informing not only futureresearch and analysis, but policy and practice as well.' David Hopkins, Professor Emeritus, Institute of Education, Universityof London, UK

'Rarely does a single bookfulfill as many timely functions as Rethinking the Education ImprovementAgenda. Not only does it provide a cogent and precisely arguedreassessment of the purposes of state education, and its concomitant machinery;along the way Flint and Peim have also produced a powerful introduction to continentalphilosophy and critical theory, demonstrating how it can be used to lucidlyexpose policy and practice within the field of education in its oftenanti-democratic, governmental and anti-educational dimensions. If youever imagined that the work of Derrida, Heidegger and other writers of thatsupposed ilk, had nothing to contribute to the state of human knowledge beyondobscurity and self-indulgence, then this very accessible book will be ashocking surprise, as politics, power and theories of knowledge are revealed asbeing the heart of the education machine.' Paul Moran, Senior Lecturer, Faculty of Education and Children'sServices, University of Chester, UK

'This book offers a profound critique of the 'state' ofschooling oriented education. Educationists aiming to fully understand theirown thought and practice in the context of work in such a system ought to takethe messages of this book on board for the sake of sanity and clarity ofthought. It offers a way to rethink the educational project from a point ofview cleared of unwarranted and dangerous enthusiasm in the idea of educationalimprovement. Deeply philosophical, the complex and demanding analysis of whatseems, outside of such a philosophical perspective, really quite simple andcommonsensical, is submitted to a treatment that at times shines with truebrilliance. This is a book for those in education ready to embrace otherpossibilities and other ways of seeing. It is for those who care enough tothink for themselves.' Helen E. Lees, ResearchFellow in the Laboratory for Educational Theory, School of Education, Universityof Stirling, UK

'Rethinking the Education Improvement Agenda is animportant and persuasive book.Over thepast quarter of a century or more we have been conditioned to think aboutschool effectiveness and improvement in a strictly functionalist and technicalway.In this book Kevin Flint and Nick Peimmove beyond the conventional wisdom and encourage us to interpret the fieldcritically and from a broader intellectual perspective. In developing theirideas about 'the enframing’, Flint and Peim have given us a book containing amyriad insights that will surely be important in informing not only futureresearch and analysis, but policy and practice as well.’ David Hopkins, Professor Emeritus, Institute of Education, Universityof London, UK

'Rarely does a single bookfulfill as many timely functions as Rethinking the Education ImprovementAgenda. Not only does it provide a cogent and precisely arguedreassessment of the purposes of state education, and its concomitant machinery;along the way Flint and Peim have also produced a powerful introduction to continentalphilosophy and critical theory, demonstrating how it can be used to lucidlyexpose policy and practice within the field of education in its oftenanti-democratic, governmental and anti-educational dimensions. If youever imagined that the work of Derrida, Heidegger and other writers of thatsupposed ilk, had nothing to contribute to the state of human knowledge beyondobscurity and self-indulgence, then this very accessible book will be ashocking surprise, as politics, power and theories of knowledge are revealed asbeing the heart of the education machine.’ Paul Moran, Senior Lecturer, Faculty of Education and Children’sServices, University of Chester, UK

'This book offers a profound critique of the 'state' ofschooling oriented education. Educationists aiming to fully understand theirown thought and practice in the context of work in such a system ought to takethe messages of this book on board for the sake of sanity and clarity ofthought. It offers a way to rethink the educational project from a point ofview cleared of unwarranted and dangerous enthusiasm in the idea of educationalimprovement. Deeply philosophical, the complex and demanding analysis of whatseems, outside of such a philosophical perspective, really quite simple andcommonsensical, is submitted to a treatment that at times shines with truebrilliance. This is a book for those in education ready to embrace otherpossibilities and other ways of seeing. It is for those who care enough tothink for themselves.’ Helen E. Lees, ResearchFellow in the Laboratory for Educational Theory, School of Education, Universityof Stirling, UK

About the Author
Kevin J Flint is Senior Lecturer in Education at Nottingham Trent University, UK.Nick Peim is a Senior Lecturer in Education at the University of Birmingham, UK.

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Selasa, 12 Juli 2011

[S396.Ebook] PDF Ebook A Short History of England, by G. K. Chesterton

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A Short History of England, by G. K. Chesterton

A cutting, humorous, philosophical and insightful view of English history.

  • Published on: 2015-02-06
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.00" h x .35" w x 5.00" l, .35 pounds
  • Binding: Paperback
  • 140 pages

About the Author
Gilbert Keith Chesterton (29 May 1874 – 14 June 1936) better known as G. K. Chesterton, was an English writer, lay theologian, poet, philosopher, dramatist, journalist, orator, literary and art critic, biographer, and Christian apologist. Chesterton is often referred to as the "prince of paradox." Time magazine, in a review of a biography of Chesterton, observed of his writing style: "Whenever possible Chesterton made his points with popular sayings, proverbs, allegories—first carefully turning them inside out." Chesterton is well known for his fictional priest-detective Father Brown, and for his reasoned apologetics. Even some of those who disagree with him have recognized the wide appeal of such works as Orthodoxy and The Everlasting Man. Chesterton, as a political thinker, cast aspersions on both Progressivism and Conservatism, saying, "The whole modern world has divided itself into Conservatives and Progressives. The business of Progressives is to go on making mistakes. The business of the Conservatives is to prevent the mistakes from being corrected." Chesterton routinely referred to himself as an "orthodox" Christian, and came to identify this position more and more with Catholicism, eventually converting to Roman Catholicism from High Church Anglicanism. George Bernard Shaw, Chesterton's "friendly enemy" according to Time, said of him, "He was a man of colossal genius." Biographers have identified him as a successor to such Victorian authors as Matthew Arnold, Thomas Carlyle, Cardinal John Henry Newman, and John Ruskin.

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74 of 75 people found the following review helpful.
Wit and Wisdom of the Apostle of Common Sense
By Michael Tozer
Gilbert Keith Chesterton is certainly one of the most entertaining, and important, authors in the English language. This particular volume covers quickly, yet completely, the history of England from early Roman times to the time of the Great War, World War I. Chesterton is a man, I suspect, who would have been very hard to dislike. Though brilliant, he always approached his many opponents with a keen sense of fun and empathy. But he is certainly a writer who, though sometimes challenging, is always enjoyable.

This wonderful, short, and thoroughly readable book can really be seen as a layman's philosophical representation of the great arc of English history. To grasp Chesterton's wit and wisdom entirely, it is probably important to have at least a nodding familiarity with English history before reading the book. But, so armed, the reader will be delighted with G.K.'s retelling of the great events of England, together with his insightful commentary relative to their import.

Particularly poignant is Chesterton's rendering of the martydom of Saint Joan of Arc. He avers that, at one time or another, perhaps all British soldiers would have traded places with the common British infantryman who broke his spear to make a cross for the dying Saint. This section alone is worth the price of the entire book.

32 of 32 people found the following review helpful.
Sharp and Insightful
By Dean K
If you love Chesterton, this work is full of the kind of cutting humor and cultural insight that is his best. The title is a bit misleading in the sense that this is more a "collection of essays on aspects of English History." It should also be seen as a critique of other popular histories of his day. However, he remains the best Christian apologist in the modern era and of the modern era.

8 of 8 people found the following review helpful.
A must for English Historians
By Chris Williams
Cheyney's work, though dated, is one of the most comprehensive history books I have ever seen. His detail from the Celts and geography to the reign of George V is remarkable. While many of the "MTV" generation may find it dry and without enough visuals, Cheyney was very precise in choosing which visuals would accentuate the text. He does this masterfully. This text should be updated to the reign of Elizabeth II and required in any British History course. As a teacher, I would strongly recommend every school that desires to give History its proper respect to buy this book for its teachers and libraries. Again, this book gives such rich detail to English History that it proves to be indispensable to any World History or English History class.

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Kamis, 07 Juli 2011

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  • Published on: 2002-08-28
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