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Civilization, Beyond Our Fall
Seymour W. Itzkoff
Civilization, Beyond Our Fall explores the realities behind the rise and fall of historic civilizational ideals, especially on the fate of the Western vision. The book begins with the rise, durability, and fall of the historic civilizational profiles of humankind. It continues with the decline of the West, which from our perspective began with World War I and has continued at a faster pace in the 21st century. Itzkoff's prognosis for the next century or two is one of a dismal world of chaos, war, and deep pessimism throughout the world. The book concludes with a prediction of a world of scientific rationalism that will discard the ideologies, irrationalism, and selfishness that now characterize our elites. Here we leave dystopian realities for the perennial human hope of reason and for highly creative communities.
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Our Unfinished Biological Revolution
Seymour W. Itzkoff
Seymour W. Itzkoff is one of the world's leading intelligence researchers. His exciting new book Our Unfinished Biological Revolution offers a bold and highly original new study on the evolution of human intelligence from the origin of life to our times. With the help of evolutionary theory, Itzkoff explains the nature of human intelligence as we know it today. Most importantly, it demonstrates that evolution led to the rise of what intelligence researchers call the general intelligence factor: the human ability to plan ahead and solve problems for which natural selection did not prepare us. The book also argues that humans vary in intelligence (as with all traits shaped by Darwinian evolution), and hence in their propensity to think abstractly and anticipate long-term consequences of their actions. Our Unfinished Biological Revolution explores the social implications of these two factors as they unfold in modern technological societies, in which intelligence plays an increasingly important role. Finally, the book argues that human intelligence may offer our best hope in solving the daunting problems of the present era―including population growth, the exhaustion of natural resources, and the rise of simplistic and devastating ideologies. Source: Publisher
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Learning is Water Reflection
Cristina Valencia Mazzanti
Book Abstract
With contributions from advanced, early career, and emerging qualitative scholars, Philosophical Mentoring in Qualitative Research illuminates how qualitative research mentoring practices, relationships, and possibilities of inquiry and teaching come to life under different mentoring philosophies.
What we can know in and about the world is inseparable from our approach(es) to knowing with and in it. And how we mentor in qualitative research matters to what we can know and do as qualitative inquirers. Yet, despite its importance, mentoring is rarely conceptualized as a practice inspiring or inspired by philosophy. This edited book opens a needed space for thinking about mentoring as a philosophical practice. Its thoughtful chapters and artful "mentoring moments" draw on critical, feminist, new materialist, post-structuralist, and other philosophies to make visible, interrupt, reflect, deepen, and expand mentoring practices within the qualitative community revealing what we can know, do, and become through them.
Philosophical Mentoring in Qualitative Research sensitizes readers to mentoring as a philosophical practice. As such, it is essential reading for students and researchers in qualitative research and higher education interested in mentoring practice and humanistic research values.
Source: Publisher
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From Oops to Aha: Portraits of Learning from Mistakes in Kindergarten
Maleka Donaldson
From Oops to Aha pulls back the curtain on learning from mistakes in four public school Kindergarten classrooms: urban, charter, Montessori, and suburban. With each chapter, the reader is transported directly into the daily lives of teachers and their students. The portraits offer poignantly-detailed, moment-by-moment illustrations of how teachers respond to mistakes and interact with students. At the micro-level, this perspective reveals how teachers’ beliefs, intentions, and instructional practices play out in context during daily life in the classroom. By juxtaposing the true stories of the lives of Kindergarten teachers and children, Donaldson makes plain that even in this very early grade, there is a wide and striking range of children’s interpersonal and learning experiences in school. All Kindergarten classrooms are not the same; the nuanced way teachers respond to mistakes in the moment is impacted by access to resources and by policies enacted at a broader level. This book will inform and inspire readers to reexamine preconceived notions of mistakes, feedback, and early childhood learning and teaching, and to reconsider their impact on educational equity.
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Mathematics for Borderland Identities
Cristina Valencia Mazzanti and Martha Allexsaht-Snider
Book Abstract This edited volume is a collection of empirical scholarship that focuses on curriculum as knowledge connected to the Latinx diaspora from three perspectives: content/subject matter; goals, objectives, and purposes; and experiences. In an effort to fill a void in scholarship in curriculum studies/theory for/from Latinx perspectives, this book is a beginning toward answering two important questions: first, what is the significance of the presence and absence of Latinx curriculum theorizing? And second, in what ways is Latinx curriculum theorizing connected to curriculum, as a general concept, schools’ purposes, goals, and objectives and curriculum as autobiographical? This book opens a door into understanding curriculum for/from an important population in U.S. society. Source: Publisher
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¿Es lo mismo? Bilingual Children Counting and Making Sense of Number
Cristina Valencia Mazzanti and Martha Allexsaht-Snider
Book Abstract
Mathematics education will never truly improve until it adequately addresses those students whom the system has most failed. The 2018 volume of Annual Perspectives in Mathematics Education (APME) series showcases the efforts of classroom teachers, school counselors and administrators, teacher educators, and education researchers to ensure mathematics teaching and learning is a humane, positive, and powerful experience for students who are Black, Indigenous, and/or Latinx. The book's chapters are grouped into three sections: Attending to Students' Identities through Learning Professional Development That Embraces Community Principles for Teaching and Teacher Identity To turn our schools into places where children who are Indigenous, Black, and Latinx can thrive, we need to rehumanize our teaching practices. The chapters in this volume describe a variety of initiatives that work to place these often marginalized students-and their identities, backgrounds, challenges, and aspirations-at the center of mathematics teaching and learning. We meet teachers who listen to and learn from their students as they work together to reverse those dehumanizing practices found in traditional mathematics education. With these examples as inspiration, this volume opens a conversation on what mathematics educators can do to enable Latinx, Black, and Indigenous students to build on their strengths and fulfill their promise. Source: Publisher
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