Slices & Articles Get by the slice or add to your own ebook
|Ace Academics||Ace Academics||ePub|
|Lonely Planet||Lonely Planet||ePub|
E-reader devices vary in their ability to show our maps. To get the most out of the maps in this guide, use the zoom function on your device. Or, visit http://media.lonelyplanet.com/ebookmaps and grab a PDF download or print out all the maps in this guide.See All Chapters
|Kevin Goodan||Center for Literary Publishing||ePub|
Once, through my town, there were rivers.
Thin trees rippled along the spillways.
Morning pierced our breath. Two doves
On the rail bobbing their heads. I am,
My ghost, alone. I stand where there is
No water, thinking water. The laws of nature
Determine all the grief one eye can hold.
Thistles were his winding sheet, my father.
Did he go smooth and gentle? You bum,
What cruder diction than loss?
Though the great pine shove
Taproots down and call the black dirt
Home, though rivers still run,
Though sickly, though this town is not my town,
I wander. Our saws are sharp and never idle long
And through the day we feed the fires
And transform the field-jumble into lines.
Far faces bleared by fire, who are you
That the bright mares of language stride forth
Their flames? I am never more than this.
A green mind in a green world,
And yet the kingdoms that come to my ear.
I look out and know my place.
I, because of love.
In this, there is no recourse.
In this I am humble.
If seeds be language, let them gather.
Let them take these words.See All Chapters
|Teacher Education and Practice||Rowman & Littlefield Publishers||ePub|
Up ahead, a foreboding wooden door showing wear from passage of earlier travelers is spotted. As the old porch light emits a pale yellow glow, a key ring emerges from deep inside the coat pocket. Searching for just the right key, the voyager settles on one that also shows age. As the key enters its receptacle and begins to turn, a clicking noise is heard. We wonder curiously, what will happen next? In the world of teaching and learning, many are wondering the same thing. According to Sir Ken Robinson (2011), a key can be turned in two directions: One way can activate the locking mechanism keeping potential resources secure yet removed from the learner. Turned in the opposite direction, the door graciously opens presenting a wealth of reserves available to all who enter.
Within this analogy to expand on the challenges currently facing scholarship of teaching and learning within the environment of higher education, the traveler equates to the learner. Human beings possess deeply rooted, deeply personal questions of which we desire answers. Answers come through periods of reflection of and interaction with knowledge. The door is the formalized educational setting, whether public or private, small or large, rural or urban. The key represents the teacher. Large numbers of students step onto the front porch of learning institutions having been given only one key, one approach to learning, and its very shape is one of standardization. However, in direct opposition to this notion and with continuing ramifications to how educators teach, a revolution is occurring. It is a revolution of the mind. No longer are the learners waiting for the content to be delivered in a standardized fashion, while instructors rely on static, even archaic, methods. Learners are searching for the knowledge, the answers, on their own and in their own preferred manner of learning: visually, aurally, or textually. This knowledge explosion is changing not only the manner and speed with which the learner gathers answers but also the very conversation of learning. No longer do educators discuss “how much” is being learned; instead, they ask “how well.” McKinney (2007) shares that while the mastery of content remains valuable in the learning process, the overall product of education must be one that encourages the continuation of knowledge building long after the student has left the formalized structure of school. In other words, it will be the lifelong learner that will flourish in this future world. Dewey communicated this very truth years ago when he pronounced, “The aim of education should be to teach us rather how to think, than what to think—rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men” (http://www.randomterrain.com/favoritequotes-teaching-and-learning.html, retrieved July 26, 2011).See All Chapters
|Hazel Henderson||Berrett-Koehler Publishers||ePub|
Jobless economic growth is the result of the industrialization paradigm and its focus on narrowly accounted production efficiency and laborsaving technologies. Productivity statistics still focus on labor productivity in terms of per capita averages, thus driving economies toward greater capital intensity and mechanization— even as politicians promise full employment. Noneconomists point out that such formulas are contradictory, ignore “externalities,” increase automation, and also increase unemployment—unless new jobs are created even faster than jobs are destroyed. While many government officials point to technological change as the source of job displacement, they also rely on gross domestic product (GDP) growth and “technological progress” to reemploy those displaced.
Because it focuses on narrow production-efficiency statistics in the private sector, the economists’ recipe for GDP-measured economic growth disregards social and environmental costs to taxpayers and future generations. This disregard cannibalizes or reduces social and environmental productivity, leading to fewer workers with more sophisticated tools producing more goods and services—while unemployment and welfare rolls rise. (See Fig. 8. Total Productive System of an Industrial Society on page 58.) A generation of economists has been commissioned to elaborate cases where job creation in new enterprises has, over time, filled the gap. These studies are often used by corporations and investors to lobby for more generous investment tax credits, justified to spur job creation. In a burst of enthusiastic orthodoxy, The Economist, in a February 1993 editorial, hailed the jobless economic growth syndrome as “the Holy Grail of economic prosperity.”96See All Chapters
Business & Economics