Exploring Curriculum As An Experience Of Consciousness Transformation

This book addresses the issue of de-spiritualization in education through an interdisciplinary lens. It draws on curriculum scholarship of Dwayne Huebner, Martin Heidegger’s interpretation of Plato’s allegory of the cave, Buddhism, theories and philosophies of quantum physics, and philosophical hermeneutics, among others. In doing so, the author identifies the relationship between spiritual truth and education and probes the nature of consciousness, self, and reality. On this basis, she works to explore curriculum as an experience of consciousness transformation vital to the essence and purpose of education and argues for reason with faith and faith with reason as well as the imperative of curriculum imbued with spiritual wisdom and lived experiences.

"As the pandemic took over the world, a camaraderie built within years among a group of people stuck amidst the ongoing state of oblivion decided to explore the dynamics of education through the various lens of historical, ethical, aesthetic, moral, social, and economic diversity. Besides the world suffering due to the pandemic and education being one of the major victims, India stands strong to witness the New Education Policy 2020. This book contains articles on -: • The vision of our freedom fighters like Gandhi and Nehru. It shows the relevance of their policies in contemporary education system. • The effect of education in shaping and moulding the society of gone, now, and tomorrow. • How Literature and Spirituality shape the education? • The impact on education by COVID 19. • The ways through which one can overcome from the fear and anxiety in the pandemic period. • The NEP 2020 and its four most important pillar i.e., Teacher, Student, Parent, and the Environment. This book is for all those who want to ponder in the world of education and have a curiosity to understand its various dimensions. "

A Transdisciplinary Approach to Chinese and Japanese Language Teaching illustrates how the transdisciplinary approach to second language acquisition (SLA) centers around collaboration to provide a learning-conducive environment with rich semiotic resources for second/foreign language learners. The volume consists of 14 chapters from leading experts in SLA and Chinese and Japanese language educators from Canada, China, Japan, the United Kingdom, and the United States of America. As a first work of its kind, the contributions feature both theoretical interpretations of transdisciplinary concepts that can apply to Chinese/Japanese as a second language learning and case studies showcasing how college-level Chinese and Japanese language educators design and implement pedagogical projects in collaboration with partners across languages, disciplines, communities, and borders by adopting a transdisciplinary perspective to analyze students’ learning outcomes. This book will benefit researchers, administrators, educators, and teacher educators in higher education with an interest in world language education and interdisciplinary and project-based teaching.

Explores innovative methodologies and tools for administrative leaders and teachers interested in propelling social reform in the educational sector and impacting members of the urban youth.

From Information to Transformation is about remembering what matters in education and in life. In many ways, it concerns who we are and how we know. Drawing largely from the wisdom traditions, transpersonal psychology, and pedagogy, a map of the depths of knowing and learning is constructed that unfolds through six interrelated layers: information, knowledge, intelligence, understanding, wisdom, and transformation. This provides both a process and a direction for education; students and teachers can engage these layers in a single moment or over the course of an assignment. Entering into these depths offers an education that is both practical and remarkable, one that replaces radical disconnection with radical amazement. It includes the education of the mind and the heart, balances intuition with the analytic, and mastery with mystery, emphasizes community, character, and creativity, and cultivates wisdom over the mere accumulation of facts.

This primer for teachers (prospective and practicing) asks readers to question the historical present and their relation to it, and in so doing, to construct their own understandings of what it means to teach, to study, to become "educated" in the present moment. Curriculum theory is the scholarly effort – inspired by theory in the humanities, arts and interpretive social sciences – to understand the curriculum, defined here as "complicated conversation." Rather than the formulation of objectives to be evaluated by (especially standardized) tests, curriculum is communication informed by academic knowledge, and it is characterized by educational experience. Pinar recasts school reform as school deform in which educational institutions devolve into cram schools preparing for standardized exams, and traces the history of this catastrophe starting in 1950s. Changes in the Second Edition: Introduces Pinar’s formulation of allegories-of-the-present — a concept in which subjectivity, history, and society become articulated through the teacher’s participation in the complicated conversation that is the curriculum; features a new chapter on Weimar Germany (as an allegory of the present); includes new chapters on the future, and on the promises and risks of technology.

This book focuses on multicultural curriculum transformation in social students and civic education subject areas. The discussion of each area outlines critical considerations for multicultural curriculum transformation for the area by grade level and then by eight organizing tools, including content standards, relationships with and among students and their families, and evaluation of student learning and teaching effectiveness. The volume is designed to speak with PK-12 teachers as colleagues in the multicultural curriculum transformation work. Readers are exposed to “things to think about,” but also given curricular examples to work with or from in going about the actual, concrete work of curriculum change. This work supports PK-12 teachers to independently multiculturally adapt existing curriculum, to create new multicultural curriculum differentiated by content areas and grade levels, and by providing ample examples of what such multicultural transformed social studies and civic education curricula looks like in practice.