Learning From My Daughter

Does life have meaning? What is flourishing? How do we attain the good life? Philosophers, and many others of us, have explored these questions for centuries. As Eva Feder Kittay points out, however, there is a flaw in the essential premise of these questions: they seem oblivious to the very nature of the ways in which humans live, omitting a world of co-dependency, and of the fact that we live in and through our bodies, whether they are fully abled or disabled. Our dependent, vulnerable, messy, changeable, and embodied experience colors everything about our lives both on the surface and when it comes to deeper concepts, but we tend to leave aside the body for the mind when it comes to philosophical matters. Disability offers a powerful challenge to long-held philosophical views about the nature of the good life, what provides meaning in our lives, and the centrality of reason, as well as questions of justice, dignity, and personhood. These concepts need not be distant and idealized; the answers are right before us, in the way humans interact with one another, care for one another, and need one another--whether they possess full mental capacities or have cognitive limitations. We need to revise our concepts of things like dignity and personhood in light of this important correction, Kittay argues. This is the first of two books in which Kittay will grapple with just how we need to revisit core philosophical ideas in light of disabled people's experience and way of being in the world. Kittay, an award-winning philosopher who is also the mother to a multiply-disabled daughter, interweaves the personal voice with the philosophical as a critical method of philosophical investigation. Here, she addresses why cognitive disability can reorient us to what truly matters, and questions the centrality of normalcy as part of a good life. With profound sensitivity and insight, Kittay examines other difficult topics: How can we look at the ethical questions regarding prenatal testing in light of a new appreciation of the personhood of disabled people? What do new possibilities in genetic testing imply for understanding disability, the family, and bioethics? How can we reconsider the importance of care, and how does it work best? In the process of pursuing these questions, Kittay articulates an ethic of care, which is the ethical theory most useful for claiming full rights for disabled people and providing the opportunities for everyone to live joyful and fulfilling lives. She applies the lessons of care to the controversial alteration of severely cognitively disabled children known as the Ashley Treatment, whereby a child's growth is halted with extensive estrogen treatment and related bodily interventions are justified. This book both imparts lessons that advocate on behalf of those with significant disabilities, and constructs a moral theory grounded on our ability to give, receive, and share care and love. Above all, it aims to adjust social attitudes and misconceptions about life with disability.

Does life have meaning? What is flourishing? How do we attain the good life? Philosophers, and many others of us, have explored these questions for centuries. As Eva Feder Kittay points out, however, there is a flaw in the essential premise of these questions: they seem oblivious to the very nature of the ways in which humans live, omitting a world of co-dependency, and of the fact that we live in and through our bodies, whether they are fully abled or disabled. Our dependent, vulnerable, messy, changeable, and embodied experience colors everything about our lives both on the surface and when it comes to deeper concepts, but we tend to leave aside the body for the mind when it comes to philosophical matters. Disability offers a powerful challenge to long-held philosophical views about the nature of the good life, what provides meaning in our lives, and the centrality of reason, as well as questions of justice, dignity, and personhood. These concepts need not be distant and idealized; the answers are right before us, in the way humans interact with one another, care for one another, and need one another--whether they possess full mental capacities or have cognitive limitations. We need to revise our concepts of things like dignity and personhood in light of this important correction, Kittay argues. This is the first of two books in which Kittay will grapple with just how we need to revisit core philosophical ideas in light of disabled people's experience and way of being in the world. Kittay, an award-winning philosopher who is also the mother to a multiply-disabled daughter, interweaves the personal voice with the philosophical as a critical method of philosophical investigation. Here, she addresses why cognitive disability can reorient us to what truly matters, and questions the centrality of normalcy as part of a good life. With profound sensitivity and insight, Kittay examines other difficult topics: How can we look at the ethical questions regarding prenatal testing in light of a new appreciation of the personhood of disabled people? What do new possibilities in genetic testing imply for understanding disability, the family, and bioethics? How can we reconsider the importance of care, and how does it work best? In the process of pursuing these questions, Kittay articulates an ethic of care, which is the ethical theory most useful for claiming full rights for disabled people and providing the opportunities for everyone to live joyful and fulfilling lives. She applies the lessons of care to the controversial alteration of severely cognitively disabled children known as the Ashley Treatment, whereby a child's growth is halted with extensive estrogen treatment and related bodily interventions are justified. This book both imparts lessons that advocate on behalf of those with significant disabilities, and constructs a moral theory grounded on our ability to give, receive, and share care and love. Above all, it aims to adjust social attitudes and misconceptions about life with disability.

This "provocative and personally searching"memoir follows one mother's story of enrolling her daughter in a local public school (San Francisco Chronicle), and the surprising, necessary lessons she learned with her neighbors. From the time Courtney E. Martin strapped her daughter, Maya, to her chest for long walks, she was curious about Emerson Elementary, a public school down the street from her Oakland home. She learned that White families in their gentrifying neighborhood largely avoided the majority-Black, poorly-rated school. As she began asking why, a journey of a thousand moral miles began. Learning in Public is the story, not just Courtney’s journey, but a whole country’s. Many of us are newly awakened to the continuing racial injustice all around us, but unsure of how to go beyond hashtags and yard signs to be a part of transforming the country. Courtney discovers that her public school, the foundation of our fragile democracy, is a powerful place to dig deeper. Courtney E. Martin examines her own fears, assumptions, and conversations with other moms and dads as they navigate school choice. A vivid portrait of integration’s virtues and complexities, and yes, the palpable joy of trying to live differently in a country re-making itself. Learning in Public might also set your family’s life on a different course forever.

A powerful story of bereavement and how a mother finds purpose through afterlife communication. In July 2014, Ali Norell's daughter, Romy, died aged four months. As a spiritual medium, Ali found her belief system to be challenged in the strongest way possible. The Truth Inside offers a deeply moving and at times surprisingly uplifting account of this experience and explores the possibility that we choose our path in life - even one that includes heartbreak and tragedy - in order to learn at the highest level. This story documents how Ali received communication from her daughter in Spirit in a variety of ways and how this eventually helped her to process her grief and uncover her own life purpose.

Martin Sterling's 'hands-on' approach to building an effective learning environment was developed over a number of years and observed in action, in grade three to eight classrooms. Elementary school teachers, who Martin Sterling helped turn their classrooms around with a new view of a child's world, suggested he write this book. He presents a detailed 'How To' section, with structure, planning, and parameters, to guide teacher and children on a journey of discovery towards an environment of constructive relationship. Discussion and child-created classroom rights guide and focus the exploration. He shares ideas on building effective environments; how children begin and continue to develop a classroom life of learning how to learn; how they become effective and constructive architects of their own persons. In short, how children learn to take responsibility for themselves and those around them. Classroom management becomes a lighter touch. Mrs. Dubray, Vice Principal and grade 4/5 Teacher. "The real strength of this system is that the kids take ownership for it." Children take joy in being valued and in valuing others. All are celebrated. This is a place where each child can feel emotionally safe, move forward with greater confidence and be excited about learning. Mrs. Cummings, grade 7/8 teacher "Using this system makes it nice to come to work, I have such a good time." Teachers have found that this collective empowerment of the class proves most effective in dealing with behavioural problems, including bullying and is a powerful process to engage in troubled classrooms. It doesn't just control bad behaviour, it creates good behaviour. Together, teacher and children build a happy place to learn and grow. This foundation of constructive relationship process that the teacher establishes in the classroom engenders feelings of connection, understanding and security and becomes the bedrock upon which learning and the acquisition of curriculum is built. Ms. Tibbs, Education Student. "This system works so easily, I felt like I was cheating. My College of Education supervisor was really impressed with my class." Mrs. Dubray continues, "The energy you are able to give to your children in terms of teaching curriculum is so much greater. There is significantly less stress, and it seems that children take on much more responsibility and carry on with their tasks. The system allows children to develop their abilities and blossom at their own level in a way that they feel safe. I've seen the benefit - it pays dividends all year." Parents report that their children are happier, look forward to school, and come home talking about their classroom life and learning. When children are given the opportunity to become architects in the creation of an effective learning environment for themselves and others, we lay important foundations in the quest for a sustainable future. Dr. Edmund O'Sullivan - Professor emeritus, OISIE (Ontario Institute for Studies in Education) "This is a refreshing book by a teacher and educational practitioner with a wealth of classroom experience. It is an ambitious and imaginative book; a groundbreaking work that offers, both at the level of theory and practice, a powerful ecological vision, providing a way to develop whole human beings in the context of sustainable education that benefits the emergent needs of this new century."

In this collection of her finest and best-known short essays, Natalia Ginzburg explores both the mundane details and inescapable catastrophes of personal life with the grace and wit that have assured her rightful place in the pantheon of classic mid-century authors. Whether she writes of the loss of a friend, Cesare Pavese; or what is inexpugnable of World War II; or the Abruzzi, where she and her first husband lived in forced residence under Fascist rule; or the importance of silence in our society; or her vocation as a writer; or even a pair of worn-out shoes, Ginzburg brings to her reflections the wisdom of a survivor and the spare, wry, and poetically resonant style her readers have come to recognize. "A glowing light of modern Italian literature . . . Ginzburg's magic is the utter simplicity of her prose, suddenly illuminated by one word that makes a lightning streak of a plain phrase. . . . As direct and clean as if it were carved in stone, it yet speaks thoughts of the heart.' — The New York Times Book Review

Anne of France (1461-1522), daughter of Louis XI and sister of Charles VIII, was one of the most powerful women of the fifteenth century. She was referred to by her contemporaries as Madame la Grande, and remained an active and influential figure in France throughout her life. As the fifteenth century drew to a close, Anne composed a series of enseignements, "lessons", for her daughter Suzanne of Bourbon. These instructions represent a distillation of a lifetime's experience, and are presented through the portrait of an ideal princess, thus preparing her daughter to act both circumspectly and politically. Having steered her own course successfully, Anne offers her daughter advice intended to help her negotiate the difficult passage of a woman in the world of politics. This is the first translation into English of Anne of France's Lessons.

A new approach to help kids with ADHD and LD succeed in and outside the classroom This groundbreaking book addresses the consequences of the unabated stress associated with Learning disabilities and ADHD and the toxic, deleterious impact of this stress on kids' academic learning, social skills, behavior, and efficient brain functioning. Schultz draws upon three decades of work as a neuropsychologist, teacher educator, and school consultant to address this gap. This book can help change the way parents and teachers think about why kids with LD and ADHD find school and homework so toxic. It will also offer an abundant supply of practical, understandable strategies that have been shown to reduce stress at school and at home. Offers a new way to look at why kids with ADHD/LD struggle at school Provides effective strategies to reduce stress in kids with ADHD and LD Includes helpful rating scales, checklists, and printable charts to use at school and home This important resource is written by a faculty member of Harvard Medical School in the Department of Psychiatry and former classroom teacher.