New Schools Of Thought

Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. If we want to improve educational opportunities and outcomes for all children, we must start applying what we know about mental functioning--how children think, learn, and remember in our schools. We must apply cognitive science in the classroom. Schools for Thought provides a straightforward, general introduction to cognitive research and illustrates its importance for educational change. Using classroom examples, Bruer shows how applying cognitive research can dramatically improve students' transitions from lower-level rote skills to advanced proficiency in reading, writing, mathematics, and science. Cognitive research, he points out, is also beginning to suggest how we might better motivate students, design more effective tools for assessing them, and improve the training of teachers. He concludes with a chapter on how effective school reform demands that we expand our understanding of teaching and learning and that we think about education in new ways. Debates and discussions about the reform of American education suffer from a lack of appreciation of the complexity of learning and from a lack of understanding about the knowledge base that is available for the improvement of educational practice. Politicians, business leaders, and even many school superintendents, principals, and teachers think that educational problems can be solved by changing school management structures or by creating a market in educational services. Bruer argues that improvement depends instead on changing student-teacher interactions. It is these changes, guided by cognitive research, that will create more effective classroom environments. A Bradford Book

The evolution of China's intellectual landscape, especially the battles among different influential social and political ideas, sheds light on its history. Leading Schools of Thought in Contemporary China offers a close-up look of eight major schools of thought that swept across China between 1978 and 2008, ranging from Deng Xiaoping's thoughts to Neo-Confucianism. Subject to unrelenting debates among both scholars and the general public, the popularity of these ideas waxed and waned throughout those turbulent decades. They have two things in common. First, they are all problem-oriented insofar as they carry their advocates' hopes of finding in them solutions to both new and old problems the country has faced. Second, while richly informed by such traditions as authoritarianism and Confucianism that have long held sway in much of Asia, including China, these ideas also reveal the deep influence of, and even affinity with, some of the most influential social and political theories in the Western tradition, including liberalism, socialism and conservatism. Readers will find in the continuing contestation among these theories in the marketplace of ideas not only much of what is exciting about the intellectual scene in China today, but also clues about China's future.

This collection of essays stems from a 1997 conference celebrating the 25th anniversary of the Institute for Advanced Study's School of Social Science. Essays focus on disciplinary and methodology changes, institutional history, and the link between poltical philosophy and world governance.

Gain fascinating insights into schools with distinctive philosophies from around the world and reflect on the lessons we can learn for our own schools and classrooms. Hear how leaders teach creativity at The Royal Ballet School, how faith schools foster curiosity and critical thinking, and how schools in Silicon Valley take lessons from the world of tech. With exclusive interviews from 30 unique schools worldwide, Schools of Thought will prompt you to ask penetrating questions of your own practice and challenge you to think more broadly and more deeply about the principles and practices behind education in a changing world. A must-read for the thoughtful educator who wants to expand their horizons and learn from a diverse range of schools in developing their vision, values and ethos and prepare their pupils for the modern world.

Schools of Thought brings together a cast of prominent scholars to assess, with unprecedented breadth and vigor, the intellectual revolution over the past quarter century in the social sciences. This collection of twenty essays stems from a 1997 conference that celebrated the twenty-fifth anniversary of the Institute for Advanced Study's School of Social Science. The authors, who represent a wide range of disciplines, are all associated with the School's emphasis on interpretive social science, which rejects models from the hard sciences and opts instead for a humanistic approach to social inquiry. Following a preface by Clifford Geertz, whose profound insights have helped shape the School from the outset, the essays are arranged in four sections. The first offers personal reflections on disciplinary changes; the second features essays advocating changes in focus or methodology; the third presents field overviews and institutional history; while the fourth addresses the link between political philosophy and world governance. Two recurring themes are the uses (and pitfalls) of interdisciplinary studies and the relation between scholarship and social change. This book will be rewarding for anyone interested in how changing trends in scholarship shape the understanding of our social worlds. The contributors include David Apter, Kaushik Basu, Judith Butler, Nicholas Dirks, Jean Elshtain, Peter Galison, Wolf Lepenies, Jane Mansbridge, Andrew Pickering, Mary Poovey, Istvan Rev, Renato Rosaldo, Michael Rustin, Joan W. Scott, William H. Sewell, Jr., Quentin Skinner, Charles Taylor, Anna Tsing, Michael Walzer, and Gavin Wright.

"At last there is a lucid, well-written OB book, which covers key issues required in OB teaching, but which has a mind of its own. Students and faculty will recognize this is more than standard fare." - Bill Cooke, Manchester Business School

The SAGE Handbook of the History, Philosophy and Sociology of International Relations offers a panoramic overview of the broad field of International Relations by integrating three distinct but interrelated foci. It retraces the historical development of International Relations (IR) as a professional field of study, explores the philosophical foundations of IR, and interrogates the sociological mechanisms through which scholarship is produced and the field is structured. Comprising 38 chapters from both established scholars and an emerging generation of innovative meta-theorists and theoretically driven empiricists, the handbook fosters discussion of the field from the inside out, forcing us to come to grips with the widely held perception that IR is experiencing an existential crisis quite unlike anything else in its hundred-year history. This timely and innovative reference volume reflects on situated scholarly practices in a way that projects our collective thinking into the future. PART ONE: THE INWARD GAZE: INTRODUCTORY REFLECTIONS PART TWO: IMAGINING THE INTERNATIONAL, ACKNOWLEDGING THE GLOBAL PART THREE: THE SEARCH FOR (AN) IDENTITY PART FOUR: INTERNATIONAL RELATIONS AS A PROFESSION PART FIVE: LOOKING AHEAD: THE FUTURE OF META-ANALYSIS