Subtle Insights Concerning Knowledge And Practice

Surprisingly modern essays on the unity of all monotheistic regimens by a medieval philosopher Written in the mid†‘thirteenth century for the newly appointed governor of Isfahan, this compact treatise and philosophical guidebook includes a wide†‘ranging and accessible set of essays on ethics, psychology, political philosophy, and the unity of God. Ibn KammŠ«na,a Jewish scholar writing in Baghdad during a time of Mongol occupation, was a controversial figure whose writings sometimes incited riots. He argued, among other things, the commonality of all monotheisms, both prophetic and philosophical. Here, for the first time in English, is a surprisingly modern work on the unity of all monotheistic regimes from a key medieval philosopher.

For the first time, the reader can have a synoptic view of the reception of Pythagoras and Pythagoreanism in the Middle Ages and the Renaissance, East and West, in a multicultural perspective. All the major themes of Pythagoreanism are addressed, from mathematics, number philosophy and metaphysics to ethics and religious thought.

Among the intellectual luminaries dotting the millennia of Jewish history, none shines brighter than Maimonides (1138-1204). He was a rabbi, jurist, Talmudist, philosopher, physician, astronomer, and communal leader, and produced a myriad of writings on halakhah, theology, medicine, and philosophy that have attained near-canonical status. We have more source material from or about Maimonides than possibly any other Jewish figure in the medieval period, and more has been written about him than perhaps any other Jew in history. Epithets like the ‘Great Eagle’ and the ‘Western Light’ – and the glorifying statement ‘From Moses to Moses, none arose like Moses’ – reflect centuries of authority, influence, and fascination. The Golden Path traces the impact and reception of Maimonides and his thought through a study of materiality, specifically the production and dissemination of textual objects. It consists of two sections: a descriptive catalogue of an exceptional private collection of manuscripts and rare books; and essays from leading scholars on aspects of Maimonides's cultural context, influence, and appropriation through disparate eras and geopolitical spheres. Combining intellectual, reception, and book historical research, the heavily illustrated volume explores his effects in assorted social and political circumstances, across diverse intellectual and cultural environments.

"Where does hunch end and evidence begin? Too much is written and said about school improvement - about improvements in teaching and learning - with far too little attention to this question. This book provides vivid discussion from distinguished protagonists and antagonists about what gets called 'evidence-based practice'. Reading it, all involved in education - policymakers and practitioners alike - can proceed more confidently."- Professor Tim Brighouse, London Schools Commissioner The movement to evidence-based practice in education is as important as it is controversial, and this book explores the arguments of leading advocates and critics. The book begins with an explication of evidence-based practice. Some of the ideas of its proponents are discussed, including the Campbell Collaboration, and the application to education of Cochrane-style reviews and meta-analyses. The thinking behind evidence based practice has been the subject of much criticism, particularly in education, and this criticism is aired in the second part of the book. Questions have been raised about what we mean by evidence, about how particular kinds of evidence may be privileged over other kinds of evidence, about the transferability of research findings to practice, and about the consequences of a move to evidence-based practice for governance in education. Given that the origins of the interest in evidence-based practice come largely from its use in medicine, questions arise about the validity of the transposition, and contributors to the third part of the book address this transposition. The issues raised in the book, while primarily those raised by educators, are of relevance also to professionals in medicine, social work and psychology.

Knowledge and Practice in Business and Organisations contributes to scholarly understanding of knowledge and practice, mapping the conceptual terrain, providing a critical review of debates in the field and setting out key theoretical perspectives. Knowledge and practice are explored in a range of organisational and policy settings through six context-specific discussions. The collection helps shape the field, identify areas for future research inquiry, and suggest implications for practitioners. The range of sites of inquiry represented in the book (e.g. craft working, accounting, public sector organisations, creative industries, health care, and so on) make the book distinctive, enabling the reader to connect debates and ideas from across a range of sectors and disciplines. The book charts different currents of debate which have hitherto tended to remain unconnected. In one accessible volume, this book provides an excellent introduction to a set of concepts that have animated scholarly conversations across a range of disciplines and provides cases and examples of practices which come from beyond any one particular sector. Aimed at researchers and academics in the field, this book is valuable source, helping define and progress the scholarly debate.

The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge—the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: Current thoughts on TPACK Theory Research on Technological Pedagogical Content Knowledge in Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms.

In the last 30 years, Delhi, the capital of India, has displaced over 1.5 million poor people. Resettlement and welfare services are available—but exclusively so, as the city deems much of the population ineligible for civic benefits. The Right to Be Counted examines how Delhi's urban poor, in an effort to gain visibility from the local state, incrementally stake their claims to a house and life in the city. Contributing to debates about the contradictions of state governmentality and the citizenship projects of the poor in Delhi, this book explores social suffering, logistics, and the logic of political mobilizations that emanate from processes of displacement and resettlement. Sanjeev Routray draws upon fieldwork conducted in various low-income neighborhoods throughout the 2010s to describe the process of claims-making as an attempt by the political community of the poor to assert its existence and numerical strength, and demonstrates how this struggle to be counted constitutes the systematic, protracted, and incremental political process by which the poor claim their substantive entitlements and become entrenched in the city. Analyzing various social, political, and economic relationships, as well as kinship networks and solidarity linkages across the political and social spectrum, this book traces the ways the poor work to gain a foothold in Delhi and establish agency for themselves.

The most comprehensive manual of the practice of insight meditation (vipassana), written by one of its foremost 20th century proponents, is translated into English for the first time. Manual of Insight is the magnum opus of Mahasi Sayadaw, one of the originators of the “vipassana movement” that has swept through the Buddhist world over the last hundred years. The manual presents a comprehensive overview of the practice of insight meditation, including the foundational aspects of ethical self-discipline, understanding the philosophical framework for the practice, and developing basic concentration and mindfulness. It culminates with an in-depth exploration of the various types of insight and spiritual fruits that the practice yields. Authored by the master who brought insight meditation to the West and whose students include Joseph Goldstein, Jack Kornfield, and Sharon Salzberg, Manual of Insight is a veritable Bible for any practitioner of vipassana.