Tracing Ted Tetsuo Aoki S Intellectual Formation

Through careful examination of Ted Aoki’s life and work within its historical, societal and intellectual context, this text advances a new appreciation of the national distinctiveness of Canadian curriculum studies. The book draws unique comparison between Aoki’s writings and Heidegger’s concept of "being-in-the-world." In exploring Aoki’s narratives on momentous life events, the author attends to the interwoven, dynamic and poetic essence of the scholar’s intellectual formation and identifies a critically reflective style of theorizing. By contextualizing Aoki’s narrations on his momentous life events, the text engages with Aoki’s critical reflective and unique style of theorizing and foregrounds the prominent influence of Heidegger’s phenomenology and writings on Aoki’s thinking. A major contribution to understanding Aoki’s curriculum scholarship, this book is an important resource for researchers and post-graduate students working across curriculum studies discourse.

This volume highlights lived experiences, personal inspirations and motivations, which have generated scholarship, and influenced the research and teaching of scholars in the field of curriculum studies. Offering contributions from new, established and experienced scholars, chapters foreground the ways in which the authors have been influenced by the mentorship and work of others, by personal challenges, and by the contexts in which they live and work. Chapters also illustrate how scholars have engaged in variety of methodological and autobiographical processes including narrative and poetic inquiry, autoethnography and visual arts research. Through a range of contributions, the book clarifies the origins and legacy of contemporary curriculum studies and in doing so, provides inspiration for beginning scholars and academics as they continue to find their voices in academic communities. Offering rich insight into the experiences and scholarship of a wide range of scholars, this volume will be of interest to students, scholars and researchers with an interest in curriculum studies, as well as educational research and methodologies more broadly.

This unique collection of essays from emerging and established curriculum theory scholars documents individuals’ personal encounters and lingering interactions with Ted T. Aoki and his scholarship. The work illuminates the impact of Aoki’s lifework both theoretically and experientially. Featuring many of the field’s top scholars, the text reveals Aoki’s historical legacy and the contemporary significance of his work for educational research and practice. The influence of Aoki’s ideas, pedagogy, and philosophy on lived curriculum is vibrantly examined. Themes include tensionality, multiplicity, and bridging of difference. Ultimately, the text celebrates an Aokian "way of being" whilst engaging a diversity of perspectives, knowledges, and philosophies in education to reflect on the contribution of his work and its continual enrichment of curriculum scholarship today. This text will benefit researchers, academics, and educators with an interest in curriculum studies, educational research, teacher education, and the philosophy of education more broadly. Those specifically interested in international and comparative education, as well as interdisciplinary approaches – which include perspectives in arts, language and literacy, sciences, technology, and higher education curriculum – will also benefit from this book.

Ted T. Aoki, the most prominent curriculum scholar of his generation in Canada, has influenced numerous scholars around the world. Curriculum in a New Key brings together his work, over a 30-year span, gathered here under the themes of reconceptualizing curriculum; language, culture, and curriculum; and narrative. Aoki's oeuvre is utterly unique--a complex interdisciplinary configuration of phenomenology, post-structuralism, and multiculturalism that is both theoretically and pedagogically sophisticated and speaks directly to teachers, practicing and prospective. Curriculum in a New Key: The Collected Works of Ted T. Aoki is an invaluable resource for graduate students, professors, and researchers in curriculum studies, and for students, faculty, and scholars of education generally.

"Satoyama" is a Japanese term describing mosaic landscapes of different ecosystems--secondary forests, farm lands, irrigation ponds and grasslands--along with human settlements managed to produce bundles of ecosystem services for human wellbeing. The concept of "satoyama," longstanding traditions associated with land management practices that allow sustainable use of natural resources, has been extended to cover marine and coastal ecosystems ( "satoumi"). These landscapes and seascapes have been rapidly changing, and the ecosystem services they provide are under threat from various social, economic, political, and technological factors. "Satoyama-Satoumi Ecosystems and Human Well-Being" presents the findings of the Japan Satoyama Satoumi Assessment (JSSA), a study of the interaction between humans and ecosystems in Japan. It was written by the 200-plus authors, stakeholders, and reviewers from Japan and elsewhere who make up the JSSA team. The study analyzes changes that have occurred in "satoyama-satoumi" ecosystems over the last 50 years and identifies plausible future scenarios for the year 2050, taking into account various drivers such as governmental and economic policy, climate change, technology, and sociobehavioral responses. This provides a new approach to land-use planning that addresses not only economic development but also cultural values and ecological integrity. This book is a key reference text for development planners, policymakers, scientists, postgraduate students, and others interested in the environment and development.

Shinto is finally receiving the attention it deserves as a fundamental component of Japanese culture. Nevertheless, it remains a remarkably complex and elusive phenomenon to which Western categories of religion do not readily apply. A knowledge of Shinto can only proceed from a basic understanding of Japanese shrines and civilization, for it is closely intermingled with the Japanese way of life and continues to be a vital natural religion. This book is a convenient guide to Shinto thought. As a reference work, the volume does not offer a detailed critical study of all aspects of Shinto. Instead, it overviews the essential teachings of Shinto and provides the necessary cultural and historical context for understanding Shinto as a dynamic force in Japanese civilization. The book begins with an historical overview of Shinto, followed by a discussion of Japanese myths. The volume then discusses the role of shrines, which are central to Shinto rituals. Other portions of the book discuss the various Shinto sects and the evolution of Shinto from the Heian period to the present. Because Japanese terms are central to Shinto, the work includes a glossary.

Known as the standard reference for international economic data, the twenty-second annual edition of the World Development Report provides a set of Selected World Development Indicators as an appendix, presenting social and economic statistics for more than 200 countries.

In the 1950s and 1960s school teaching became a university-based profession, and scholars and policy leaders looked to the humanities and social sciences in building an appropriate knowledge base. By the mid-1960s there was talk about a “new” philosophy, history, and sociology of education. Curriculum thinkers such as Joseph Schwab, Dwayne Heubner and Paul Hirst initiated new intellectual projects to supplement applied work in curriculum.