Download or read book A History of Traditional Fields of Learning written by Muge Samten and published by Library of Tibetan Works and Archives. This book was released on 2005-01-01 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: A History of Traditional Fields of Learning contains a concise history of dissemination of traditional fields of learning in Tibet during the early and later diffusion of Buddhism. It also mentions the translators and scholars who visited Tibet, text translated and monasteries founded by them and further highlights the spread of Buddhism to Mongolia and China and Tibet text translated in their native language. This work by a highly respected contemporary Tibetan scholar Muge Samten (1914-1993) is from the third volume of his collected works and is a very reliable source on the subject. A History of Traditional Fields of Learning is a must for those who wants to study the history of Tibetan literature. Muge Samten was born in 1914 in Muge in southern Amdo. He had his preliminary study at Muge Tashi Kharlo monastery and later joined the great monastery of Labrang Tashikhyil where he mastered sutras, tantras, and all the traditional sciences. At the age of 35 (1947), Muge Samten received the title of Geshe Dorampa. Since then, his fame spread far and wide. After the Chinese occupation of Tibet in 1949, Tibetan religion and culture experienced wanton destruction, the height of which was reached during the Cultural Revolution. Muge Samten felt the vital importance of religion and culture for the survival of the Tibetan people and took upon himself the responsibility of reviving and resorting the Tibetan religion and culture to its former glory. He has authored six volumes and many articles on various subject of Tibetan studies.
Download or read book A History of Traditional Fields of Learning written by Sangye Tandar Naga and published by . This book was released on 2005 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: A History of Traditional Fields of Learning contains a concise history of dissemination of traditional fields of learning in Tibet during the early and later diffusion of Buddhism. It also mentions the translators and scholars who visited Tibet, texts translated and monasteries founded by them and further highlights the spread of Buddhism to Mongolia, China and Tibetan texts translated in their native language. This work by a highly respected contemporary Tibetan scholar Muge Samten (1914 - 1993) is from the third volume of his collected books and is a very reliable sources on the subject. A History of Traditional Fields of Learning is a must for those who wants to study the history of tibetan literature.
Download or read book Teaching Big History written by Richard B. Simon and published by Univ of California Press. This book was released on 2014-12-23 with total page 443 pages. Available in PDF, EPUB and Kindle. Book excerpt: Big History is a new field on a grand scale: it tells the story of the universe over time through a diverse range of disciplines that spans cosmology, physics, chemistry, astronomy, geology, evolutionary biology, anthropology, and archaeology, thereby reconciling traditional human history with environmental geography and natural history. Weaving the myriad threads of evidence-based human knowledge into a master narrative that stretches from the beginning of the universe to the present, the Big History framework helps students make sense of their studies in all disciplines by illuminating the structures that underlie the universe and the connections among them. Teaching Big History is a powerful analytic and pedagogical resource, and serves as a comprehensive guide for teaching Big History, as well for sharing ideas about the subject and planning a curriculum around it. Readers are also given helpful advice about the administrative and organizational challenges of instituting a general education program constructed around Big History. The book includes teaching materials, examples, and detailed sample exercises. This book is also an engaging first-hand account of how a group of professors built an entire Big History general education curriculum for first-year students, demonstrating how this thoughtful integration of disciplines exemplifies liberal education at its best and illustrating how teaching and learning this incredible story can be transformative for professors and students alike.
Download or read book Teaching and Learning in History written by Ola Hallden and published by Routledge. This book was released on 2012-10-12 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.
Download or read book History of Education written by Deirdre Raftery and published by Routledge. This book was released on 2016-04-08 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Specially commissioned to mark the 40th Anniversary of History of Education, and containing articles from leading international scholars, this is a unique and important volume. Over the past forty years, scholars working in the history of education have engaged with histories of religion, gender, science and culture, and have developed comparative research on areas such as education, race and class. This volume demonstrates the richness of such work, bringing together some of the leading international scholars writing in the field of history of education today, and providing readers with original and theoretically informed research. Each author draws on the wealth of material that has appeared in the leading SSCI-indexed journal History of Education, over the past forty years, providing readers with not only incisive studies of major themes, but delivering invaluable research bibliographies. A ‘must have’ for university libraries and a ‘must own’ for historians. This book was originally published as a special issue of History of Education.
Download or read book Learning in Information Rich Environments written by Delia Neuman and published by Springer Science & Business Media. This book was released on 2011-03-31 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: The amount and range of information available to today’s students—and indeed to all learners—is unprecedented. Phrases like “the information revolution”, “the information (or knowledge) society”, and “the knowledge economy” underscore the truism that our society has been transformed by virtually instantaneous access to virtually unlimited information. Thomas Friedman tells us that “The World Is Flat” and that we must devise new political and economic understandings based on the ceaseless communication of information from all corners of the world. The Bush administration tells us that information relating to the “war on terrorism” is so critical that we must allow new kinds of surveillance to keep society safe. Teenage subscribers to social-computing networks not only access information but enter text and video images and publish them widely—becoming the first adolescents in history to be creators as well as consumers of vast quantities of information. If the characteristics of “the information age” demand new conceptions of commerce, national security, and publishing—among other things—it is logical to assume that they carry implications for education as well. In fact, a good deal has been written over the last several decades about how education as a whole must transform its structure and curriculum to accommodate the possibilities offered by new technologies. Far less has been written, however, about how the specific affordances of these technologies—and the kinds of information they allow students to access and create—relate to the central purpose of education: learning. What does “learning” mean in an information-rich environment? What are its characteristics? What kinds of tasks should it involve? What concepts, strategies, attitudes, and skills do educators and students need to master if they are to learn effectively and efficiently in such an environment? How can researchers, theorists, and practitioners foster the well-founded and widespread development of such key elements of the learning process? This book explores these questions and suggests some tentative answers. Drawing from research and theory in three distinct but related fields—learning theory, instructional systems design, and information studies—it presents a way to think about learning that responds directly to the actualities of a world brimming with information. The book is grounded in the work of such key figures in learning theory as Bransford and Anderson & Krathwohl. It draws on such theorists of instructional design as Gagne, Mayer, and Merrill. From information studies, it uses ideas from Buckland, Marchionini, and Wilson (who is known for his pioneering work in “information behavior”—that is, the full range of information seeking and use). The book breaks new ground in bringing together ideas that have run in parallel for years but whose relationship has not been fully explored.
Download or read book Bridging the Progressive Traditional Divide in Education Reform written by James Nehring and published by Routledge. This book was released on 2019-06-04 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together a variety of connected voices which consider potential ways forward for school reform. By demonstrating how the ‘subject-centered’ and ‘student-centered’ models of education can, and have been working together in various contexts, the text sets out a compelling case for an emerging movement that unites ideologies and pedagogical traditions which have traditionally been considered to be at odds with one another. In drawing from historical sources, the full range of contemporary research, and a series of investigations led by the authors, this book documents the deep back-story of school reform, and explains the powerful and largely unacknowledged consensus on what constitutes excellence in teaching and learning. This book will be of great interest to researchers, academics, and postgraduate students in the fields of school reform and educational leadership. It will also appeal to graduate students, researchers and postgraduates in the fields of history of education, educational leadership, teaching and learning, and curriculum studies.
Download or read book The Teaching of History written by Joseph Slabey Rouček and published by . This book was released on 1967 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning History in America written by Lloyds S. Kramer and published by U of Minnesota Press. This book was released on with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: As it extends recent discussions about multiculturalism into the sphere of contemporary historical understanding, this book sets out explicitly to explore the practical and theoretical implications of these discussions for people who learn and teach history in the United States.
Download or read book New Curriculum History written by and published by BRILL. This book was released on 2019-02-11 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rereading the historical record indicates that it is no longer so easy to argue that history is simply prior to its forms. Since the mid-1990s a new wave of research has formed around wider debates in the humanities and social sciences, such as decentering the subject, new analytics of power, reconsideration of one-dimensional time and three-dimensional space, attention to beyond-archival sources, alterity, Otherness, the invisible, and more. In addition, broader and contradictory impulses around the question of the nation - transnational, post-national, proto-national, and neo-national movements—have unearthed a new series of problematics and focused scholarly attention on traveling discourses, national imaginaries, and less formal processes of socialization, bonding, and subjectification. New Curriculum History challenges prior occlusions in the field, building upon and departing from previous waves of scholarship, extending the focus beyond the insularity of public schooling, the traditional framework of the self-contained nation-state, and the psychology of the schooled individual. Drawing on global studies, historical sociology, postcolonial studies, critical race theory, visual culture theory, disability studies, psychoanalytics, Cambridge school structuralisms, poststructuralisms, and infra- and transnational approaches the volume holds together not despite but because of differences and incommensurabilities in rereading historical records.
Download or read book History of the School Curriculum written by Daniel Tanner and published by Simon & Schuster Books For Young Readers. This book was released on 1990 with total page 424 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Approaches to Teaching the History of the English Language written by Mary Hayes and published by Oxford University Press. This book was released on 2017-08-29 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: The History of the English Language has been a standard university course offering for over 150 years. Yet relatively little has been written about teaching a course whose very title suggests its prodigious chronological, geographic, and disciplinary scope. In the nineteenth century, History of the English Language courses focused on canonical British literary works. Since these early curricula were formed, the English language has changed, and so have the courses. In the twenty-first century, instructors account for the growing prominence of World Englishes as well as the English language's transformative relationship with the internet and social media. Approaches to Teaching the History of the English Language addresses the challenges and circumstances that the course's instructors and students commonly face. The volume reads as a series of "master classes" taught by experienced instructors who explain the pedagogical problems that inspired resourceful teaching practices. Although its chapters are authored by seasoned teachers, many of whom are preeminent scholars in their individual fields, the book is designed for instructors at any career stage-beginners and veterans alike. The topics addressed in Approaches to Teaching the History of the English Language include: the unique pedagogical dynamic that transpires in language study; the course's origins and relevance to current university curricula; scholarly approaches that can offer an abiding focus in a semester-long course; advice about navigating the course's formidable chronological ambit; ways to account for the language's many varieties; and the course's substantial and pedagogical relationship to contemporary multimedia platforms. Each chapter balances theory and practice, explaining in detail activities, assignments, or discussion questions ready for immediate use by instructors.
Download or read book A History of American Higher Education written by John R. Thelin and published by Johns Hopkins University Press. This book was released on 2019-04-02 with total page 555 pages. Available in PDF, EPUB and Kindle. Book excerpt: Anyone studying the history of this institution in America must read Thelin's classic text, which has distinguished itself as the most wide-ranging and engaging account of the origins and evolution of America's institutions of higher learning.
Download or read book Education as Cultivation in Chinese Culture written by Shihkuan Hsu and published by Springer. This book was released on 2014-10-24 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the increasing global interest in Chinese culture, this book uses case studies to describe and interpret Chinese cultivation in contemporary Taiwanese schools. Cultivation is a concept unique to Chinese culture and is characterized by different attitudes towards teaching and learning compared to Western models of education. The book starts with a discussion of human nature in Chinese schools of philosophy and levels of goodness. Following the philosophical background is a presentation of how cultivation is practiced in Chinese culture from prenatal through high school education. The case studies focus both on how students are cultivated as they become members of Chinese society, and on what role teachers play in cultivating the children in school. In addition, supports from Chinese educational institutions, including public schools, families, and organizations such as private cram schools, are introduced and explained. In closing, the book presents a critique of the modern school reform movement and the conflicts between the reform proposals and traditional practices. Based on the collective work of Taiwanese researchers in the fields of education, history and anthropology, the book identifies the purpose of education as cultivating virtue in a process of creating an ideal person who serves society, and describes the way teachers have carried on this tradition despite its faltering status in contemporary educational discourse and in the face of reform movements.
Download or read book Online Distance Education written by Margaret Gorts Morabito and published by Universal-Publishers. This book was released on 1999 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many educators and the public are interested in online distance education, in particular Internet-based schooling. The underlying assumption is that this is a new and untested fad in education. This is due in part to a lack of documentation within academia of the early development of online distance education, and, in part, to a shortage of experienced, practicing online schools. On the Internet, one may become confused by the flurry of activity and by the various claims from organizations that they are providing a revolutionary method of instruction--online teaching. Furthermore, many people are unaware of the long and distinguished history of distance education itself that is the root of current day Internet-based schooling. Despite the uncertainty, the public is clearly demanding online distance education. This dissertation helps to resolve these problems. This study fills various needs for the purpose of showing the effective application of online distance education. Educational administrators, teachers, and the public must be assured that online distance teaching is a valid and proven instructional method. Furthermore, administrators and teachers need to know what to expect when planning, operating, and teaching in an online school. Through historical analysis and the presentation of a practicing Internet-based school, this study fills these needs. This dissertation results from fifteen years of independent study and research by the author, combined with professional experience in the field of online distance education, including Internet-based school design and operation. Conclusions result from published studies in distance education; from research conducted in the 1980s concerning publicly available online distance education; and from experience in developing, administrating, and teaching in an international, Internet-based school that has been in continual operation online since 1986. The author concludes that: (1) online distance education has a proven track record; (2) there is continual demand from the global community for Internet-based instruction, as well as a public demand for traditional institutions to accept this nontraditional method of study; and (3) administrators and teachers can economically create and operate an effective Internet-based school that is accessible to and affordable for individual learners using low-cost personal computers.
Download or read book The SAGE Handbook of Curriculum and Instruction written by F. Michael Connelly and published by SAGE Publications. This book was released on 2007-10-19 with total page 625 pages. Available in PDF, EPUB and Kindle. Book excerpt: The SAGE Handbook of Curriculum and Instruction is the first book in 15 years to comprehensively cover the field of curriculum and instruction. Editors F. Michael Connelly, Ming Fang He, and JoAnn Phillion, along with contributors from around the world, synthesize the diverse, real-world matters that define the field. This long-awaited Handbook aims to advance the study of curriculum and instruction by re-establishing continuity within the field while acknowledging its practical, contextual, and theoretical diversity. Key Features Offers a practical vision of the field: Defines three divisions—school curriculum subject matter, curriculum and instruction topics and preoccupations, and general curriculum theory. Presents the breadth and diversity of the field: A focus on the diversity of problems, practices, and solutions, as well as continuity over time, illustrates modern curriculum and instruction while understanding historical origins. Gives an evolutionary rather than a revolutionary focus: Offers a new way of interpreting the history of curriculum studies, which connects past, present, and future, leading to more productive links between practice, policy, and politics. Intended Audience This Handbook contributes to stronger ties between school practice, public debate, policy making, and university scholarship, making it a valuable resource for professors, graduate students, and practitioners in the field of education. It is an excellent choice for graduate courses in Curriculum and Instruction, Curriculum Theory and Development, Curriculum Studies, Teacher Education, and Educational Administration and Leadership. List of Contributors Mel Ainscow Kathryn Anderson-Levitt Rodino Anderson Michael Apple Kathryn Au William Ayers Rishi Bagrodia Cherry McGee Banks Nina Bascia Gert Biesta Donald Blumenfeld-Jones Patty Bode Robert E. Boostrom Keffrelyn D. Brown Elaine Chan Marilyn Cochran-Smith Carola Conle F. Michael Connelly Geraldine Anne-Marie Connelly Alison Cook-Sather Cheryl J. Craig Larry Cuban Jim Cummins Kelly Demers Zongyi Deng Donna Deyhle Elliot Eisner Freema Elbaz Robin Enns Frederick Erickson Manuel Espinoza Joe Farrell Michelle Fine Chris Forlin Jeffrey Frank Barry Franklin Michael Fullan Jim Garrison Ash Hartwell Ming Fang He Geneva Gay David T. Hansen Margaret Haughey John Hawkins David Hopkins Stefan Hopmann Kenneth Howe Philip Jackson Carla Johnson Susan Jurow Eugenie Kang Stephen Kerr Craig Kridel Gloria Ladson-Billings John Chi-kin Lee Stacey Lee Benjamin Levin Anne Lieberman Allan Luke Ulf Lundgren Teresa L. McCarty Gary McCulloch Barbara Means Geoffrey Milburn Janet Miller Sonia Nieto Kiera Nieuwejaar Pedro Noguera J. Wesley Null Jeannie Oakes Lynne Paine JoAnn Phillion William F. Pinar Margaret Placier Therese Quinn John Raible Bill Reese Virginia Richardson Fazel Rizvi Vicki Ross Libby Scheiern Candace Schlein William Schubert Edmund Short Jeffrey Shultz Patrick Slattery Roger Slee Linda Tuhiwai Smith Joi Spencer James Spillane Tracy Stevens David Stovall Karen Swisher Carlos Alberto Torres Ruth Trinidad Wiel Veugelers Ana María Villegas Sophia Villenas Leonard Waks Kevin G. Welner Ian Westbury Geoff Whitty Shi Jing Xu
Download or read book New Perspectives on Educational Resources written by Karl Christian Alvestad and published by Taylor & Francis. This book was released on 2023-11-02 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing new perspectives on educational resources together, this book considers how a range of learning materials can be used to effectively highlight creativity, collaboration, and critical thinking in learning. Covering a broad scope of educational resources, the book examines the use of resources in Scandinavian education within language studies, literature, history, and social studies at all levels of education through empirically grounded research, including ethnographies and textual analysis. Written by practising experts in the field of education studies, chapters present examples of both cutting-edge digital media and more traditional artefacts and books, providing critical discussion and inspiration for how a range of resources can be used creatively within the classroom. This interdisciplinary book is a valuable addition to scholarly discussions around educational development and learning, and will be relevant for academics, researchers, and postgraduate students in the fields of teacher education, didactics, curriculum, and educational technology.
