In The Classrooms All Young Children Need, Patricia M. Cooper takes a synoptic view of Paley’s many books and articles, charting the evolution of Paley’s ...

We discuss the development of cognitive neuroscience in terms of the tension between the greater sophistication in cognitive concepts and methods of the cognitive sciences and the increasing power of more standard biological approaches to understanding brain structure and function. There have been major technological developments in brain imaging and advances in simulation, but there have also been shifts in emphasis, with topics such as thinking, consciousness, and social cognition becoming fashionable within the brain sciences. The discipline has great promise (...) in terms of applications to mental health and education, provided it does not abandon the cognitive perspective and succumb to reductionism. (shrink)

David E. Cooper elucidates Nietzsche's educational views in detail, in a form that will be of value to educationalists as well as philosophers. In this title, first published in 1983, he shows how these views relate to the rest of Nietzsche's work, and to modern European and Anglo-Saxon philosophical concerns. For Nietzsche, the purpose of true education was to produce creative individuals who take responsibility for their lives, beliefs and values. His ideal was human authenticity. David E. Cooper sets Nietzsche's (...) critique against the background of nineteenth-century German culture, yet is concerned at the same time to emphasize its bearing upon recent educational thought and policy. (shrink)

_ The Routledge Encyclopaedia of Educational Thinkers_ comprises 128 essays by leading scholars analysing the most important, influential, innovative and interesting thinkers on education of all time. Each of the chronologically arranged entries explores why a particular thinker is significant for those who study education and explores the social, historical and political contexts in which the thinker worked. Ranging from Confucius and Montessori to Dewey and Edward de Bono, the entries form concise, accessible summaries of the greatest or most influential (...) educational thinkers of past and present times. Each essay includes the following features; concise biographical information on the individual, an outline of the individual’s key achievements and activities, an assessment of their impact and influence, a list of their major writings, suggested further reading. Carefully brought together to present a balance of gender and geographical contexts as well as areas of thought and work in the broad field of education, this substantial volume provides a unique history and overview of figures who have shaped education and educational thinking throughout the world. Combining and building upon two internationally renowned volumes, this collection is deliberately broad in scope, crossing centuries, boundaries and disciplines. The Encyclopaedia therefore provides a perfect introduction to the huge range and diversity of educational thought. Offering an accessible means of understanding the emergence and development of what is currently seen in the classroom, this Encyclopaedia is an invaluable reference guide for all students of education, including undergraduates and post-graduates in education or teacher training and students of related disciplines. (shrink)

R. S. Peters has not only been the major philosopher of education in Britain during second half of the twentieth century, but by common consent, he has transformed the subject and brought it into the mainstream of contemporary philosophy. The ten essays in this book attest to his influence whether by critical examination of his ideas or by original treatment of topics in which has has inspired a new interest.

Spirituality has been a part of nursing for many centuries and represents an essential value for people, including nurses and patients. Cumulative evidence points to the positive contribution of spiritually on health and wellbeing. However, there is little clarity about what spirituality means. The literature reveals that nurses have ascribed a diversity of interpretations to spirituality. However, no studies have investigated how registered nurses construct their understanding of spirituality using a critical discourse analysis approach. Therefore, the aim of this study (...) was to uncover how registered nurses construct their understanding of spirituality using a critical discourse analysis approach. Twenty registered nurses from a non‐denominational public hospital and a faith‐based private hospital were interviewed about their understanding of spirituality and practice of spiritual care. A critical discourse analysis approach was used in the examination of the interview texts to uncover underlying social and power features. Links were made between the linguistic features the registered nurses used in their interviews and the broader social context of the study. Three discourses emerged from the interview texts. These include constructing spirituality through personal religious beliefs discourse, holistic discourse and empathetic care discourse. The findings of this study have implications for nurse education and policy makers. (shrink)

David E Cooper; On Reading Nietzsche on Education, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 119–126, https://doi.org/10.1111/j.

David E Cooper; On Reading Nietzsche on Education, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 119–126, https://doi.org/10.1111/j.

This paper seeks to challenge the “fixed line” between disciplines by exploring the interconnections of Sociology and Caribbean Literature. It highlights the Caribbean author as a social activist and policymaker whose aim is to agitate for improvement in various social conditions. The writings of three Caribbean authors—Erna Brodber of Jamaica, as well Frank McField and Roy Bodden of the Cayman Islands—are examined. Through their published and unpublished works, through their fiction and non-fiction, the interconnection between Sociology and Caribbean Literature is (...) explored. Their writings become alternative narratives that address various sociological issues, as the writers are lauded for their social activism which gave a small community in Jamaica its history and which pleads for the youth and agitates for education in the Cayman Islands. These writers, some of whom are trained sociologists, use their training and knowledge in this field and their expertise in creative writing to demonstrate that the lines of demarcation between the disciplines are becoming increasingly blurred. The paper concludes that this fusing of the disciplines means Caribbean authors can be viewed as social activists and policymakers whose works posit new thoughts and present new possibilities to ailing Jamaica and Cayman societies. (shrink)

_Humanizing Education_ offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change. From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the _Harvard Educational Review_ carries readers to places where people have first imagined—and then organized—their own educational responses to dehumanizing practices and conditions. Contributors include Montse Sánchez Aroca, William Ayers, Kathy Boudin, Fernando Cardenal, Jeffrey M. R. Duncan-Andrade, Marco Garrido, Jay Gillen, Maxine Greene, Kathe Jervis, Nancy Uhlar Murray, Valerie (...) Miller, Wendy Ormiston, Ana Y. Ramos-Zayas, Vanessa Siddle Walker, Arthur E. Thomas, and Travis Wright. (shrink)

Some tendencies in modern education—the stress on ‘performativity’, for instance, and ‘celebration of difference’—threaten the value traditionally placed on truthful teaching. In this paper, truthfulness is mainly understood, following Bernard Williams, as a disposition to ‘Accuracy’ and ‘Sincerity’—hence as a virtue. It is to be distinguished from truth, and current debates about the nature of truth are not relevant to the issue of the value of truthfulness. This issue devolves into the question of whether truthfulness is a distinctive virtue of (...) teachers, which they have a special obligation to exercise in the face of competing aims. This paper defends the idea of distinctive professional duties and considers two conceptions of teaching which ascribe a central place to truthfulness. The first conceives of teaching as a personal relationship within which trust, and hence, it is claimed, truthfulness, are paramount. This claim is challenged, and the paper concludes by sympathetically considering a second conception of teaching, articulated by Oakeshott and Heidegger. In this conception, teaching is a ‘releasement’ from ‘the daily flux’ of pupils’ lives through a truthful initiation into the alternatives to this ‘daily flux’ found within ‘the civilized inheritance of mankind’. (shrink)

Educational policy and discussion, in Britain and the USA, are increasingly dominated by the confused ideology of egalitarianism. David E. Cooper begins by identifying the principles hidden among the confusions, and argues that these necessarily conflict with the ideal of educational excellence - in which conflict it is this ideal that must be preserved. He goes on to criticize the use of education as a tool for promoting wider social equality, focussing especially on the muddles surrounding 'equal opportunities', 'social mix' (...) and 'reverse discrimination'. Further chapters criticize the 'new egalitarianism' favoured, on epistemological grounds, by various sociologists of knowledge in recent years and 'cultural egalitarianism' according to which standard criteria of educational value merely reflect parochial and economic interests. (shrink)

David E Cooper; Practice, Philosophy and History: Carr vs. Jonathan, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 181–186, https:/.

ADHD (Attention Deficit/Hyperactivity Disorder) continues to be a controversial issue among some educationalists. This paper argues that negativity towards the ADHD concept shown by some antagonists is based on outdated thinking and a lack of understanding of the diagnosis and the biopsychosocial paradigm through which it can be usefully understood. The author delineates a biopsychosocial account of ADHD and gives particular attention to the educational implications of this view, exploring empirical evidence on effective educational interventions for ADHD. A major conclusion (...) that is drawn from the discussion is that educationalists who deride the ADHD concept from an uninformed position are not only hindering the development of effective interventions for ADHD, they are failing to exploit the educational potential of a biopsychosocial perspective that is likely to go well beyond the issue of ADHD in schools. (shrink)

David E Cooper; Practice, Philosophy and History: Carr vs. Jonathan, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 181–186, https:/.

Spirit of the Environment brings spiritual and religious concerns to environmental issues. Providing a much needed alternative to exploring human beings' relationship to the natural world through the restrictive lenses of 'science', 'ecology', or even 'morality', this book offers a fresh perspective to the field. Spirit of the Enironment addresses: * the environmental attitudes of the major religions; * the relationship between art and nature; * the Gaia hypothesis; * the non-instrumental values which have inspired environmental concern. Contributors range from (...) a variety of disciplines including philosophy, comparative religion, education and social anthropology, providing students with an intriguing survey on the role that spirituality and religion play in nature. This is a vital collection for those eager to examine the relationship between the spiritual and the environment. (shrink)

David E Cooper; Experience and the Growth of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 97–103, https://doi.org/1.

David E. Cooper Early in, while I was teaching in the United States, I received news of my appointment as a lecturer in the philosophy of education at the ...

This report includes 1) the previously unpublished findings of a current study about the teaching of ethics at leading English-speaking institutions in the Pacific region, 2) a comparison of those findings with a companion study conducted at leading institutions in the Atlantic region in 2008, and 3) the aggregate findings of the two studies considered as parts of a single research project. The purpose of the research was to determine how ethics is taught at selected leading English-speaking institutions of higher (...) education, the challenges their ethics teachers and students face, how individual faculty members enhance their ethics teaching effectiveness over time, in what senses of the word “ethics” can ethics be successfully taught, what types of creative pedagogical tools have these faculty developed, whether the ethics professor should “take a stand” or be “unbiased,” and related questions. In both studies most participants stated that a passion for the subject matter, for teaching, and for assisting students was more important than new technologies, teacher training, teaching video recordings, and working with mentors. (shrink)

Identifying what is wrong with the demise of wildlife requires prior identification of the human sentiment which is offended by that demise. Attempts to understand this in terms of animal rights (individual or species) and the benefits of wildlife to human beings or the wider environment are rejected. A diagnosis of this sentiment is attempted in terms of our increasing admiration, in the conditions of modernity and postmodernity, for the 'harmony' or 'at homeness' of wild animals with their environments. The (...) diagnosis is defended against certain misunderstandings, and implications are tentatively drawn from it for environmental education and the management of wildlife. (shrink)

Joan Cooper; Criteria for Successful Teaching: or An Apple for the Teacher, Journal of Philosophy of Education, Volume 1, Issue 1, 30 May 2006, Pages 5–18, http.

By addressing specific global problems and placing them within an ethical context, "The Environment in Question" provides the reader with both a theoretical and practical understanding of environmental issues. The contributors are internationally known figures drawn from the various disciplines which bear upon these issues, such as geography, psychology, social policy, and philosophy. The contributions range from those tackling individual concrete issues (such as nuclear waste and the threat to the rain forest) to those addressing matters of policy, principle and (...) attitude (such as our obligations to future generations and the nature of technological risk). "The Environment in Question" is designed as a text for students of philosophy, environmental science, environmental education, ecology, and teacher education. It can be used as an inter-disciplinary, self-contained course book or in conjunction with relevant material. In addition, as the essays directly and controversially address current environmental debates in a non-technical manner, it is of great interest both to professionals in those areas and to readers who care about the planet's future. The substantial cross-section of concerns and approaches will enable all readers to develop the necessary level of understanding required to initiate and sustain debate on environmental issues. Contributors: Robert Allsion, David E. Cooper, Barry S. Gower, F. G. T. Holliday, C. A. Hooker, Mary Midgley, Philip Neal, Joy A. Palmer, Robert Prosser, Holmes Rolston III, Mark Sagoff, Vandana Shiva, Stephen Sterling, Rosemary J. Stevenson, Jennifer Trusted. (shrink)

David E Cooper; Comment on Dr Fairhurst's Paper, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 254–255, https://doi.org/10.1111/j.1.

David E Cooper; Comment on Dr Fairhurst's Paper, Journal of Philosophy of Education, Volume 14, Issue 2, 30 May 2006, Pages 254–255, https://doi.org/10.1111/j.1.

David E Cooper; Delusions of Modesty: a reply to my critics, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 125–135, https://doi.org.

David E Cooper; Delusions of Modesty: a reply to my critics, Journal of Philosophy of Education, Volume 15, Issue 1, 30 May 2006, Pages 125–135, https://doi.org.

David E Cooper; Equality and Envy, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 35–47, https://doi.org/10.1111/j.1467-9752.1982.tb.

David E Cooper; Equality and Envy, Journal of Philosophy of Education, Volume 16, Issue 1, 30 May 2006, Pages 35–47, https://doi.org/10.1111/j.1467-9752.1982.tb.

David E Cooper; Experience and the Growth of Understanding, Journal of Philosophy of Education, Volume 14, Issue 1, 30 May 2006, Pages 97–103, https://doi.org/1.

David E Cooper; Grammar and the Possession of Concepts, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 204–222, https://doi.org/10.11.

David E Cooper; Grammar and the Possession of Concepts, Journal of Philosophy of Education, Volume 7, Issue 2, 30 May 2006, Pages 204–222, https://doi.org/10.11.

D E Cooper; Is Language Learned?1, Journal of Philosophy of Education, Volume 9, Issue 1, 30 May 2006, Pages 93–104, https://doi.org/10.1111/j.1467-9752.1975.tb.

David E Cooper; Understanding as Philosophy, Journal of Philosophy of Education, Volume 17, Issue 2, 30 May 2006, Pages 145–153, https://doi.org/10.1111/j.1467-.

David E Cooper; Understanding as Philosophy, Journal of Philosophy of Education, Volume 17, Issue 2, 30 May 2006, Pages 145–153, https://doi.org/10.1111/j.1467-.

Sir Andrew Witty’s pivotal 2013 report (Witty, Encouraging a British invention revolution: Sir Andrew Witty’s review of universities and growth. Final Report and Recommendations, 2013) identified that universities have an extraordinary potential to enhance economic growth, and that much of this growth will come from small-to-medium enterprises (SMEs). The report noted that whilst they offer SMEs substantial benefits, many universities lack resources for external engagement. I argue that larger universities do contribute to this narrative but are driven by strong research (...) agendas and typically work with larger companies nationally and internationally. They are not particularly accessible to SMEs.This chapter discusses the impact that a small university can have on the regional economy in which it operates, and argues that smaller universities can be more focused on local need, especially in relation to supporting small businesses. It is presented within the context of the development of the University of Chichester Business School over the last 20 years; the successes and the challenges that had to be overcome. The University and the Business School is an example of an anchor institution, like many other small universities, embedded in their local economies, acting as facilitators at the heart of a network of open innovation, connecting supply chains, education establishments, local government and businesses.The importance of building long-term relationships is explored and illustrated with feedback from interviews with key stakeholders in the regional economy. (shrink)

This chapter contains sections titled: “The Postmodern Condition” Postmodernism Postmodernism and Education Questioning Postmodernism “The Last Word”.