How do you establish a classroom culture in which students routinely conjecture and think mathematically? How do you establish a way of working with teachers, using video, in which discussion supports professional development? The present book offers answers to these questions through an in depth (enactivist) study of one exceptional teacher in one innovative mathematics department in the UK. The book reveals some striking parallels between working to support students’ mathematical thinking and working to support teacher learning. A case is made for the importance of metacommunication in both contexts - communication about the communications that are occurring. For example, there is compelling evidence from a classroom that metacommunication, linked to the words ‘conjecture’ and ‘becoming a mathematician’, supports student metacognition and mathematical thinking. In working with teachers or students, offering these powerful metacommunications seems to require a heightened listening. With a heightened listening, attention is placed not just in what is said, but in what kind of a thing is said, with the teacher or facilitator being alongside the individuals in the wider group. "Read this book if you’re a teacher for insights into how one teacher establishes a classroom culture where her children are doing mathematics, ‘being mathematicians’ and reflect on what you want in your own classroom. Read this book if you’re a teacher educator to reflect on parallels between teaching and running professional development sessions, particularly using video. If you do not fit in either of these categories, read this book and use stories in your life." - Laurinda Brown, University of Bristol.

At a time of increasing financial pressure on families - as well as the services that support them - children are doubly disadvantaged. The economical mass-provision of proven approaches appears to be an unquestionable strategy. In this frank and revealing book, written by an experienced child and adolescent psychiatrist of eclectic and questioning persuasion, the argument is made that we are travelling in the wrong direction. A blinkered pursuit of empirical evidence and uniform delivery is leading us away from any sensitive and reciprocal relationship between caring professionals and the young individuals whose interests they are there to serve. Drawing on attachment and psychodynamic approaches, as well as systemic, values-based and mindful practice, Being With and Saying Goodbye describes an attitude that should be the prerequisite and medium of all child and adolescent work that has therapeutic intention. Unacknowledged, even reviled, this ghost in the machine is threatened with extinction.

In response to the confluence of moral uncertainty with the increase of human power to alter nature, and through critical integration of the philosophical naturalism of Hans Jonas and the critical religious naturalism of James M. Gustafson, The Tangled Bank argues for an ecotheological ethics of responsible participation. By making the case that the moral pressures of our time call for a vision that is as deeply naturalistic as it is deeply theological, a critical perspective is advanced that is attuned to human embeddedness within nature as well as to human distinctiveness. In support of this, a moral anthropological method is deployed as a creative new way to integrate the comparative, critical, and constructive tasks of theological ethics. The insights of Hans Jonas and James M. Gustafson, interpreted comparatively for the first time, are critically drawn together to suggest new directions for scholarship and teaching in theology and religion and science studies.

Crossing Borders examines how translocal, transnational, and internal borders of various kinds distribute uneven capabilities for moving, dwelling, and circulating. The contributors offer nuanced understandings of the politics of mobility across various kinds of borders and forms of cultural circulation, showing how people experience and practice crossing many different borders. Several chapters draw on interviews and ethnographic methods to analyze transnational migration, while others focus on material relations and cultural practices. Rather than the usual narrative of mobility as a kind of freedom, border crossing emerges here as an instrumental practice for building translocal livelihoods, a tactic for simply getting by, and a material practice potentially generating new forms of future sociality. Ultimately these diverse perspectives on crossing borders offer new ways to think about the mobility of political relations and the politics of mobile relations in a world of growing circulation across borders, but also flexible forms of (re)bordering. This book was originally published as a special issue of Mobilities.

This book, the text of Martin Heidegger's lecture course of 1929/30, is crucial for an understanding of Heidegger's transition from the major work of his early years, Being and Time, to his later preoccupations with language, truth, and history. First published in German in 1983 as volume 29/30 of Heidegger's collected works, The Fundamental Concepts of Metaphysics presents an extended treatment of the history of metaphysics and an elaboration of a philosophy of life and nature. Heidegger's concepts of organism, animal behavior, and environment are uniquely developed and defined with intensity. Of major interest is Heidegger's brilliant phenomenological description of the mood of boredome, which he describes as a "fundamental attunement" of modern times.

This monograph offers new insights into the connection between self-consciousness and emotion. It focuses on what fundamental “feelings of being” tell us about ourselves. The results enrich the philosophy of human affectivity and help shed new light on some pressing, current problems. The author seeks to understand self-consciousness as an affective phenomenon, namely as self-feeling. He identifies it as a pre-reflective, pre-propositional, bodily feeling that shapes our space of possibilities. It is the affective disclosure of individual existence. His account overcomes the difficulties of infinite regress and vicious circularity that reflective (or higher-order) accounts of self-consciousness struggle with. At the same time, it helps build a bridge between the basic level of self-consciousness and the higher level of more substantial thoughts about oneself. The title explores fundamental affectivity, Matthew Ratcliffe’s theory of existential feelings, features of self-feeling, and appropriateness and inappropriateness in self-interpretation. It also considers the contributions of the Heidelberg School of self-consciousness to current debates. The title provides students and researchers with a unique look into such vital philosophical questions as: What is self-consciousness? How do we know ourselves? It will also appeal to a wider audience interested in self-consciousness and/or human affectivity since it does not presuppose knowledge of the jargon.