Dear Readers, To educate the complete child, teaching and learning must encompass all aspects of student development. How do experts from many disciplines collaborate and combine their skills and abilities to meet the developmental requirements of students? What attitudes and ideas are required to effectively collaborate in order to build healthy educational settings for children? Who has responsibility for the collaborative process, and who intervenes when it fails? There is room for everyone to excel intellectually if they are given the correct education from the beginning. "The function of education is to teach one to think deeply and critically." True education aims to develop intelligence as well as character. The importance of cooperation and coordination in problem resolution and transformation in classrooms, schools, and school-community systems is emphasised. What exactly is 'Education'? What is its principal function, and what is it not? Which techniques support it, and at what cognitive levels? So many fundamental issues that many of our "trained teachers," among others, raise. And there are few forums where they may debate the few replies they have found so far. As a result, there was a perceived need for a book of this type, containing basic principles and introductions to many pertinent theories. I hope that the book will be a useful resource for student-teachers, teachers, teacher-educators, and all stakeholders in our country's educational institutions.

. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.