In 1904, Edmund J. James inherited the leadership of an educational institution in search of an identity. His sixteen-year tenure transformed the University of Illinois from an industrial college to a major state university that fulfilled his vision of a center for scientific investigation. Winton U. Solberg and J. David Hoeveler provide an account of a pivotal time in the university’s evolution. A gifted intellectual and dedicated academic reformer, James began his tenure facing budget battles and antagonists on the Board of Trustees. But as time passed, he successfully campaigned to address the problems faced by women students, expand graduate programs, solidify finances, create a university press, reshape the library and faculty, and unify the colleges of liberal arts and sciences. Combining narrative force with exhaustive research, the authors illuminate the political milieu and personalities around James to draw a vivid portrait of his life and times. The authoritative conclusion to a four-part history, Edmund J. James and the Making of the Modern University of Illinois, 1904–1920 tells the story of one man’s mission to create a university worthy of the state of Illinois.

H.G. Callaway’s critical edition of William James's Essays in Radical Empiricism evaluates this classic work of American philosophy and the pragmatist tradition partly on the basis of the functional psychology of James's magnum opus, The Principles of Psychology. The edition also brings in later, Darwinian-functionalist, American psychology—which James did much to inspire—and contemporary developments in functional, cognitive psychology and neuroscience. James’s own text has been annotated throughout to render his references and theoretical concerns explicit and to briefly indicate points of criticism. The edition features an expanded bibliography that includes both historical and contemporary sources, as well as a new, comprehensive index. The chief arguments of the edition center on criticism of James's claims for "radical empiricism," his doctrine of "pure experience," and the doubtful role as evidence James attributed to stand-alone introspection and Jamesian “retrospection.” Enlisting results from the logic of relations, contemporary empiricism, historical and contemporary developments in cognitive psychology, and experimental neuroscience, Callaway argues for the importance of James on functional relations—to be interpreted in the manner of the scientific naturalism prominent in The Principles of Psychology. Too often, James’s late philosophical views have overshadowed the accomplishments of his earlier work in psychology. Overall, this new edition indicates the scientific virtues of functionalism in cognitive psychology and shows the relevance of James’s functional psychology to contemporary cognitive theory.

In these three lectures, Cavell situates Emerson at an intersection of three crossroads: a place where both philosophy and literature pass; where the two traditions of English and German philosophy shun one another; where the cultures of America and Europe unsettle one another. "Cavell's 'readings' of Wittgenstein and Heidegger and Emerson and other thinkers surely deepen our understanding of them, but they do much more: they offer a vision of what life can be and what culture can mean. . . . These profound lectures are a wonderful place to make [Cavell's] acquaintance."—Hilary Putnam

Essays on Aesthetic Education for the 21st Century, co-edited by Tracie Costantino and Boyd White, brings together an international collection of authors representing diverse viewpoints to engage in dialogue about the ongoing critical relevance of aesthetics for contemporary art education.

Curricular Conversations is about play as a medium for teaching and learning that asks teachers and students to participate through adapting, changing, building and creating meaning.

Parts one and two of this volume present the theoretical lenses used to study the social contexts of education. These include long-established foundations disciplines such as sociology of education and philosophy of education as well as newer theoretical perspectives such as critical race theory, feminist educational theory, and cultural studies in education. Parts three, four, and five demonstrate how these theoretical lenses are used to examine such phenomena as globalization, media, popular culture, technology, youth culture, and schooling. This groundbreaking volume helps readers understand the history, evolution, and significance of this wide-ranging, often misunderstood, and increasingly important field of study. This book is appropriate as a reference volume not only for scholars in the social foundations of education but also for scholars interested in the cultural contexts of teaching and learning (formal and informal). It is also appropriate as a textbook for graduate-level courses in Social Foundations of Education, School and Society, Educational Policy Studies, Cultural Studies in Education, and Curriculum and Instruction.

"In this sequel to his acclaimed The Call to Teach, David Hansen revisits the idea of teaching as a calling in light of contemporary prospects in education. He shows why the call to teach walks hand in hand with teaching as the holistic practice of being with students in their interaction with subject matter, one another, and their larger life experience. The book is a sequel, not merely a new edition. thoroughly re-written and re-researched to expand original premise of "The Call to Teach.""--