In advocating an action-oriented and issues-based curriculum, this book takes the position that a major, but shamefully neglected, goal of science and technology education is to equip students with the knowledge, skills, attitudes and values to confront the complex and often ill-defined socioscientific issues they encounter in daily life as citizens in an increasingly technology-dominated world carefully, critically, confidently and responsibly. In outlining proposals for addressing socioscientific issues through a curriculum organized in terms of four increasingly sophisticated levels of consideration, the author adopts a highly critical and politicized stance towards the norms and values that underpin both scientific and technological development and contemporary scientific, engineering and medical practice, criticizes mainstream STS and STSE education for adopting a superficial, politically naïve and, hence, educationally ineffective approach to consideration of socioscientific issues, takes the view that environmental problems are social problems occasioned by the values that underpin the ways in which we choose to live, and urges teachers to encourage students to reach their own views through debate and argument about where they stand on major socioscientific issues, including the moral-ethical issues they often raise. More controversially, the author argues that if students are to become responsible and politically active citizens, the curriculum needs to provide opportunities for them to experience and learn from sociopolitical action. The relative merits of direct and indirect action are addressed, notions of learning about action, learning through action and learning from action are developed, and a case is made for compiling a user-friendly database reflecting on both successful and less successful action-oriented curriculum initiatives. Finally, the book considers some of the important teacher education issues raised by this radically new approach to teaching and learning science and technology. The book is intended primarily for teachers and student teachers of science, technology and environmental education, graduate students and researchers in education, teacher educators, curriculum developers and those responsible for educational policy. The author is Emeritus Professor of Science Education at the Ontario Institute for Studies in Education (University of Toronto), Adjunct Professor of Science Education at the University of Auckland and Visiting Professor of Science Education at the University of Hong Kong. His research interests include considerations in the history, philosophy and sociology of science and their implications for science and technology education, STSE education and the politicization of both students and teachers, science curriculum history, multicultural and antiracist education, and teacher education via action research.

Throughout his career, Michael Reisman emphasized law’s function in shaping the future. In this wide-ranging collection of essays, major thinkers in the international legal field address the goals of the twenty-first century and how international law can address the needs of the world community.The result is a volume of outstanding scholarship that will appeal to all those – lawyers, political scientists, and educated laymen— interested in international law, legal theory, human rights, international investment law and commercial arbitration, boundary issues, law of the sea, and law of armed conflict.

Throughout his career, Michael Reisman emphasized law’s function in shaping the future. In this wide-ranging collection of essays, major thinkers in the international legal field address the goals of the twenty-first century and how international law can address the needs of the world community.

Changing Circumstances - Looking At The Future Of The Planet is an expansive presentation of international contemporary photography, video, and new media art addressing the challenges presented by global change. The book shows the works of over 30+ leading international artists, focusing on the ways in which photographic, video and digital art reflects on our relationship, as individuals and as a society, to the natural environment around us. An important aspect of this presentation is how individual artists are using their work to initiate and actively support change that seeks to correct the negative impact of human behaviour on the natural environment. The purpose of the book is to provoke, through visual art, new ways of thinking about how we see our role within the natural environment and our connection(s) to the rest of the planet - and how this affects our future. While we cannot ignore the problems of the planet today, the book will not simply be a recitation of negative prognoses. Rather it will look at ways in which artists and scientists are re-visioning our relationship with the earth and space. The artists and artworks address a broad range of issues that we understand as key challenges to the future of the earth - including climate change, migration, water, energy production, and natural resources. Many of the works present atypical uses of visual art and photography to address these changes with new media, moving image, performance, and text. Lead essays will be provided by the pioneering curator Wendy Watriss, Co-Curator of the Changing Circumstances Exhibition and Co-Founder of FotoFest International, and by FotoFest Executive Director and Co-Curator of the Changing Circumstances Exhibition, Steven Evans. The authors will look at the shifting relationships between contemporary art photography, issues of global change, and activism. Co-Founder of FotoFest International and Changing Circumstances Co-Curator Frederick Baldwin, with Watriss and Evans, will provide a philosophical overview of the project in the introduction. The Artists Amy Balkin (USA) Mandy Barker (UK) Daniel Beltrá (Spain) Atul Bhalla (India) Edward Burtynsky (Canada) Barbara Ciurej and Lindsay Lochman (USA) Pedro David (Brazil) Luis Delgado-Qualtrough (Mexico/USA) Susan Derges (UK) Nigel Dickinson (UK) Dornith Doherty (USA) David Doubilet (USA) Peter Fend (USA) Roberto Fernández Ibáñez (Uruguay) Karen Glaser (USA) Gina Glover (UK) Ingo Günther (Germany/USA) Niklas Goldbach (Germany) Lucy Helton (UK/USA) Chris Jordan (USA) Isaac Julien (UK) David Liittschwager (USA) Pablo Lopez Luz (Mexico) Evelyn Messinger and Kim Spencer (USA) Vik Muniz (Brazil) Robert Harding Pittman (Germany/USA) Meridel Rubenstein (USA) Joel Sartore (USA) Toby Smith (UK) Jamey Stillings (USA) Martin Stupich (USA) Brad Temkin (USA)

"This book evaluated the incorporation of technology into educational processes reviewing topics from primary and secondary school to higher education, from Second Life to wiki technology, from physical education to cultural learning"--Provided by publisher.

Looking for a future is not just a story. This story is a true story of a 13-year-old boy named Abdul who wanted a simple future like everyone else. Abdul left his hometown of Keren with his grandmother to look for his own future. This book tells how he crosses four different countries to get to the land he dreamed of. Abdul recounts the difficulties he faced alone trying to escape over the various borders. How it feels to walk on thorns and drive through the Sahara heat to reach Europe. Abdul also recounts some scenes he saw along his way that are hard to believe and impossible to forget.