Predominantly Catholic societies subjected to British conquest and partial colonization, Ireland and Quebec rebelled unsuccessfully and entered the modern era with populations divided by language and religion. Ireland failed to achieve home rule within the United Kingdom and chose armed resistance, which led to independence for most of the country at the price of partition. Quebec achieved home rule as a province within the Canadian federation, which led to a century of relative stability followed by the Quiet Revolution and the rise of an independence movement. Almost simultaneously with increased pressure for independence in Quebec, the Irish question erupted again with an armed struggle between supporters and opponents of partition in the six northern counties.

"A multi-layered visual work exploring the Black experience of driving in America. Challenging preconceived ideals of the classic road trip, this thought-provoking book layers pages from the historical Negro Motorist Green Book with found images, pictures from the family archives, and new photographs. It questions how long the road will continue to be a site of violence and oppression for Black people in American society." --

No two people were more responsible for the current way lessons are taught worldwide than Jean Piaget and Lev Vygotsky. Both men had an important impact worldwide on how a person should be taught--starting in the last century and continuing today. Jean Piaget's Genetic Epistemology concentrated on the individual in learning. Lev Vygotsky's Cultural–Historical Theory concentrated on the social in learning. All over the world, teachers today use each man's ideas. Some use them at different times in their classrooms and others have learned to use them combined into the same lesson--bringing us to the crux of this book; namely, there are many lessons to learn by discovering the dynamics in the lives of both men. While both were from very different countries, there are many similarities in their lives. While most professors teaching introductory educational psychology courses focus on the difference in their lesson strategies, there are some remarkable similarities between their respective pedagogies. While differences in their families and countries were obviously significant, the two men differed surprisingly little in their pedagogical views and their basic ideas. Their similarities in views and ideas are due to the similarities in their lives. Chapter 1 looks at those similarities by looking at influences in their childhood. Chapter 2 observes their adolescence. Chapter 3 concentrates on young adulthood. Chapter 4 covers their postgraduate work. Chapter 5 traces the origins of their major ideas. For Jean Piaget, we look at the origin of chronological stages of development, the role of language, the role of the teacher, optimal mismatch, equilibration, error, and play. For Lev Vygotsky, we look at the origin of zone of proximal development, internalization, stage of development, "the social other," role of language, error, sociohistorical context of learning, scaffolding and play. Chapter 6 deals with how Jean Piaget and Lev Vygotsky were able to overcome adversity and the lessons that can be learned by such overcoming. Chapter 7 provides a new pedagogy based on the communications that Jean Piaget and Lev Vygotsky had with each other, noting the influence such communications had on their mutual ideas.