Makes available to English speakers the philosophy of influential Soviet educator Sukomlinsky (1918-70). Describes his holistic system of education that emphasizes the moral and aesthetic dimensions of a child's development as well as the physical, intellectual, and vocational. Also explores his influence and successors. Annotation copyrighted by Book News, Inc., Portland, OR

Our School in Pavlysh describes the vibrant learning community in which Sukhomlinsky and his staff at Pavlysh Secondary School developed a holistic system of education that fostered curiosity, empathy, responsibility and creativity.

Vasily Sukhomlinsky's My Heart I Give to Children is an educational classic that has sold millions of copies in 30 languages. It describes Sukhomlinsky's ground-breaking work with thirty-one students in rural Ukraine, during an experimental preschool year and the subsequent four years of their primary schooling. Sukhomlinsky wrote over thirty books, all based on his personal experience as a teacher and school principal at Pavlysh Secondary School in rural Ukraine during the 1950s and 1960s. His school became famous in educational circles and hosted thousands of visitors who came from the length and breadth of the Soviet Union and beyond. One visiting principal wrote, "Pavlysh Secondary School should be renamed a university We say this quite seriously: a feeling of wonder and admiration overwhelms anyone with the slightest love for children and schools." (V.A. Karakovsky) Another wrote, "I have spent only one day in this remarkable school ... but I have learnt as much as I did in four years at teachers college." (M. Manukian) Sukhomlinsky's writings continue to enjoy popularity, and are especially influential in China. My Heart I Give to Children was many years ahead of its time. It addresses issues such as our relationship with nature, how to nurture children's souls in the face of the sometimes negative influences of mass media, how to help children develop empathy for others, how schools can develop strong relationships with families, how children's brains function and develop, how to foster an intrinsic love for learning, and how to support children who struggle to acquire skills in literacy and numeracy. The work is addressed to school principals and teachers, and anyone interested in the upbringing of young children.

Tales from Pavlysh: A World of Beauty contains 19 little tales from Sukhomlinsky's Ethics Anthology, a collection of over 500 stories designed to promote thought about values. The stories have been translated into English by Alan Cockerill, and beautifully illustrated by students from Ukraine and Belarus. All the stories in this short selection are about beauty, and how people perceive it and relate to it. The colourful illustrations are a feature of this book. Over 2000 pictures were entered in a competition to illustrate the 19 stories, and the pictures chosen for this book are exceptional. The students were asked to show children in Australia the beauty of the Ukrainian countryside, and the resulting pictures speak for themselves.

A clear and practical overview of ways in which mainstream schools can promote the health of all who work and learn in them. Evidence is supported by the latest research findings from the UK, Europe and USA.

Place- and community-based education – an approach to teaching and learning that starts with the local – addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people’s attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students’ engagement with learning and enhance their academic achievement. Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.