Internationally recognized for his writing on educational leadership, and the ethics of educational leadership, Robert J. Starratt brings together a thoughtfully crafted selection of his writing, representing key aspects of his life and work, leading to his current thinking on the convergence of school leadership, the professional ethics of educators, and the integrity of the teaching-learning process. This retrospective reveals Starratt's enduring work as probing the foundational intelligibility of the teaching-learning process and its connection to human development of both students and teachers. It exhibits his efforts to focus the leadership of the teaching-learning process on a combination of cognitive insight into the intelligibility of the world, affective dwelling in the particulars of that intelligibility, and the responsibilities one’s relationships with the particular might suggest. A new introduction contextualises Starratt's work against key developments in the field. The unique collection of chapters develop various themes, from human resource development to the complexity of curriculum change and from ethical analysis of school organizational structures to the complex dramas in students’ personal lives and in the classroom. The book chronicles Starratt’s contributions to the field and his role as a leading scholar, who has played a key part in the development of leadership and ethics in education over the course of his career. Leading Learning/Learning Leading will be of global interest to education leaders and researchers engaged in the field of educational leadership and ethical education.

Born in Austria, Karl Popper (1902-1994) was one of the dominant philosophical thinkers of the 20th century. A ground-breaking thinker, he saw the essence of true science as being the readiness to submit theories to severe testing and to reject them when refuted by test. His first major book in 1935, The Logic of Scientific Discovery, marked him as a major analyst of science and was to have an enormous influence on the way people, including major scientists, came to think about the field. This collection is a timely assessment of the reactions to and abiding influence of Popper's work and the controversy it caused across many academic and political fields. The set includes early responses to Popper's work from sources difficult to obtain, and also two early reviews (by Carnap and Grelling) in translations specially prepared for this set. It is organised thematically and includes a substantial new introduction by the editor.