This collection of essays is the third revised edition of Dr Krishna Kumar s UGC national lectures. It updates several issues in the context of recent concerns such as globalisation and external funding for education. Some of the issues discussed are the textbook, culture, learning by rote, failure of village primary schools, the merits of Gandhian ideas of education, and the interpretation of history.

Renowned cognitive scientist Allan Collins proposes a school curriculum that will fit the needs of our modern era. Examining how advances in technology, communication, and the dissemination of information are reshaping the world, Collins offers guidelines to help schools foster flexible, self-directed learners who will succeed in the global workplace.

The bulk of the book is essentially a partial English dictionary, with parts of speech, definitions, sample sentences, and ratings indicating both at what grade level a word may be expected to be known, and what priority should be put on it in teaching.

Presents a collection of essays that explore a college education as a means through which serious-minded individuals broaden their minds and acquire life skills, arguing that higher learning is an essential remedy for today's problems.

When sixteen-year-old Brent Bishop inadvertently causes the death of a young woman, he is sent on an unusual journey of repentance, building wind toys across the land. In his most ambitious novel to date, Newbery winner Paul Fleischman traces Brent's healing pilgrimage from Washington State to California, Florida, and Maine, and describes the many lives set into new motion by the ingenious creations Brent leaves behind. Paul Fleischman is the master of multivoiced books for younger readers. In Whirligig he has created a novel about hidden connections that is itself a wonder of spinning hearts and grand surprises.

This Collection Of Lectures Deal With The Character Of School Knowledge And The Curriculum. They Relate The School Curriculum To The Structure Of The Educational System And The Political And Economic Conditions Under Which The System Functions. The Author Believes That Dialogues On Education In India Mostly Take Place In A Fractured Discourse. On One Side Is The Language Used By Planners, Economists And Sociologists Of Education. On The Other Side Is The Language Of Teachers, Pedagogues And Psychologists. Neither Is Intrinsically Capable Of Capturing The Tension That Every Child In India Has To Cope With In Order To Be Educated.