Today, more than ever, students and teachers should be better able to address questions of perspective with more original sources at their fingertips. Whose History? raises and addresses important questions about how history is perceived, not only through aspects of historiography but by teachers deciding how and what to teach in this modern world. A wide range of respected contributors with a vast experience in education cover topics such as: Coming to terms with the past: Germany's changing view of the Second World War; Dangerous interpretations in post conflict history teaching; and Is the past such a foreign country? Rediscovering history as a way to understanding the micropolitics of the present. Contributors include: Dinos Aristidou; Richard Caston; Dr Richard Caffyn; Dr Rebecca Conway; Malcolm Davis; Dr Caroline Ellwood; Terry Haywood; Dr Walther Hetzer; Jack Higginson; Dr Siva Kumari; Roger Moorhouse; Professor Olukoya Ogen; Dr Malcolm Pritchard; Dr Rauni Rasanen; Paul Regan

This volume offers a collection of several of Professor Habib's essays, providing an insightful interpretation of the main currents in Indian history.

Selected essays of Maurice Merleau-Ponty published from 1947 to 1961.

First published in 1982, this is one of Mary Douglas' favourite books. It is based on her meetings with friends in which they attempt to apply the grip/group analysis from Natural Symbols. The essays have been important texts for preparing grid/group exercises ever since. She is still trying to improve the argument of Natural Symbols and is always hoping to find better applications to illustrate the power of the two dimensions used for accurate comparison.

A reader covering everything from sixth-century icons to contemporary art, this compilation offers a critical investigation of art history from a Christian perspective.

In this work Tim Ingold offers a persuasive new approach to understanding how human beings perceive their surroundings. He argues that what we are used to calling cultural variation consists, in the first place, of variations in skill. Neither innate nor acquired, skills are grown, incorporated into the human organism through practice and training in an environment. They are thus as much biological as cultural. To account for the generation of skills we have therefore to understand the dynamics of development. And this in turn calls for an ecological approach that situates practitioners in the context of an active engagement with the constituents of their surroundings. The twenty-three essays comprising this book focus in turn on the procurement of livelihood, on what it means to ‘dwell’, and on the nature of skill, weaving together approaches from social anthropology, ecological psychology, developmental biology and phenomenology in a way that has never been attempted before. The book is set to revolutionise the way we think about what is ‘biological’ and ‘cultural’ in humans, about evolution and history, and indeed about what it means for human beings – at once organisms and persons – to inhabit an environment. The Perception of the Environment will be essential reading not only for anthropologists but also for biologists, psychologists, archaeologists, geographers and philosophers. This edition includes a new Preface by the author.

This book addresses issues and challenges arising in the theory and practice of international education. Written by leading international experts in the field, it draws on up-to-date scholarship relating to this burgeoning area of study. The book reflects research that focuses on the increasing importance worldwide of the international schools sector. Acknowledging the seminal contribution made to development of the field by Professor Jeff Thompson, it discusses topical and fundamental questions relating to international education that are faced by researchers and practitioners. These include the aims of international education, its underpinning philosophy and values, the role of curriculum, the nature of pedagogy in this context and challenges for teaching and leadership. The volume is research-focused and comprises chapters from well-regarded experts based in 11 different countries who have academic and professional experience in teaching and researching international education. As a major contribution to this growing field of knowledge in a rapidly changing educational context, this book will be of great interest to academics, students and researchers in the field of international education worldwide, as well as those with research interests in comparative education and curriculum studies.