Explores the spiritual dimension of education, and discusses ways to nourish the spiritual development of adolescents in public schools without violating anyone's legal rights.

Scholars and musicians from many different backgrounds will find this book helpful as it deals with psychic problems in both professions. This book might help scholars and musicians to find a way out of their psychic dilemmas. From classical musicians to rock stars, from curriculum theorists to music teachers, from anthropologists to philosophers, this book takes the reader through a rocky intellectual terrain to explore what happens when one can no longer play or work. The driving question of the book is this: What do you do when you cannot do what you were called to do? This is what the author calls The Crisis of Psyche. The theoretical framework for this book combines curriculum theory, psychoanalysis and phenomenology. Here, the author looks at issues of emotion and the working through of crisis points in the lives of both scholars and musicians. Psychoanalytic theory helps to flesh out and untangle what it means to suffer from a damaged musical psyche and a damaged scholarly psyche. How to work through psychic inertia as a scholar? How to work through through psychic inertia as a musician? From Pink Floyd to Laurie Anderson, from Marion Milner to William F. Pinar, this book draws on the work of a wide range of musicians and scholars to find a way out of psychic blocks. From Philip Glass to Pablo Casals, from Michael Eigen to Mary Aswell Doll, this book draws on the work of composers, cellists, psychoanalysts and educationists to find a way out of psychic meltdowns.

Cognition, mind, counseling psychology, lesson plans, learning styles, and Vygotsky are just a few of the many subjects discussed in this exciting work. Educators, students, counselors, parents, and others will find new understanding as they read and browse. How does the immigrant experience affect student outcomes? What are the effects of poverty on standardized testing? How can a teacher or parent develop study skills in the special needs learner? What is the effect of the school environment on students? What are the larger issues at work in educating students of diverse races, cultures, and classes. This work, a rethinking of school psychology, will be an essential resource for anyone who is interested in teaching and learning. It combines effective, traditional knowledge with contemporary insights into the nature of today's schools and students.

This is a book that supports teachers, teacher educators and educational researchers as they strive for ways to make their work more authentic, more meaningful, and therefore more spiritual. Dobson describes the practices of exemplary teachers, offers a theoretical framework for transformative teaching, and includes useful examples that the reader can readily include in her own teaching and/or research.

This book on process-relational philosophy of education suggests that the notion of Adventure is foundational for the advancement of knowledge. Learning, teaching, and research are best conceived as rhythmic and relational processes, involving curiosity, imagination, valuation, creativity, and self-realization. Thus construed, contemporary educational practices can be revitalized from pedagogies of information retention and the current overemphasis on analytic precision.

As we enter the Twenty-First Century, it is easy to assume that worsening trends in violence will be a feature of our lives, whether in our schools, our societies or as a species. Educating Beyond Violent Futures challenges assumptions that trends in violence are destiny, and raises crucial questions about choice and engagement. Drawing upon new research, this book is essential reading for those who want to prepare our children for living constructively in the next century