This title sets out to write new transnational South Asian art histories - to make visible histories of artworks that remain marginalised within the discipline of art history. However, this is done through a deliberate 'productive failure' - specifically, by not upholding the strictly genealogical approach that is regularly assumed for South Asian art histories. For instance, one chapter explores the abstract work of Cy Twombly and Natvar Bhavsar. The author examines 'whiteness', the invisible ground upon which racialized art histories often pivot, as a fraught yet productive site for writing art history. This book also provides original commentary on how queer theory can deconstruct and provide new approaches for writing art history. Overall, this title provides methods for generating art history that acknowledge the complex web of factors within which art history is produced and the different forms of knowledge-production we might count as art history.

Design for and turn your failures into meaningful learning experiences Written by a leading global expert on human cognition, productive failure, and learning methods, Productive Failure shows you how to design the experience of failing. Research shows that repeated experiences of intriguing, constructive failure can help students (and our own children, and anyone else we lead) develop creativity and learn more deeply. When carefully curated, failure can become a signal for learning, not the noise detracting from it. The result? Learners gain a lifelong readiness to push themselves outside of their comfort zones, using setbacks as launchpads for learning and innovation. The evidence-based principles in this book are powerful, not only in formal schooling contexts, but also for anyone taking charge of and designing their own lifelong learning. From learning a new language or skill to setting up goals that push you past your limits, this book unpacks the science of Productive Failure and describes design principles—and specific strategies built upon them—that let you harness Productive Failure for your own benefit. Learn and understand the science of failure Apply the research-based Productive Failure framework in classrooms, teams, groups, and organizational settings Learn techniques like retrieval practice, generative problem-solving, motivational hacking, culture building, and so on to deepen learning experiences Reach new levels of critical thinking, innovation, and success by making failure the norm, not the exception, and learning how to cope with it This fascinating and actionable book is a must for educators, parents, managers, leaders, and anyone who needs to help others (or themselves) learn how to learn.

Can literature transcend the limits of language? At the turn of the millennium, several American and Canadian authors grappled with this question in their works. They formed a literary movement: the New Sincerity. Felix Haase studies how the New Sincerity negotiates sincerity and irony. He traces the origin of its ideas back to the Romantics and Postmodernism. His close readings of works by Ben Lerner, Dave Eggers and Sheila Heti are a fascinating account of contemporary North American literature. Kann Literatur die Grenzen der Sprache überwinden? Zu Beginn des 21. Jahrhunderts suchten amerikanische und kanadische Autor:innen neue Antworten auf diese Frage. Sie begründeten eine literarische Bewegung: die neue Aufrichtigkeit. In seinem Buch untersucht Felix Haase die Beziehung zwischen Aufrichtigkeit und Ironie anhand zeitgenössischer nordamerikanischer Literatur. Die Ideen der neuen Aufrichtigkeit werden auf die Zeit der Romantik und des Postmodernismus zurückgeführt.

With the rapid changes in the social, political, economic and technological landscape around the world, today's learners face a more globally competitive job market after leaving school. The 21st century, which is characterized by the emergence of knowledge-based societies, expects learners to be comfortable in dealing with ambiguities and complexities in the real world and to be able to use knowledge as a tool at their workplace. This book will help readers develop an in-depth understanding of authentic problem solving and learning, and how it can be used to make a difference in their school or learning communities for the development of 21st century competencies. Comprising 20 chapters written by Singapore-based and international authors, the book is organized into three themes: authentic problems, authentic practices, and authentic participation. It details innovative school practices (e.g. productive failure) concerning the design of problems, learning activities, learning environments, and ICT tools for authentic problem solving and learning. Along with theoretical explanations of authentic learning processes and outcomes, the book also elucidates how students learn by generating and exploring solutions to complex problems and which cognitive functions are needed at different stages of problem-based learning. Presenting coherent descriptions of instructional design principles, successful cases and challenges encountered in K-12 schools and learning communities, the book provides useful information, new insights, and practical guidance for school directors, parents, teachers and researchers seeking to develop authentic learning environments for 21st century learners.

Unlike other volumes in the current literature, this book provides insight for interdisciplinary and transdisciplinary researchers and practitioners on what doesn’t work. Documenting detailed case studies of project failure matters, not only as an illustration of experienced challenges but also as projects do not always follow step-by-step protocols of preconceived and theorised processes. Bookended by a framing introduction by the editors and a conclusion written by Julie Thompson Klein, each chapter ends with a reflexive section that synthesizes lessons learned and key take-away points for the reader. Drawing on a wide range of international case studies and with a strong environmental thread throughout, the book reveals a range of failure scenarios for interdisciplinary and transdisciplinary projects, including: • Projects that did not get off the ground; • Projects that did not have the correct personnel for specified objectives; • Projects that did not reach their original objectives but met other objectives; • Projects that failed to anticipate important differences among collaborators. Illustrating causal links in real life projects, this volume will be of significant relevance to scholars and practitioners looking to overcome the challenges of conducting interdisciplinary and transdisciplinary research.

With the rapid changes in the social, political, economic and technological landscape around the world, today’s learners face a more globally competitive job market after leaving school. The 21st century, which is characterized by the emergence of knowledge-based societies, expects learners to be comfortable in dealing with ambiguities and complexities in the real world and to be able to use knowledge as a tool at their workplace. This book will help readers develop an in-depth understanding of authentic problem solving and learning, and how it can be used to make a difference in their school or learning communities for the development of 21st century competencies. Comprising 20 chapters written by Singapore-based and international authors, the book is organized into three themes: authentic problems, authentic practices, and authentic participation. It details innovative school practices (e.g. productive failure) concerning the design of problems, learning activities, learning environments, and ICT tools for authentic problem solving and learning. Along with theoretical explanations of authentic learning processes and outcomes, the book also elucidates how students learn by generating and exploring solutions to complex problems and which cognitive functions are needed at different stages of problem-based learning. Presenting coherent descriptions of instructional design principles, successful cases and challenges encountered in K-12 schools and learning communities, the book provides useful information, new insights, and practical guidance for school directors, parents, teachers and researchers seeking to develop authentic learning environments for 21st century learners.