During an interview conducted late in his life, the legendary Swedish Film director Ingmar Bergman was asked about the coming of age. He likened aging to hiking up the side of a mountain: “the longer one walks the more winded one becomes,” he noted. “But,” he added, “the view!” Conrad Pritscher provides us with a breathtaking view of education as it is and can be, one focal point of which is Albert Einstein’s wise views on the subject.

NOW A MAJOR SERIES 'GENIUS' ON NATIONAL GEOGRAPHIC, PRODUCED BY RON HOWARD AND STARRING GEOFFREY RUSH Einstein is the great icon of our age: the kindly refugee from oppression whose wild halo of hair, twinkling eyes, engaging humanity and extraordinary brilliance made his face a symbol and his name a synonym for genius. He was a rebel and nonconformist from boyhood days. His character, creativity and imagination were related, and they drove both his life and his science. In this marvellously clear and accessible narrative, Walter Isaacson explains how his mind worked and the mysteries of the universe that he discovered. Einstein's success came from questioning conventional wisdom and marvelling at mysteries that struck others as mundane. This led him to embrace a worldview based on respect for free spirits and free individuals. All of which helped make Einstein into a rebel but with a reverence for the harmony of nature, one with just the right blend of imagination and wisdom to transform our understanding of the universe. This new biography, the first since all of Einstein's papers have become available, is the fullest picture yet of one of the key figures of the twentieth century. This is the first full biography of Albert Einstein since all of his papers have become available -- a fully realised portrait of this extraordinary human being, and great genius. Praise for EINSTEIN by Walter Isaacson:- 'YOU REALLY MUST READ THIS.' Sunday Times 'As pithy as Einstein himself.’ New Scientist ‘[A] brilliant biography, rich with newly available archival material.’ Literary Review ‘Beautifully written, it renders the physics understandable.’ Sunday Telegraph ‘Isaacson is excellent at explaining the science. ' Daily Express

This book makes a strong case for free schooling, comparing the mind of Albert Einstein - who said much - to Zen conscious practice, which says little but encompasses everything. Examining the work of brain researchers, neuroscientists, physicists, and other scholars to illuminate the commonalities between Einstein's thought and the Zen practice of paying attention to one's present experience, the book reveals their many similarities, showing the development of self-direction as a key to fostering compassionate consideration of others and to harmonious, semi-effortless learning and living. Examples demonstrate that students who choose to study what is interesting, remarkable, and important for them tend to become more like Einstein than students with the rigid school curricula; students who are free to learn often demonstrate empathy, and less rigid rule-following, while involved in the process of imaginatively becoming their own oracles and self-educators.

The Great Open Dance offers a progressive Christian theology that endorses contemporary ideals: environmental protection, economic justice, racial reconciliation, interreligious peace, gender equality, and LGBTQ+ celebration. Just as importantly, this book provides a theology of progress—an interpretation of Christian faith as ever-changing and ever-advancing into God’s imagination. Faith demands change because Jesus of Nazareth started a movement, not a tradition. He preached about a new world, the Kingdom of God, and invited his followers to work toward the divine vision of universal flourishing. This vision includes all and excludes none. Since we have not yet achieved the world that Jesus describes, we must continue to progress. The energizing impulse of this progress is the Trinity: Abba, Jesus, and Sophia, three persons united by love into one perfect community. God is fundamentally relational, and humankind, made in the image of God, is relational as a result. We are inextricably entwined with one another, sharing a common purpose and a common destiny. In this vision, we find abundant life by practicing agape, the universal, unconditional love that Abba extends, Jesus reveals, and Sophia inspires.

Neuroscience has found that neuroplasticity of brain cells allows brains to invent themselves. Remodeling of brains can be facilitated by schools and universities. What may be done to accelerate that positive inventing so as to prepare for rapidly accelerating change? As an IBM advertisement reads: “It is time to ask smarter questions.” This book helps the reader do that. What is worse than being blind to something? “Being blind to your blindness” says Eric Haseltine who has worked for both Disney and the National Security Agency. Being blind to what our brains can do is slowly changing. Brain researchers recently found that we can now be our own subjects of brain experimentation. Research shows how one can change one’s brain by changing one’s mind. In her 2010 high school valedictorian speech Erica Goldson courageously said: “The majority of students are put through the same brainwashing techniques in order to create a complacent labor force working in the interests of large corporations and secretive government, and worst of all, they are completely unaware of it.” This book shows professors, teachers, parents, and interested citizens how students can become aware and reach higher levels of consciousness.

The acceptance of reason with uncertainty can help learners successfully manage their occupations and lives during the accelerations prominent in the 21st century. As William Ayers states: “Pritscher tilts his lance at the petrified orthodoxy we call teaching and learning, inviting us on a wild journey into the heart of education.” The book elaborates on David Geoffrey Smith’s question: “Why does so much educational ‘research’ today seem so unenlightening, repetitive and incapable of moving beyond itself? The answer must be because it is ‘paradigmatically stuck’, and cannot see beyond the parameters of its current imaginal space.” The book offers help to go beyond the current imaginal space through what is called kaplearning. Kaplearning can help the reader to defamiliarize the common by facilitating “letting go”. Pritscher takes an avant-garde approach to learning, pushing the boundaries of the long accepted norm “certainty and order” and modernizing education by trading the old “optimal way” with a new skill to “reason with uncertainty”. This resilience to ambiguity is precisely where human intelligence has full advantage over machine intelligence. Pritscher’s book is impressive and remarkably well-timed, as recent articles in Nature show that online game players can make surprising breakthroughs in science with a well-chosen confluence of effective sources and a bit of creativity with protein folding. Citizen science has led to solutions that scientists and computer simulators have struggled for years, proving that even with little or no scientific training, knowing what to ignore can invite innovating ways to think and execute. Pritscher’s clear and wise insight will definitely serve as an inspiration for the next generation of educators, and prepare the necessary skills for young learners to successfully compete in the future. - Sandra Okita - Department of Math, Science and Technology, Teachers College, Columbia University.

This book illuminates what must always be at the heart of powerful schooling and authentic learning. Its focus is on free learning, with an emphasis on early East Asian thought as a vehicle through which learning may emerge. The volume describes learning as helping the learner become more conscious, more aware. As such the authors explain how quality learning encompasses all learning that is chosen by the learner. It is non-judgmental and their idea is that if learning is done by choice then direct harm will be mitigated because quality, willed learning is not just about the individual, but includes others — it is community focused as well as self-determined. In the first part of the volume the authors look specifically at how quality willed learning can inform the state and how it can protect the rights of children. The second part looks at what quality willed learning can mean to leaders. In the last part the authors look at what it can mean for teachers and finally what it can mean for the learners themselves.