A major force in American society, the work ethic has played a pivotal role in U.S. history, affecting cultural, social, and economic institutions. But what is the American work ethic? Not only has it changed from one era to another, but it varies with race, gender, and occupation. Considering such diverse groups as Colonial craftsmen, slaves, 19th century women, and 20th century factory workers, this book provides a history of the American work ethic from Colonial times to the present. Tracing both continuities and differences, the book is divided into sections on the Colonial era, the 19th century and the 20th century and includes chapters on both major occupational groups, such as farmers, factory workers, laborers, and gender, racial, and ethnic minorities. This approach, which covers all major groups in U.S. history, enables the reader to discern how the work ethic applied to different occupational and ethnic groups over time. The book subjects the work ethic to an analysis based on historical, sociological, economic, and anthropological perspectives and provides an analysis of current thinking about how the work ethic applied to various groups and classes in different historical periods.

Publishes in-depth articles on labor subjects, current labor statistics, information about current labor contracts, and book reviews.

While the general agreement in education remains that the more senses involved in learning, the better we learn; the question still remains as to the distinction between the education of children and the education of adults. Handbook of Research on Teaching and Learning in K-20 Education provides well-rounded research in providing teaching and learning theories that can be applied to both adults and children while acknowledging the difference between both. This book serves as a comprehensive collection of expertise, research, skill, and experiences which will be useful to educators, scholars, and practitioners in the K-12 education, higher education, and adult education field.

The essays in this collection explore the question of the human, both as a contested concept and as it relates to, and functions within, the wider global conjuncture. The authors explore the theoretical underpinnings of the term “human,” inviting the reader to reflect upon the contemporary human condition, to identify opportunities and threats in the changes ahead, and to determine what aspects of our species we should abandon or strive to maintain. The volume approaches these ideas from a myriad of perspectives, but the authors are united in their abstention from rejecting humanism outright or, indeed, fully endorsing posthumanism‘s teleological narrative of accelerated progress and perfectability. Instead, the authors argue that the term “human” itself is better understood as a concept perpetually undergoing revision, and is necessarily subject to scrutiny. The contributors here are thus concerned with investigating the following questions: What does it mean to be human, or to have a self? What is the current place or status of the human in the contemporary world? As technology is increasingly used to modify our bodies and minds, to what extent should we alter – and how can we improve – our very understanding of human nature? The authors contend that literature is the art form best placed to answer these questions. In its dynamism and discursiveness, literature has the capacity to both reflect dominant discourses and ideologies, as well as to generate and even anticipate social change; to critique and refine conventional ideas and existing cultural modes, and to envision new possibilities for the future. The human and its literary representation, in other words, are inherently intertwined.