America's education system is in a state of crisis. A growing number of America's youth cannot read, write, or do math at all close to grade level. In many cases, these students and their families do not realize this or care. The situation is compounded by the fact that American society no longer values education, and does not understand how learning actually works. Frequent reference is made to the illusion of learning in underperforming schools. The book explains the difference between true learning and just being exposed to material. It explains the essential role that parents play, and that even with encouragement, a child cannot be forced to learn. The book is targeted at parents, teachers, administrators, government officials, and concerned citizens. Older students may also benefit from reading it. Despite its frankness about topics which are often disregarded and avoided, there is nothing in the book that students don't intuitively understand. In particular, many students regularly experience the anonymity of being herded like cattle. The goal of the book is to raise awareness, and discuss whether we can fix the problem. We cannot address our nation's education crisis until people understand its underlying causes and scope. The book tells the truth, in contrast to the misinformation provided by the government and the news media. Suggested changes for improvement are made, including those that can be implemented quickly and easily, and those that require a great deal of money and coordination along with a fundamental change in how America handles education. This book is controversial, and covers issues that may anger, upset, or confuse some readers. The book includes curse words to paint a vivid picture of the way many students speak, and bluntly labels key aspects of our education system as bullsh*t where applicable.
Most people don't think much about education until they're ready to go to college or need some kind of training for a job. I've written a job and career book which covers that end fairly well, listing trade and accrediting organizations to network you into education to prepare you directly for most of the jobs out there but I developed this book because I wanted to package all sectors within the realms of both formal and free-spirited education together and tell you exactly where to go to get whatever you might want. I wanted to create an education resource book that any person could use to find resources for just about anything out there within the entire realm of knowledge, not just education from a formal schooling point of view.
Welcome to the 3 Books To Know series, our idea is to help readers learn about fascinating topics through three essential and relevant books. These carefully selected works can be fiction, non-fiction, historical documents or even biographies. We will always select for you three great works to instigate your mind, this time the topic is: Early Feminism. - A Vindication of the Rights of Woman by Mary Wollstonecraft - A Room of One's Own by Virginia Woolf - Woman in the Nineteenth Century by Margaret FullerA Vindication of the Rights of Woman: with Strictures on Political and Moral Subjects (1792), written by the 18th-century British proto-feminist Mary Wollstonecraft, is one of the earliest works of feminist philosophy. A Room of One's Own is an extended essay by Virginia Woolf, first published in September 1929. An important feminist text, the essay is noted in its argument for both a literal and figurative space for women writers within a literary tradition dominated by men. Woman in the Nineteenth Century is a book by American journalist, editor, and women's rights advocate Margaret Fuller. Originally published in July 1843 in The Dial magazine as "The Great Lawsuit. Man versus Men. Woman versus Women", it was later expanded and republished in book form in 1845. This is one of many books in the series 3 Books To Know. If you liked this book, look for the other titles in the series, we are sure you will like some of the topics.
The Illusion of Education explains why we do not teach children how to think in school, and what the consequences would be to the child and society if we did. The first of four books, it explains why and how schools need to change in the ways they teach, because the world our children will grow up in will be very different to the one we know.
Machine generated contents note: Preface Part I 1. No More Pencils, No More Books?2. Writing Instruction in the Twenty-First Century Part II 3. Psychology and the Rationalist4. The Romantic Tradition5. Romantic versus Rationalist Reform6. Theorizing Media--by the Book Part III 7. A Textbook Case8. From Translatio Studiorum to "Intelligences Thinking in Unison"9. The Lecture as Postmodern PerformanceConclusionNotesBibliography Index
Does philosophical critique have a future? What are its possibilities, limits and presuppositions? This collection by outstanding scholars from various traditions, responds to these questions by examining the forms of philosophical critique that have shaped continental thought from Spinoza and Kant to Marx, Foucault, Derrida and Rancière.
A multicultural education textbook designed to help teachers-in-training prepare for increasingly diverse classrooms offers a unique approach which encourages the reader to interact with the text through reflection exercises, critiques, and dialogues.
The book views the contemporary economy as an economy of persuasion, where firms and institutions assign resources to rhetoric, image, and reputation rather than production of goods and services. It examines critically phenomena such as the knowledge society, consumption, higher education, organizational change, professionalization, and leadership.
I wrote the book, "How To Make Successful Students In One Year - A Model For The World," as a true testament of real world academic success for parents, teachers, students, school districts and governments of the world. I used my skills as a very successful senior engineer (with critical engineering quality controls) and a very successful parent to design many practical innovations to help parents, teachers, students, school districts and governments to make successful students starting from today. The results from using this book are immediate, effective, significant and they work for all determined students of the world. I recommend this book for all parents, teachers, students, school districts and governments of the world.
This book approaches the subject of AIDS pedagogy by analysing the complex links between representation or discourse, ideology, power relations and practices of self, understood from the perspective of embodiment. While there is a fairly large amount of literature available on the social, economic, psychological and policy dimensions of the epidemic, there is virtually nothing on its cultural politics. As a critique of the national AIDS pedagogy, this book attempts to fill the gap. It addresses important issues in cultural studies, body studies, medical humanities, disease control policy and behaviour change communication strategies. This book will be of interest to researchers and students of culture studies and social sciences, especially social anthropology, community health, health management. and gender studies.
