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This book focuses on summarizing four elements from the classic Chinese literary theory: truth, beauty, emotion and imagination. Based on the latest findings from learning sciences and brain science, it elaborates on the reasons for creating contexts in language teaching. It also shows how the aesthetical theories can be used to nurture contextualized instruction and presents six major approaches for creating contexts: creating contexts with real objects, representing contexts with pictures, evoking contexts with music, experiencing contexts with acting, unfolding contexts with real life, and describing contexts with languages. The author is a practitioner with over 30 years of practical research experience and all their studies are discussed in this book.

Education. --- Curriculums (Courses of study). --- Education --- Educational psychology. --- Learning & Instruction. --- Curriculum Studies. --- Educational Psychology. --- Curricula. --- Psychology. --- Research --- Methodology. --- Curriculum planning. --- Psychology, Educational --- Psychology --- Child psychology --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- Learning. --- Instruction. --- Education—Curricula. --- Education—Psychology. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Learning process --- Comprehension

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This book engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. The chapters raise important questions such as: what are the conditions of possibility for a living curriculum in which Eros and intellect (or reason and intuition) are not separated? How is it possible to escape ideology that keeps us bound to defunct categories? What are the ingredients of an inquiry that is able to grasp curriculum as an expanding interpersonal movement? How do the teacher-learner ensemble get creatively constituted beyond obstructive dualities? How can we reinvent meaning in curriculum without totalization? Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples? This volume addresses elements of reason, nonreason, becoming, dissipation, violence, uncertainty, transcendence, love, and death in order to come to a critical understanding of the relationship between knowledge and knower from these multiple perspectives.

Education. --- Curriculums (Courses of study). --- Education --- Educational policy. --- ducation and state. --- Curriculum Studies. --- Educational Policy and Politics. --- Educational Philosophy. --- Curricula. --- Philosophy. --- Curriculum planning. --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- Education—Curricula. --- Education and state. --- Education—Philosophy. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Government policy

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This book explores curriculum inquiry through the theoretical lens of governmentality as a site of disciplinary biopolitics and a system of heteropatriarchal political economy. Examining the powerscape in which education is currently situated, the author offers a conceptual framework for curriculum scholarship based on Foucault’s genealogy of power, and analyzes how curriculum design has historically effectuated disciplinary power on students and teachers. The book engages in a synoptic essay of the history of American violence, an important curricular issue, and finally applies Foucault’s concepts of truth-telling and self-care to curriculum studies as a form of self and social reconstruction in complicated conversation with each other.

Education. --- Curriculums (Courses of study). --- Education --- Educational policy. --- ducation and state. --- Curriculum Studies. --- Educational Policy and Politics. --- Educational Philosophy. --- Curricula. --- Philosophy. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Instructional systems --- Curricula --- Curriculum planning. --- Curriculum development --- Planning --- Design --- Education—Curricula. --- Education and state. --- Education—Philosophy. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Government policy

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This book explores art practice and learning as processes that break new ground, through which new perceptions of self and world emerge. Examining art practice in educational settings where emphasis is placed upon a pragmatics of the ‘suddenly possible’, Atkinson looks at the issues of ethics, aesthetics, and politics of learning and teaching. These learning encounters drive students beyond the security of established patterns of learning into new and modified modes of thinking, feeling, seeing, and making. .

Education. --- Curriculums (Courses of study). --- Education --- Educational psychology. --- Creativity and Arts Education. --- Curriculum Studies. --- Educational Psychology. --- Curricula. --- Psychology. --- Art --- Study and teaching. --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation --- Curriculum planning. --- Psychology, Educational --- Psychology --- Child psychology --- Curriculum development --- Instructional systems --- Planning --- Curricula --- Design --- Art education. --- Education—Curricula. --- Education—Psychology. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of

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This book theorizes aesthetic classroom management through a hermeneutical approach with three fields of literature: history and philosophical foundations of chivalry, chivalry’s promulgation through the Victorian Age, and parallel issues of identity in twenty-first century teacher education. The aim of the book is to examine the relationship between chivalric ethos and education. The presented case study addresses more specifically the following question: how can chivalry be re-imagined or theorized in an educational setting? Few studies address the concept of aesthetics and hermeneutical context in American classroom management and classroom life, and Attwood pinpoints and traces the medieval social concept of chivalry through the centuries and argues it has manifested itself in classroom social construction in the twenty-first century.

Education. --- Curriculums (Courses of study). --- Education --- Educational Philosophy. --- Schools and Schooling. --- Curriculum Studies. --- Curricula. --- Philosophy. --- Aesthetics. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Schools. --- Curriculum planning. --- Curriculum development --- Instructional systems --- Planning --- Public institutions --- Public schools --- Curricula --- Design --- Education—Philosophy. --- Education—Curricula. --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Study, Courses of