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Originally published in 1973. Toward Freedom and Dignity is a humanist's view of the humanities in an age of burgeoning technology. O. B. Hardison Jr. deals with the status of the humanities and their future—how they are regarded and how they may come to contribute to a genuinely humane society. He argues that humanistic studies are not a luxury in either education or society. They are central to the preparation of human beings for the kind of society that is possible if we manage to avoid an Orwellian technocracy. Social goals and priorities must be set in terms of the ideal of a culture truly adjusted to human needs and human limitations. In framing his argument, Hardison draws on ideas of the humanities since the Renaissance, especially on the philosophical humanities that emerged in Europe in the works of authors like Kant, Schiller, and Coleridge. He is untroubled by anti-humanistic trends in college curricula and the surrounding culture, and he contends that we have only one practical option: to ensure that culture evolves toward a more humane society, toward freedom and dignity.

Education, Humanistic. --- Education, Liberal --- Humanistic education --- Liberal arts education --- Liberal education --- Education --- Classical education --- Higher & further education, tertiary education

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Creativity Under Duress in Education? introduces a new framework—creativity under duress in education. Leading creativity researchers and educational scholars discuss creative theory and practice from an educational lens that is provocative. Across international contexts, this book combines insights from creativity and educational research; rich illustrations from classrooms, schools, and other professional settings, and practical ideas and strategies for how anyone invested in education can support creative teaching and learning. Readers will encounter diverse perspectives from an international cast of authors exploring cutting-edge ideas for creativity and innovation as a foremost priority for economies in the new millennium. At the same time, they consider forces of authority, control, and constraint that impact creative education and innovation within educational systems, extending to the professions. Educators and those interested in the future of education are vitally important to this conversation around research-based and practical analyses of creativity in and beyond the classroom. Addressed are these major issues: (1) creativity frameworks of theory and action in education, (2) research investigations into creativity and education, and (3) applications of creativity theory in real-world practice. Dynamic, this book presents a bridge between draconian contexts of assessment and explosive creativity in diverse places. A key contribution of the volume is its validation and promotion of creativity and innovation for students, teachers, professors, leaders, employers, policymakers, and others seeking ways to profoundly improve learning and transform education. In tackling the seemingly irreconcilable issues of creativity and accountability in K–12 institutions, higher education, and policy circles, worldwide, this work offers a message that is both cautionary and inspiring. Book editor Carol A. Mullen, PhD, is Professor of Educational Leadership at Virginia Tech, Virginia, USA. A twice-awarded Fulbright Scholar to China (2015) and Canada (2017), she was honored with the 2016 Jay D. Scribner Mentoring Award from the University Council for Educational Administration. She is author of Creativity and Education in China (2017) and co-editor of Education policy perils (2016).

Creative thinking. --- Educational psychology. --- Creativity and Arts Education. --- Learning & Instruction. --- Educational Psychology. --- Education --- Psychology, Educational --- Psychology --- Child psychology --- Art education. --- Learning. --- Instruction. --- Education—Psychology. --- Learning process --- Comprehension --- Art --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation --- Study and teaching.

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This book communicates new voices, insights, and possibilities for working with the arts and memory in researching teacher professional learning. The book reveals how, through the arts, teacher-researchers can reimagine and reinvigorate moments of the past as embodied and empowering scholarly experiences. The peer-reviewed chapters were composed from juxtaposing unique “mosaic” pieces written by 21 new and emerging scholars in South Africa and Canada. Their research explores diverse arts-based practices and resources including collage, film, drawing, narrative, poetry, photography, storytelling and television alongside related ethical issues. Critically, Memory Mosaics also demonstrates how artful memory-work can engender agency in professional learning with teacher-researchers taking up pressing issues of social justice such as inclusion and decolonisation. Overall, the book offers a multidimensional, polyvocal exploration of how artful memory-work can bring about future-oriented professional learning enacted as pedagogies of reinvention and productive remembering. Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-Work, by Kathleen Pithouse-Morgan, Daisy Pillay, and Claudia Mitchell, along with teacher-researchers on two continents, is a ground-breaking book. It models a collaborative approach to arts-based research that melds memory-work, visual and poetic arts, and reflective practice to promote professional learning, personal transformation, decolonisation, and a more just future. Like colourful pebbles and bits of glass, the authors place teachers’ self-stories in relation to one another in an artful design, creating thematic coherence that evokes a deep sense of knowing. Judith C. Lapadat, Professor Emeritus, Faculty of Education, University of Lethbridge, Canada Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-Work assembles exemplars of professional learning in an intriguing mosaic format. A topic is introduced, followed by memory-pieces; then: discussion and/or creative response. This lively juxtaposition generates momentum for highly productive forms of remembering around social justice issues, even as the reader is invited into an intimate circle of shared concern: for these issues, with these (and other) teacher-researchers. It is a beautiful, original, and practical book. Teresa Strong-Wilson, Associate Professor, Faculty of Education, McGill University, Canada.

Arts. --- Maturation (Psychology). --- Creativity and Arts Education. --- Teaching and Teacher Education. --- Personal Development. --- Growth (Psychology) --- Personal development --- Personal growth --- Developmental psychology --- Art education. --- Teaching. --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Art --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation

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This edited volume provides a venue for scholars whose work challenges the typical, static conceptions and methods of studying creativity. More specifically, the book serves as an effort to introduce more dynamic definitions, conceptions, and approaches for studying creativity in the context of educational practice. By doing so, it feeds the strong contemporary need for more dynamic conceptions of creativity in educational settings. This is particularly important given the fast evolution of modern society and the widespread consensus that efforts to develop creative potential should be democratized -- extending well beyond the boundaries of the gifted subset and the walls of the classroom. This work recognizes that more dynamic perspectives on creativity are necessary for understanding its complexity, value, and meaning in educational contexts.

Creative ability. --- Creative teaching. --- Educational psychology. --- Creativity and Arts Education. --- Learning & Instruction. --- Educational Psychology. --- Education --- Psychology, Educational --- Psychology --- Child psychology --- Art education. --- Learning. --- Instruction. --- Education—Psychology. --- Learning process --- Comprehension --- Art --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation --- Art—Study and teaching. --- Learning, Psychology of. --- Instructional Psychology. --- Learning --- Psychology of learning --- Educational psychology --- Learning ability --- Psychological aspects

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This is the second volume in the series that documents the 19th edition of the biennial conference of the International Association for the Study of Popular Music. The volume contains contributions on the variety of musical genres from all over the world. Authors engage with the role of popular music in contemporary music education, as well as definitions and conceptualizations of the notion of ‘popular’ in different contexts. Other issues discussed in this volume include methodologies, the structure and interpretations of popular music scenes, genres and repertoires, approaches to education in this area, popular music studies outside the Anglophone world, as well as examinations of discursive and technological aspects of numerous popular music phenomena. Content History and theory of popular music Education and popular music Punk Electronic dance music Popular music video Popular music festivals New issues and approaches Target Groups Scholars and Students in Popular Music Studies and Related Disciplines Musicians, Music Industry Representatives, Cultural Entrepreneurs Editors Marija Dumnić Vilotijević is a research associate at the Institute of Musicology of the Serbian Academy of Sciences and Arts. Her research focus is on urban folk music and related genres, as well as sound archiving. Ivana Medić is a research associate at the Institute of Musicology of the Serbian Academy of Sciences and Arts. Her research focus is on alternative rock and contemporary avant-garde art music. .

Music. --- Art music --- Art music, Western --- Classical music --- Musical compositions --- Musical works --- Serious music --- Western art music --- Western music (Western countries) --- Cultural Studies. --- Creativity and Arts Education. --- Media Research. --- Cultural studies. --- Art education. --- Communication. --- Sociology. --- Social theory --- Social sciences --- Communication, Primitive --- Mass communication --- Sociology --- Art --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation --- Education