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The Educational Significance of Human and Non-Human Animal Interactions explores human animal/non-human animal interactions from different disciplinary perspectives, from education policy to philosophy of education and ecopedagogy. The authors refute the idea of anthropocentrism (the belief that human beings are the central or most significant species on the planet) through an ethical investigation into animal and human interactions, and 'real-life' examples of humans and animals living and learning together. In doing so, Rice and Rud outline the idea that interactions between animals and humans are educationally significant and vital in the classroom.

Humane education --- Human-animal relationships --- Animals --- Social Welfare & Social Work - General --- Social Welfare & Social Work --- Social Sciences --- Social aspects --- Humane education. --- Human-animal relationships. --- Social aspects. --- Animal-human relationships --- Animal-man relationships --- Animals and humans --- Human beings and animals --- Man-animal relationships --- Relationships, Human-animal --- Animal welfare --- Education, Humane --- Study and teaching --- Education --- Moral education --- Education and state. --- Curriculum planning. --- Learning & Instruction. --- Education Policy. --- Educational Philosophy. --- Curriculum Studies. --- Educational Policy and Politics. --- Philosophy of Education. --- Philosophy. --- Curriculum development --- Instructional systems --- Planning --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Curricula --- Design --- Government policy --- Learning. --- Instruction. --- Education—Philosophy. --- Curriculums (Courses of study). --- Education—Curricula. --- Educational policy. --- Philosophy and social sciences. --- Social sciences and philosophy --- Social sciences --- Core curriculum --- Courses of study --- Curricula (Courses of study) --- Curriculums (Courses of study) --- Schools --- Study, Courses of --- Learning process --- Comprehension --- Animals in education --- Anthropocentrism --- Curricula.

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The Educational Significance of Human and Non-Human Animal Interactions explores human animal/non-human animal interactions from different disciplinary perspectives, from education policy to philosophy of education and ecopedagogy. The authors refute the idea of anthropocentrism (the belief that human beings are the central or most significant species on the planet) through an ethical investigation into animal and human interactions, and 'real-life' examples of humans and animals living and learning together. In doing so, Rice and Rud outline the idea that interactions between animals and humans are educationally significant and vital in the classroom.

Philosophy --- Philosophy and psychology of culture --- Sociology of education --- Sociology --- Curriculum development --- School management --- Didactics --- Teaching --- Educational sciences --- onderwijspolitiek --- onderwijsfilosofie --- sociologie --- didactiek --- onderwijs --- sociale filosofie --- opvoeding --- curriculumontwikkeling --- cursussen

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This book traces the historical journey of the philosophy of Chinese moral education characterized by conflicts, fusions, and transformations, which helps readers know the core of traditional Chinese culture, particularly its value system and its cultivation through this philosophical lens. Specifically, the book rearranges and interprets the conceptual frameworks and philosophical discussions concerning moral education of famous Chinese philosophers in various philosophical schools from a holistic perspective. It summarizes and analyzes the ideas of human relationships, people and nature, cosmology, life attitudes, and moral virtues from the standpoint of culture, posing intriguing questions about its influence on the characteristics of Chinese people, social system, and values orientation, as well as identifies the future trend of this unique belief and education system. This book contributes to a better understanding of the national mentality, spiritual world, and moral confusion of contemporary Chinese people under the impact of modernization and globalization.

Education. --- Education --- Educational Philosophy. --- Philosophy. --- Moral education --- Ethics --- History. --- Character education --- Ethical education --- Child rearing --- Religious education --- Education—Philosophy.

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Imagining Dewey' features productive (re)interpretations of 21st century experience using the lens of John Dewey's 'Art as Experience', through the doubled task of putting an array of international philosophers, educators, and artists-researchers in transactional dialogue and on equal footing in an academic text. This book is a pragmatic attempt to encourage application of aesthetic learning and living, ekphrasic interpretation, critical art and agonist pluralism.0There are two foci: (a) Deweyan philosophy and educational themes with (b) analysis and examples of how educators, artists, and researchers envision and enact artful meaning making. This structure meets the needs of university and high school audiences, who are accustomed to learning about challenging ideas through multimedia and aesthetic experience.00Contributors are: James M. Albrecht, Adam I. Attwood, John Baldacchino, Carolyn L. Berenato, M. Cristina Di Gregori, Holly Fairbank, Jim Garrison, Amanda Gulla, Bethany Henning, Jessica Heybach, David L. Hildebrand, Ellyn Lyle, Livio Mattarollo, Christy McConnell Moroye, Maria-Isabel Moreno-Montoro, Maria Martinez Morales, Stephen M. Noonan, Louise G. Phillips, Scott L. Pratt, Joaquin Roldan, Leopoldo Rueda, Tadd Ruetenik, Leisa Sasso, Bruce Uhrmacher, David Vessey, Ricardo Marin Viadel, Sean Wiebe, Li Xu and Martha Patricia Espiritu Zavalza

Art --- Philosophy. --- Dewey, John, --- Beautiful, The --- Beauty --- Aesthetics --- Art and philosophy --- Analysis, interpretation, appreciation --- Art - Philosophy --- Dewey, John, - 1859-1952. - Art as experience --- Art as experience (Dewey, John)

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This book traces the historical journey of the philosophy of Chinese moral education characterized by conflicts, fusions, and transformations, which helps readers know the core of traditional Chinese culture, particularly its value system and its cultivation through this philosophical lens. Specifically, the book rearranges and interprets the conceptual frameworks and philosophical discussions concerning moral education of famous Chinese philosophers in various philosophical schools from a holistic perspective. It summarizes and analyzes the ideas of human relationships, people and nature, cosmology, life attitudes, and moral virtues from the standpoint of culture, posing intriguing questions about its influence on the characteristics of Chinese people, social system, and values orientation, as well as identifies the future trend of this unique belief and education system. This book contributes to a better understanding of the national mentality, spiritual world, and moral confusion of contemporary Chinese people under the impact of modernization and globalization.

Philosophy --- Philosophy and psychology of culture --- Teaching --- onderwijsfilosofie