Is the work ethic still viable as society evolves? This book engages with widespread current anxieties about the future of work and its place in a fulfilled human life. It is a philosophical treatment of the nature of work and reconsiders the aims and procedures of education. The author calls for a reshaping of school as the work culture has come to know it.

Every day, the human awakes to a new world, a new dawn and a new cascade of nonverbal communication. It may be the pleasant scent of a rose, the soft touch of a loved one, the sight of sun rays on a bedroom floor or the excited chatter of a child. Whatever form it takes, your environment and all who inhabit it send nonverbal signals all day long – even while they sleep. The Routledge Dictionary of Nonverbal Communication celebrates this communication, examining a very wide selection of nonverbal behaviors, actions and signals to provide the reader with an informed insight on the world around them and its messages. Compiled in the form of a dictionary, the book is presented as a series of chapters with alphabetical entries, ranging from attractiveness to zeitgeist. The book aims to provide the reader with a clear understanding of some of the relevant discourse on particular topics while also making it practical and easy to read. It draws on a wide selection of discourse from fields such as neuroscience, psychology, anthropology and psychiatry. The dictionary will be an essential companion for anyone wishing to understand nonverbal communication. It will also be especially useful for those working in the field of nonverbal communication.

Every day, the human awakes to a new world, a new dawn and a new cascade of nonverbal communication. It may be the pleasant scent of a rose, the soft touch of a loved one, the sight of sun rays on a bedroom floor or the excited chatter of a child. Whatever form it takes, your environment and all who inhabit it send nonverbal signals all day long – even while they sleep. The Routledge Dictionary of Nonverbal Communication celebrates this communication, examining a very wide selection of nonverbal behaviors, actions and signals to provide the reader with an informed insight on the world around them and its messages. Compiled in the form of a dictionary, the book is presented as a series of chapters with alphabetical entries, ranging from attractiveness to zeitgeist. The book aims to provide the reader with a clear understanding of some of the relevant discourse on particular topics while also making it practical and easy to read. It draws on a wide selection of discourse from fields such as neuroscience, psychology, anthropology and psychiatry. The dictionary will be an essential companion for anyone wishing to understand nonverbal communication. It will also be especially useful for those working in the field of nonverbal communication.

This important new book presents a 'dual strand' argument: Firstly, it gives a comprehensive account of methods in philosophy of education, with leading international figures in the field of writing from a variety of methodological and epistemological perspectives. Secondly, it examines their application in the 'real world' of education, using the topical area of children's rights as a basis for investigation. It will therefore be of interest to philosophers and educationalists alike.

How does a child's mind work? And what should parents know about it to help them in their daily interaction with children?This book is a fascinating, non-technical introduction to the mental life of the child. Written in a simple, accessible way for those without an academic background in philosophy, the book explores and explains key elements of the child's mind without overwhelming the reader with complicated theories. Some of the areas discussed are:how children learn conceptsthe acquisition of beliefs, skills, knowledge and understandingthe place of memorycan we teach thinking skills?what is intelligence?imagination and creativitythe development of emotionconnections between home life, education and the school curriculum.

There have always been more or less scientific travellers, but a new epoch began with the voyages of Captain James Cook. His first, on board the converted Whitby Collier HMS Endeavour, was the result of cooperation between the Admiralty and the Royal Society. This series only skims the surface of the rich collections of scientific travel books in the library of the Natural History Museum. From this volume we learn much about the voyage of the first fleet, the first desperate years of the colony in Sydney, and the exploration of its neighbourhood.

In 2000, the school curriculum in England was equipped - for the first time in the country's history - with an extensive set of aims and purposes. In this book, leading experts in the teaching of school subjects examine the significance of the new aims for the reform of the curriculum.In two general introductory chapters John White discusses the validity of the aims and how they might be realized in schools. The remainder of the book focuses on subject specific areas and how these need to be brought into line with the new aims, so as to produce a more relevant and enjoyable curriculum experience for pupils, including more opportunities for choice of activities. The book concludes with suggestions about how government policy on the curriculum should now succeed.This portrayal of the school curriculum today and how it could be developed in line with the new aims will be of interest to those studying education with a particular focus on the areas of curriculum, assessment, school management, philosophy of education and the history of education.

In 2000, the school curriculum in England was equipped - for the first time in the country's history - with an extensive set of aims and purposes. In this book, leading experts in the teaching of school subjects examine the significance of the new aims for the reform of the curriculum.In two general introductory chapters John White discusses the validity of the aims and how they might be realized in schools. The remainder of the book focuses on subject specific areas and how these need to be brought into line with the new aims, so as to produce a more relevant and enjoyable curriculum experience for pupils, including more opportunities for choice of activities. The book concludes with suggestions about how government policy on the curriculum should now succeed.This portrayal of the school curriculum today and how it could be developed in line with the new aims will be of interest to those studying education with a particular focus on the areas of curriculum, assessment, school management, philosophy of education and the history of education.

John White has spent the last thirty-five years researching, teaching, thinking and writing about some of the key and enduring issues in philosophy of education. He has contributed over thirty books and 140 articles to the field.In this book he brings together sixteen of his key writings in one place for the first time. Starting with a specially written introduction, John White gives an overview of his career and contextualises his selection within the development of the field. The chapters cover:mind state and curriculumwell-being politics curriculum subjects. This important text not only shows how John White’s thinking developed during his long and distinguished career, it also gives an insight into the development of the fields to which he contributed.

John White has spent the last thirty-five years researching, teaching, thinking and writing about some of the key and enduring issues in philosophy of education. He has contributed over thirty books and 140 articles to the field.In this book he brings together sixteen of his key writings in one place for the first time. Starting with a specially written introduction, John White gives an overview of his career and contextualises his selection within the development of the field. The chapters cover:mind state and curriculumwell-being politics curriculum subjects. This important text not only shows how John White’s thinking developed during his long and distinguished career, it also gives an insight into the development of the fields to which he contributed.

The nature of intelligence and how it can be measured has occupied psychologists, educationalists, biologists and philosophers for hundreds of years. However, there has been little investigation into the rise of the traditional dominant educational ideology that intelligence and IQ have innate limits and are unchanging and unchangeable. This book traces the roots of this mind set back to early puritan communities on both sides of the Atlantic, drawing parallels between puritan dogma and the development of the traditional curricula and selection processes that are still firmly embedded in school practice today.Drawing on the work of Galton, Pearson, Burt, Goddard, Terman and others in his search for the truth about intelligence testing, John White looks at the personal histories and socialised religious backgrounds of these key psychologists and casts an entirely new light on schooling in Britain and the USA in modern times. This work also shows how we can transcend this heritage and base our educational system on values and practices more in tune with the twenty-first century.

The nature of intelligence and how it can be measured has occupied psychologists, educationalists, biologists and philosophers for hundreds of years. However, there has been little investigation into the rise of the traditional dominant educational ideology that intelligence and IQ have innate limits and are unchanging and unchangeable. This book traces the roots of this mind set back to early puritan communities on both sides of the Atlantic, drawing parallels between puritan dogma and the development of the traditional curricula and selection processes that are still firmly embedded in school practice today.Drawing on the work of Galton, Pearson, Burt, Goddard, Terman and others in his search for the truth about intelligence testing, John White looks at the personal histories and socialised religious backgrounds of these key psychologists and casts an entirely new light on schooling in Britain and the USA in modern times. This work also shows how we can transcend this heritage and base our educational system on values and practices more in tune with the twenty-first century.

In Fifty Key British Films, Britain's best known films such as Clockwork Orange, The Full Monty and Goldfinger are scrutinised for their outstanding ability to articulate the issues of the time. This is essential reading for anyone interested in quality, cult film.

In Fifty Key British Films, Britain's best known films such as Clockwork Orange, The Full Monty and Goldfinger are scrutinised for their outstanding ability to articulate the issues of the time. This is essential reading for anyone interested in quality, cult film.

It is a common assertion that the history of America is written in its Westerns, but how true is this?In this guidebook John White discusses the evolution of the Western through history and looks at theoretical and critical approaches to Westerns such as genre analysis, semiotics, representation, ideology, discourse analysis, narrative, realism, auteur and star theory, psychoanalytical theory, postmodernism and audience response. The book includes case studies of 8 key westerns:StagecoachMy Darling ClementineShaneThe Good, The Bad and the UglyMcCabe and Mrs MillerUnforgivenBrokeback MountainThe Assassination of Jesse James by the Coward Robert FordIncluding a chronology of significant events for the Western genre, a glossary and further reading, this introduction to an important genre in film studies is a great guide for students.

It is a common assertion that the history of America is written in its Westerns, but how true is this?In this guidebook John White discusses the evolution of the Western through history and looks at theoretical and critical approaches to Westerns such as genre analysis, semiotics, representation, ideology, discourse analysis, narrative, realism, auteur and star theory, psychoanalytical theory, postmodernism and audience response. The book includes case studies of 8 key westerns:StagecoachMy Darling ClementineShaneThe Good, The Bad and the UglyMcCabe and Mrs MillerUnforgivenBrokeback MountainThe Assassination of Jesse James by the Coward Robert FordIncluding a chronology of significant events for the Western genre, a glossary and further reading, this introduction to an important genre in film studies is a great guide for students.

John White's study is the most substantial work on what the aims of education should be since Whitehead's Aims of Education of 1929. It draws on material not only from schools and colleges, but also from the broader educative or miseducative nature of the 'ethos' of society and some of its major institutions. Sifting the different views about aims which are now prevalent and circulating in the world of education, he integrates the more defensible of them into an articulated set of positive recommendations. The study takes a broadly philosophical and non-technical stand; it is written to help practitioners orient themselves in what is often bewildering territory, at a time when the question of what the aims of education ought to be has acquired a new urgency for politicians and educational administrators, as well as for those directly involved in educational institutions, head teachers and their staff.

This volume assesses how far the ideas and achievements of the 19th century British Idealist philosophical reformers are still important for us today when considering fundamental questions about the structure and objectives of the education system in England and Wales. Part 1 examines those ideas of the Idealists, especially T. H. Green, which had most bearing on the educational reforms carried out between 1870 and the 1920s and traces their connection with the philosophy and educational theory of Hegel and other post-Kantians. Part 2 is an historical survey, concentrating on the innovations in the organization and contents of education in England and Wales brought about by the administrators and educationists educated in philosophical idealism. Part 3 considers what relevance the philosophical and practical ideas of this interconnected group of reformers have to education today.

Why is it that some teachers have a kind of magical charisma and charm which sets them apart from their peers? This book gives us a fresh and exciting answer – They have the classroom X-Factor! White and Gardner’s gripping text, The Classroom X Factor, examines the notion of having what the public has come to call the ‘X-Factor’ from the perspective of the teacher, offering fascinating insights into the use of non verbal communication in the classroom. Using classroom and curricular examples, this book sets out to show how both trainee and practising teachers can identify their own ‘X-Factor’ in order to help transform their perspectives and perceptions of themselves during the ‘live act’ of teaching. The book demonstrates how teachers can transform the way in which they connect with their students, whilst also creating meaningful and potent learning experiences for them. White and Gardner show that by following simple methods borrowed from psychology and cognitive science teachers can develop their own ‘X-Factor’ and in so doing increase their enjoyment and efficacy as professionals. The techniques described include some of the following: Facial and vocal expression Gesture and body language Eye contact and smiling Teacher attire, colour and the use of space Nonverbal communication and pedagogical approachesIn addition, the book provides a section containing fictional stories that aim to contextualise the findings detailed throughout the text. The inclusion of chapter summaries, questions aimed at identifying the readers’ own ‘X-Factor’, lesson exemplars and a user-friendly self-evaluation framework all work together to make the book a stimulating and easy read where reflective learning and the practical application of classroom techniques are the order of the day. This comprehensive guide to developing the classroom X-Factor within you will be of value to teaching and learning and is of immense use to both practising and student teachers and to schools seeking to develop models of reflective practice. It will also be of interest to curriculum and assessment agencies, policy makers, academics and others whose roles involve the design, provision, support and evaluation of teachers’ efficacy in the classroom.

Why is it that some teachers have a kind of magical charisma and charm which sets them apart from their peers? This book gives us a fresh and exciting answer – They have the classroom X-Factor! White and Gardner’s gripping text, The Classroom X Factor, examines the notion of having what the public has come to call the ‘X-Factor’ from the perspective of the teacher, offering fascinating insights into the use of non verbal communication in the classroom. Using classroom and curricular examples, this book sets out to show how both trainee and practising teachers can identify their own ‘X-Factor’ in order to help transform their perspectives and perceptions of themselves during the ‘live act’ of teaching. The book demonstrates how teachers can transform the way in which they connect with their students, whilst also creating meaningful and potent learning experiences for them. White and Gardner show that by following simple methods borrowed from psychology and cognitive science teachers can develop their own ‘X-Factor’ and in so doing increase their enjoyment and efficacy as professionals. The techniques described include some of the following: Facial and vocal expression Gesture and body language Eye contact and smiling Teacher attire, colour and the use of space Nonverbal communication and pedagogical approachesIn addition, the book provides a section containing fictional stories that aim to contextualise the findings detailed throughout the text. The inclusion of chapter summaries, questions aimed at identifying the readers’ own ‘X-Factor’, lesson exemplars and a user-friendly self-evaluation framework all work together to make the book a stimulating and easy read where reflective learning and the practical application of classroom techniques are the order of the day. This comprehensive guide to developing the classroom X-Factor within you will be of value to teaching and learning and is of immense use to both practising and student teachers and to schools seeking to develop models of reflective practice. It will also be of interest to curriculum and assessment agencies, policy makers, academics and others whose roles involve the design, provision, support and evaluation of teachers’ efficacy in the classroom.

John White's study is the most substantial work on what the aims of education should be since Whitehead's Aims of Education of 1929. It draws on material not only from schools and colleges, but also from the broader educative or miseducative nature of the 'ethos' of society and some of its major institutions. Sifting the different views about aims which are now prevalent and circulating in the world of education, he integrates the more defensible of them into an articulated set of positive recommendations. The study takes a broadly philosophical and non-technical stand; it is written to help practitioners orient themselves in what is often bewildering territory, at a time when the question of what the aims of education ought to be has acquired a new urgency for politicians and educational administrators, as well as for those directly involved in educational institutions, head teachers and their staff.

Written prior to the introduction of the national curriculum, this volume argued for precisely that: a broad framework of a compulsory education at national level for all schools. The author considers the question of the content of his proposed compulsory curriculum in terms of principles derived from a fundamental ethical position and from an analysis of kinds of human activity that seeks to establish important educational priorities. The discussion covers arguments concerning intrinsically worthwhile activities, the need for a practical component of the curriculum and the priority that humanistic studies should have. It puts forward a case for a new concept of voluntary education, partly on the model of the Pioneer organizations of Eastern Europe, to supplement the compulsory curriculum.

The Routledge Encyclopedia of Films comprises 200 essays by leading film scholars analysing the most important, influential, innovative and interesting films of all time. Arranged alphabetically, each entry explores why each film is significant for those who study film and explores the social, historical and political contexts in which the film was produced. Ranging from Hollywood classics to international bestsellers to lesser-known representations of national cinema, this collection is deliberately broad in scope crossing decades, boundaries and genres. The encyclopedia thus provides an introduction to the historical range and scope of cinema produced throughout the world.

Written prior to the introduction of the national curriculum, this volume argued for precisely that: a broad framework of a compulsory education at national level for all schools. The author considers the question of the content of his proposed compulsory curriculum in terms of principles derived from a fundamental ethical position and from an analysis of kinds of human activity that seeks to establish important educational priorities. The discussion covers arguments concerning intrinsically worthwhile activities, the need for a practical component of the curriculum and the priority that humanistic studies should have. It puts forward a case for a new concept of voluntary education, partly on the model of the Pioneer organizations of Eastern Europe, to supplement the compulsory curriculum.

This important new book presents a 'dual strand' argument: Firstly, it gives a comprehensive account of methods in philosophy of education, with leading international figures in the field of writing from a variety of methodological and epistemological perspectives. Secondly, it examines their application in the 'real world' of education, using the topical area of children's rights as a basis for investigation. It will therefore be of interest to philosophers and educationalists alike.

Fifty Key American Films explores and contextualises some of the most important films ever made in the United States. With case studies from the early years of cinema to the present day, this comprehensive Key Guide provides accessible analyses from a range of theoretical perspectives. This chronologically ordered volume includes coverage of: Citizen Kane Casablanca Psycho Taxi Driver Blade Runner Pulp Fiction Amongst a raft of well-known films, the work of some of America’s best known directors, such as Lynch, Scorsese, Coppola and Scott, is discussed. This book is essential reading for students of film, and will be of interest to anyone seeking to explore the impact of American cinema.

Fifty Key American Films explores and contextualises some of the most important films ever made in the United States. With case studies from the early years of cinema to the present day, this comprehensive Key Guide provides accessible analyses from a range of theoretical perspectives. This chronologically ordered volume includes coverage of: Citizen Kane Casablanca Psycho Taxi Driver Blade Runner Pulp Fiction Amongst a raft of well-known films, the work of some of America’s best known directors, such as Lynch, Scorsese, Coppola and Scott, is discussed. This book is essential reading for students of film, and will be of interest to anyone seeking to explore the impact of American cinema.

"White's Barack Obama's America eloquently captures both the important nuances of the current political scene and its long-term consequences."---Richard Wirthlin, former pollster for Ronald Reagan"This delightfully written and accessible book is the best available account of the changes in culture, society, and politics that have given us Barack Obama's America." ---Stan Greenberg, pollster for Bill Clinton and Chairman and CEO of Greenberg Quinlan Rosner Research"From one of the nation's foremost experts on how values shape our politics, a clear and compelling account of the dramatic shifts in social attitudes that are transforming American political culture. White's masterful blend of narrative and data illuminates the arc of electoral history from Reagan to Obama, making a powerful case for why we are entering a new progressive political era."---Matthew R. Kerbel, Professor of Political Science, Villanova University, and author of Netroots"John Kenneth White is bold. He asks the big questions . . . Who are we? What do we claim to believe? How do we actually live? What are our politics? John Kenneth White writes compellingly about religion and the role it played in making Barack Obama president. White's keen insight into America's many faiths clarifies why Barack Obama succeeded against all odds. It is a fascinating description of religion and politics in twenty-first-century America---a must-read."---Kathleen Kennedy Townsend, former Lieutenant Governor of Maryland and author of Failing America's Faithful"In Barack Obama's America, John Kenneth White has written the political equivalent of Baedeker or Michelin, the definitive guide to and through the new, uncharted political landscape of our world. White captures and explains what America means---and what it means to be an American---in the twenty-first century."---Mark Shields, nationally syndicated columnist and political commentator for PBS NewsHour"John White has always caught important trends in American politics that others missed. With his shrewd analysis of why Barack Obama won, he's done it again."---E. J. Dionne, Jr., Senior Fellow, Brookings Institution, and University Professor in the Foundations of Democracy and Culture at Georgetown UniversityThe election of Barack Obama to the presidency marks a conclusive end to the Reagan era, writes John Kenneth White in Barack Obama's America. Reagan symbolized a 1950s and 1960s America, largely white and suburban, with married couples and kids at home, who attended church more often than not.Obama's election marks a new era, the author writes. Whites will be a minority by 2042. Marriage is at an all-time low. Cohabitation has increased from a half-million couples in 1960 to more than 5 million in 2000 to even more this year. Gay marriages and civil unions are redefining what it means to be a family. And organized religions are suffering, even as Americans continue to think of themselves as a religious people. Obama's inauguration was a defining moment in the political destiny of this country, based largely on demographic shifts, as described in Barack Obama's America.John Kenneth White is Professor of Politics at the Catholic University of America in Washington, D.C. Cover image: "Out of many, we are one: Dare to Hope: Faces from 2008 Obama Rallies" by Anne C. Savage, view and buy full image at http://revolutionaryviews.com/obama_poster.html.

Is the work ethic still viable as society evolves? This book engages with widespread current anxieties about the future of work and its place in a fulfilled human life. It is a philosophical treatment of the nature of work and reconsiders the aims and procedures of education. The author calls for a reshaping of school as the work culture has come to know it.

Every day, the human awakes to a new world, a new dawn and a new cascade of nonverbal communication. It may be the pleasant scent of a rose, the soft touch of a loved one, the sight of sun rays on a bedroom floor or the excited chatter of a child. Whatever form it takes, your environment and all who inhabit it send nonverbal signals all day long – even while they sleep. The Routledge Dictionary of Nonverbal Communication celebrates this communication, examining a very wide selection of nonverbal behaviors, actions and signals to provide the reader with an informed insight on the world around them and its messages. Compiled in the form of a dictionary, the book is presented as a series of chapters with alphabetical entries, ranging from attractiveness to zeitgeist. The book aims to provide the reader with a clear understanding of some of the relevant discourse on particular topics while also making it practical and easy to read. It draws on a wide selection of discourse from fields such as neuroscience, psychology, anthropology and psychiatry. The dictionary will be an essential companion for anyone wishing to understand nonverbal communication. It will also be especially useful for those working in the field of nonverbal communication.

Every day, the human awakes to a new world, a new dawn and a new cascade of nonverbal communication. It may be the pleasant scent of a rose, the soft touch of a loved one, the sight of sun rays on a bedroom floor or the excited chatter of a child. Whatever form it takes, your environment and all who inhabit it send nonverbal signals all day long – even while they sleep. The Routledge Dictionary of Nonverbal Communication celebrates this communication, examining a very wide selection of nonverbal behaviors, actions and signals to provide the reader with an informed insight on the world around them and its messages. Compiled in the form of a dictionary, the book is presented as a series of chapters with alphabetical entries, ranging from attractiveness to zeitgeist. The book aims to provide the reader with a clear understanding of some of the relevant discourse on particular topics while also making it practical and easy to read. It draws on a wide selection of discourse from fields such as neuroscience, psychology, anthropology and psychiatry. The dictionary will be an essential companion for anyone wishing to understand nonverbal communication. It will also be especially useful for those working in the field of nonverbal communication.

This important new book presents a 'dual strand' argument: Firstly, it gives a comprehensive account of methods in philosophy of education, with leading international figures in the field of writing from a variety of methodological and epistemological perspectives. Secondly, it examines their application in the 'real world' of education, using the topical area of children's rights as a basis for investigation. It will therefore be of interest to philosophers and educationalists alike.

How does a child's mind work? And what should parents know about it to help them in their daily interaction with children?This book is a fascinating, non-technical introduction to the mental life of the child. Written in a simple, accessible way for those without an academic background in philosophy, the book explores and explains key elements of the child's mind without overwhelming the reader with complicated theories. Some of the areas discussed are:how children learn conceptsthe acquisition of beliefs, skills, knowledge and understandingthe place of memorycan we teach thinking skills?what is intelligence?imagination and creativitythe development of emotionconnections between home life, education and the school curriculum.

There have always been more or less scientific travellers, but a new epoch began with the voyages of Captain James Cook. His first, on board the converted Whitby Collier HMS Endeavour, was the result of cooperation between the Admiralty and the Royal Society. This series only skims the surface of the rich collections of scientific travel books in the library of the Natural History Museum. From this volume we learn much about the voyage of the first fleet, the first desperate years of the colony in Sydney, and the exploration of its neighbourhood.

In 2000, the school curriculum in England was equipped - for the first time in the country's history - with an extensive set of aims and purposes. In this book, leading experts in the teaching of school subjects examine the significance of the new aims for the reform of the curriculum.In two general introductory chapters John White discusses the validity of the aims and how they might be realized in schools. The remainder of the book focuses on subject specific areas and how these need to be brought into line with the new aims, so as to produce a more relevant and enjoyable curriculum experience for pupils, including more opportunities for choice of activities. The book concludes with suggestions about how government policy on the curriculum should now succeed.This portrayal of the school curriculum today and how it could be developed in line with the new aims will be of interest to those studying education with a particular focus on the areas of curriculum, assessment, school management, philosophy of education and the history of education.

In 2000, the school curriculum in England was equipped - for the first time in the country's history - with an extensive set of aims and purposes. In this book, leading experts in the teaching of school subjects examine the significance of the new aims for the reform of the curriculum.In two general introductory chapters John White discusses the validity of the aims and how they might be realized in schools. The remainder of the book focuses on subject specific areas and how these need to be brought into line with the new aims, so as to produce a more relevant and enjoyable curriculum experience for pupils, including more opportunities for choice of activities. The book concludes with suggestions about how government policy on the curriculum should now succeed.This portrayal of the school curriculum today and how it could be developed in line with the new aims will be of interest to those studying education with a particular focus on the areas of curriculum, assessment, school management, philosophy of education and the history of education.

John White has spent the last thirty-five years researching, teaching, thinking and writing about some of the key and enduring issues in philosophy of education. He has contributed over thirty books and 140 articles to the field.In this book he brings together sixteen of his key writings in one place for the first time. Starting with a specially written introduction, John White gives an overview of his career and contextualises his selection within the development of the field. The chapters cover:mind state and curriculumwell-being politics curriculum subjects. This important text not only shows how John White’s thinking developed during his long and distinguished career, it also gives an insight into the development of the fields to which he contributed.

John White has spent the last thirty-five years researching, teaching, thinking and writing about some of the key and enduring issues in philosophy of education. He has contributed over thirty books and 140 articles to the field.In this book he brings together sixteen of his key writings in one place for the first time. Starting with a specially written introduction, John White gives an overview of his career and contextualises his selection within the development of the field. The chapters cover:mind state and curriculumwell-being politics curriculum subjects. This important text not only shows how John White’s thinking developed during his long and distinguished career, it also gives an insight into the development of the fields to which he contributed.

The nature of intelligence and how it can be measured has occupied psychologists, educationalists, biologists and philosophers for hundreds of years. However, there has been little investigation into the rise of the traditional dominant educational ideology that intelligence and IQ have innate limits and are unchanging and unchangeable. This book traces the roots of this mind set back to early puritan communities on both sides of the Atlantic, drawing parallels between puritan dogma and the development of the traditional curricula and selection processes that are still firmly embedded in school practice today.Drawing on the work of Galton, Pearson, Burt, Goddard, Terman and others in his search for the truth about intelligence testing, John White looks at the personal histories and socialised religious backgrounds of these key psychologists and casts an entirely new light on schooling in Britain and the USA in modern times. This work also shows how we can transcend this heritage and base our educational system on values and practices more in tune with the twenty-first century.

The nature of intelligence and how it can be measured has occupied psychologists, educationalists, biologists and philosophers for hundreds of years. However, there has been little investigation into the rise of the traditional dominant educational ideology that intelligence and IQ have innate limits and are unchanging and unchangeable. This book traces the roots of this mind set back to early puritan communities on both sides of the Atlantic, drawing parallels between puritan dogma and the development of the traditional curricula and selection processes that are still firmly embedded in school practice today.Drawing on the work of Galton, Pearson, Burt, Goddard, Terman and others in his search for the truth about intelligence testing, John White looks at the personal histories and socialised religious backgrounds of these key psychologists and casts an entirely new light on schooling in Britain and the USA in modern times. This work also shows how we can transcend this heritage and base our educational system on values and practices more in tune with the twenty-first century.

In Fifty Key British Films, Britain's best known films such as Clockwork Orange, The Full Monty and Goldfinger are scrutinised for their outstanding ability to articulate the issues of the time. This is essential reading for anyone interested in quality, cult film.

In Fifty Key British Films, Britain's best known films such as Clockwork Orange, The Full Monty and Goldfinger are scrutinised for their outstanding ability to articulate the issues of the time. This is essential reading for anyone interested in quality, cult film.

It is a common assertion that the history of America is written in its Westerns, but how true is this?In this guidebook John White discusses the evolution of the Western through history and looks at theoretical and critical approaches to Westerns such as genre analysis, semiotics, representation, ideology, discourse analysis, narrative, realism, auteur and star theory, psychoanalytical theory, postmodernism and audience response. The book includes case studies of 8 key westerns:StagecoachMy Darling ClementineShaneThe Good, The Bad and the UglyMcCabe and Mrs MillerUnforgivenBrokeback MountainThe Assassination of Jesse James by the Coward Robert FordIncluding a chronology of significant events for the Western genre, a glossary and further reading, this introduction to an important genre in film studies is a great guide for students.

It is a common assertion that the history of America is written in its Westerns, but how true is this?In this guidebook John White discusses the evolution of the Western through history and looks at theoretical and critical approaches to Westerns such as genre analysis, semiotics, representation, ideology, discourse analysis, narrative, realism, auteur and star theory, psychoanalytical theory, postmodernism and audience response. The book includes case studies of 8 key westerns:StagecoachMy Darling ClementineShaneThe Good, The Bad and the UglyMcCabe and Mrs MillerUnforgivenBrokeback MountainThe Assassination of Jesse James by the Coward Robert FordIncluding a chronology of significant events for the Western genre, a glossary and further reading, this introduction to an important genre in film studies is a great guide for students.

John White's study is the most substantial work on what the aims of education should be since Whitehead's Aims of Education of 1929. It draws on material not only from schools and colleges, but also from the broader educative or miseducative nature of the 'ethos' of society and some of its major institutions. Sifting the different views about aims which are now prevalent and circulating in the world of education, he integrates the more defensible of them into an articulated set of positive recommendations. The study takes a broadly philosophical and non-technical stand; it is written to help practitioners orient themselves in what is often bewildering territory, at a time when the question of what the aims of education ought to be has acquired a new urgency for politicians and educational administrators, as well as for those directly involved in educational institutions, head teachers and their staff.

This volume assesses how far the ideas and achievements of the 19th century British Idealist philosophical reformers are still important for us today when considering fundamental questions about the structure and objectives of the education system in England and Wales. Part 1 examines those ideas of the Idealists, especially T. H. Green, which had most bearing on the educational reforms carried out between 1870 and the 1920s and traces their connection with the philosophy and educational theory of Hegel and other post-Kantians. Part 2 is an historical survey, concentrating on the innovations in the organization and contents of education in England and Wales brought about by the administrators and educationists educated in philosophical idealism. Part 3 considers what relevance the philosophical and practical ideas of this interconnected group of reformers have to education today.

Why is it that some teachers have a kind of magical charisma and charm which sets them apart from their peers? This book gives us a fresh and exciting answer – They have the classroom X-Factor! White and Gardner’s gripping text, The Classroom X Factor, examines the notion of having what the public has come to call the ‘X-Factor’ from the perspective of the teacher, offering fascinating insights into the use of non verbal communication in the classroom. Using classroom and curricular examples, this book sets out to show how both trainee and practising teachers can identify their own ‘X-Factor’ in order to help transform their perspectives and perceptions of themselves during the ‘live act’ of teaching. The book demonstrates how teachers can transform the way in which they connect with their students, whilst also creating meaningful and potent learning experiences for them. White and Gardner show that by following simple methods borrowed from psychology and cognitive science teachers can develop their own ‘X-Factor’ and in so doing increase their enjoyment and efficacy as professionals. The techniques described include some of the following: Facial and vocal expression Gesture and body language Eye contact and smiling Teacher attire, colour and the use of space Nonverbal communication and pedagogical approachesIn addition, the book provides a section containing fictional stories that aim to contextualise the findings detailed throughout the text. The inclusion of chapter summaries, questions aimed at identifying the readers’ own ‘X-Factor’, lesson exemplars and a user-friendly self-evaluation framework all work together to make the book a stimulating and easy read where reflective learning and the practical application of classroom techniques are the order of the day. This comprehensive guide to developing the classroom X-Factor within you will be of value to teaching and learning and is of immense use to both practising and student teachers and to schools seeking to develop models of reflective practice. It will also be of interest to curriculum and assessment agencies, policy makers, academics and others whose roles involve the design, provision, support and evaluation of teachers’ efficacy in the classroom.

Why is it that some teachers have a kind of magical charisma and charm which sets them apart from their peers? This book gives us a fresh and exciting answer – They have the classroom X-Factor! White and Gardner’s gripping text, The Classroom X Factor, examines the notion of having what the public has come to call the ‘X-Factor’ from the perspective of the teacher, offering fascinating insights into the use of non verbal communication in the classroom. Using classroom and curricular examples, this book sets out to show how both trainee and practising teachers can identify their own ‘X-Factor’ in order to help transform their perspectives and perceptions of themselves during the ‘live act’ of teaching. The book demonstrates how teachers can transform the way in which they connect with their students, whilst also creating meaningful and potent learning experiences for them. White and Gardner show that by following simple methods borrowed from psychology and cognitive science teachers can develop their own ‘X-Factor’ and in so doing increase their enjoyment and efficacy as professionals. The techniques described include some of the following: Facial and vocal expression Gesture and body language Eye contact and smiling Teacher attire, colour and the use of space Nonverbal communication and pedagogical approachesIn addition, the book provides a section containing fictional stories that aim to contextualise the findings detailed throughout the text. The inclusion of chapter summaries, questions aimed at identifying the readers’ own ‘X-Factor’, lesson exemplars and a user-friendly self-evaluation framework all work together to make the book a stimulating and easy read where reflective learning and the practical application of classroom techniques are the order of the day. This comprehensive guide to developing the classroom X-Factor within you will be of value to teaching and learning and is of immense use to both practising and student teachers and to schools seeking to develop models of reflective practice. It will also be of interest to curriculum and assessment agencies, policy makers, academics and others whose roles involve the design, provision, support and evaluation of teachers’ efficacy in the classroom.

John White's study is the most substantial work on what the aims of education should be since Whitehead's Aims of Education of 1929. It draws on material not only from schools and colleges, but also from the broader educative or miseducative nature of the 'ethos' of society and some of its major institutions. Sifting the different views about aims which are now prevalent and circulating in the world of education, he integrates the more defensible of them into an articulated set of positive recommendations. The study takes a broadly philosophical and non-technical stand; it is written to help practitioners orient themselves in what is often bewildering territory, at a time when the question of what the aims of education ought to be has acquired a new urgency for politicians and educational administrators, as well as for those directly involved in educational institutions, head teachers and their staff.

Written prior to the introduction of the national curriculum, this volume argued for precisely that: a broad framework of a compulsory education at national level for all schools. The author considers the question of the content of his proposed compulsory curriculum in terms of principles derived from a fundamental ethical position and from an analysis of kinds of human activity that seeks to establish important educational priorities. The discussion covers arguments concerning intrinsically worthwhile activities, the need for a practical component of the curriculum and the priority that humanistic studies should have. It puts forward a case for a new concept of voluntary education, partly on the model of the Pioneer organizations of Eastern Europe, to supplement the compulsory curriculum.

The Routledge Encyclopedia of Films comprises 200 essays by leading film scholars analysing the most important, influential, innovative and interesting films of all time. Arranged alphabetically, each entry explores why each film is significant for those who study film and explores the social, historical and political contexts in which the film was produced. Ranging from Hollywood classics to international bestsellers to lesser-known representations of national cinema, this collection is deliberately broad in scope crossing decades, boundaries and genres. The encyclopedia thus provides an introduction to the historical range and scope of cinema produced throughout the world.

Written prior to the introduction of the national curriculum, this volume argued for precisely that: a broad framework of a compulsory education at national level for all schools. The author considers the question of the content of his proposed compulsory curriculum in terms of principles derived from a fundamental ethical position and from an analysis of kinds of human activity that seeks to establish important educational priorities. The discussion covers arguments concerning intrinsically worthwhile activities, the need for a practical component of the curriculum and the priority that humanistic studies should have. It puts forward a case for a new concept of voluntary education, partly on the model of the Pioneer organizations of Eastern Europe, to supplement the compulsory curriculum.

This important new book presents a 'dual strand' argument: Firstly, it gives a comprehensive account of methods in philosophy of education, with leading international figures in the field of writing from a variety of methodological and epistemological perspectives. Secondly, it examines their application in the 'real world' of education, using the topical area of children's rights as a basis for investigation. It will therefore be of interest to philosophers and educationalists alike.

Fifty Key American Films explores and contextualises some of the most important films ever made in the United States. With case studies from the early years of cinema to the present day, this comprehensive Key Guide provides accessible analyses from a range of theoretical perspectives. This chronologically ordered volume includes coverage of: Citizen Kane Casablanca Psycho Taxi Driver Blade Runner Pulp Fiction Amongst a raft of well-known films, the work of some of America’s best known directors, such as Lynch, Scorsese, Coppola and Scott, is discussed. This book is essential reading for students of film, and will be of interest to anyone seeking to explore the impact of American cinema.

Fifty Key American Films explores and contextualises some of the most important films ever made in the United States. With case studies from the early years of cinema to the present day, this comprehensive Key Guide provides accessible analyses from a range of theoretical perspectives. This chronologically ordered volume includes coverage of: Citizen Kane Casablanca Psycho Taxi Driver Blade Runner Pulp Fiction Amongst a raft of well-known films, the work of some of America’s best known directors, such as Lynch, Scorsese, Coppola and Scott, is discussed. This book is essential reading for students of film, and will be of interest to anyone seeking to explore the impact of American cinema.

"White's Barack Obama's America eloquently captures both the important nuances of the current political scene and its long-term consequences."---Richard Wirthlin, former pollster for Ronald Reagan"This delightfully written and accessible book is the best available account of the changes in culture, society, and politics that have given us Barack Obama's America." ---Stan Greenberg, pollster for Bill Clinton and Chairman and CEO of Greenberg Quinlan Rosner Research"From one of the nation's foremost experts on how values shape our politics, a clear and compelling account of the dramatic shifts in social attitudes that are transforming American political culture. White's masterful blend of narrative and data illuminates the arc of electoral history from Reagan to Obama, making a powerful case for why we are entering a new progressive political era."---Matthew R. Kerbel, Professor of Political Science, Villanova University, and author of Netroots"John Kenneth White is bold. He asks the big questions . . . Who are we? What do we claim to believe? How do we actually live? What are our politics? John Kenneth White writes compellingly about religion and the role it played in making Barack Obama president. White's keen insight into America's many faiths clarifies why Barack Obama succeeded against all odds. It is a fascinating description of religion and politics in twenty-first-century America---a must-read."---Kathleen Kennedy Townsend, former Lieutenant Governor of Maryland and author of Failing America's Faithful"In Barack Obama's America, John Kenneth White has written the political equivalent of Baedeker or Michelin, the definitive guide to and through the new, uncharted political landscape of our world. White captures and explains what America means---and what it means to be an American---in the twenty-first century."---Mark Shields, nationally syndicated columnist and political commentator for PBS NewsHour"John White has always caught important trends in American politics that others missed. With his shrewd analysis of why Barack Obama won, he's done it again."---E. J. Dionne, Jr., Senior Fellow, Brookings Institution, and University Professor in the Foundations of Democracy and Culture at Georgetown UniversityThe election of Barack Obama to the presidency marks a conclusive end to the Reagan era, writes John Kenneth White in Barack Obama's America. Reagan symbolized a 1950s and 1960s America, largely white and suburban, with married couples and kids at home, who attended church more often than not.Obama's election marks a new era, the author writes. Whites will be a minority by 2042. Marriage is at an all-time low. Cohabitation has increased from a half-million couples in 1960 to more than 5 million in 2000 to even more this year. Gay marriages and civil unions are redefining what it means to be a family. And organized religions are suffering, even as Americans continue to think of themselves as a religious people. Obama's inauguration was a defining moment in the political destiny of this country, based largely on demographic shifts, as described in Barack Obama's America.John Kenneth White is Professor of Politics at the Catholic University of America in Washington, D.C. Cover image: "Out of many, we are one: Dare to Hope: Faces from 2008 Obama Rallies" by Anne C. Savage, view and buy full image at http://revolutionaryviews.com/obama_poster.html.