Jonathan Beale – författare

What are the aims of education? What role can education play in responding to the climate crisis, or to the mental health crisis among young people today? Are educators responsible for teaching students how to build healthy relationships? How can we understand decolonial approaches to teaching and learning, or begin to conceive of educational justice -- particularly after the Covid-19 pandemic?The Future of Education explores these questions among others, bringing together leading international scholars in the philosophy of education to address some of the most pressing issues facing contemporary teaching and learning. In this robust and timely volume, contributors draw upon recent research across several fields -- including philosophy, education, and the social sciences -- to address and raise important inquiries concerning the aims, responsibilities, and future of education. Drawing out the significant implications for educators and policymakers, this unprecedented collection explores character education, the role of student well-being in education and how to most effectively improve it, art's role in countering extremist narratives, and the necessity of student mentorship by university teachers as an important pathway to improving the future of education.

What are the aims of education? What role can education play in responding to the climate crisis, or to the mental health crisis among young people today? Are educators responsible for teaching students how to build healthy relationships? How can we understand decolonial approaches to teaching and learning, or begin to conceive of educational justice -- particularly after the Covid-19 pandemic?The Future of Education explores these questions among others, bringing together leading international scholars in the philosophy of education to address some of the most pressing issues facing contemporary teaching and learning. In this robust and timely volume, contributors draw upon recent research across several fields -- including philosophy, education, and the social sciences -- to address and raise important inquiries concerning the aims, responsibilities, and future of education. Drawing out the significant implications for educators and policymakers, this unprecedented collection explores character education, the role of student well-being in education and how to most effectively improve it, art's role in countering extremist narratives, and the necessity of student mentorship by university teachers as an important pathway to improving the future of education.

The 'BrainCanDo' Handbook of Teaching and Learning provides teachers and school leaders with a concise summary of how some of the latest research in educational neuroscience and psychology can improve learning outcomes. It aims to create a mechanism through which our growing understanding of the brain can be applied in the world of education. Subjects covered include memory, social development, mindsets and character. Written by practising teachers working in collaboration with researchers, the chapters provide a toolkit of practical ideas which incorporate evidence from psychology and neuroscience into teaching practice with the aim of improving educational outcomes for all. By increasing both teachers’ and pupils’ understanding of the developing brain, ‘BrainCanDo’ aims to improve cognitive performance and attainment, foster a love of learning and enable a healthy and productive approach to personal development. This book will appeal to educators, primarily those working in secondary schools, but also those within higher and primary school education. It will also be of interest to students of education, professionals looking to enhance their teaching and researchers working in the fields of education, psychology and neuroscience.

The 'BrainCanDo' Handbook of Teaching and Learning provides teachers and school leaders with a concise summary of how some of the latest research in educational neuroscience and psychology can improve learning outcomes. It aims to create a mechanism through which our growing understanding of the brain can be applied in the world of education. Subjects covered include memory, social development, mindsets and character. Written by practising teachers working in collaboration with researchers, the chapters provide a toolkit of practical ideas which incorporate evidence from psychology and neuroscience into teaching practice with the aim of improving educational outcomes for all. By increasing both teachers’ and pupils’ understanding of the developing brain, ‘BrainCanDo’ aims to improve cognitive performance and attainment, foster a love of learning and enable a healthy and productive approach to personal development. This book will appeal to educators, primarily those working in secondary schools, but also those within higher and primary school education. It will also be of interest to students of education, professionals looking to enhance their teaching and researchers working in the fields of education, psychology and neuroscience.

Wittgenstein criticised prevailing attitudes toward the sciences. The target of his criticisms was ‘scientism’: what he described as ‘the overestimation of science’. This collection is the first study of Wittgenstein’s anti-scientism - a theme in his work that is clearly central to his thought yet strikingly neglected by the existing literature.The book explores the philosophical basis of Wittgenstein’s anti-scientism; how this anti-scientism helps us understand Wittgenstein’s philosophical aims; and how this underlies his later conception of philosophy and the kind of philosophy he attacked.An outstanding team of international contributors articulate and critically assess Wittgenstein’s views on scientism and anti-scientism, making Wittgenstein and Scientism essential reading for students and scholars of Wittgenstein’s work, on topics as varied as the philosophy of mind and psychology, philosophical practice, the nature of religious belief, and the place of science in modern culture.Contributors: Jonathan Beale, William Child, Annalisa Coliva, David E. Cooper, Ian James Kidd, James C. Klagge, Danièle Moyal-Sharrock, Rupert Read, Genia Schönbaumsfeld, Severin Schroeder, Benedict Smith, and Chon Tejedor.