Julian Stern - Böcker

This book brings together world experts in the field of Functional Gastrointestinal Disorders (FGIDs) who practice an integrated and holistic approach in their care for patients to provide an up-to-date and comprehensive evaluation of a range of issues associated with the biopsychosocial treatment of FGIDs. Examining topics such as neurological and biological aspects of FGIDs, common concerns faced in relation to diagnosis, and ongoing medical decisions and interventions, each chapter provides crucial practical recommendations, as well as future directions of psychosocial work in multi-team environments.Functional Gastrointestinal Disorders considers individual conditions in detail, including the current Rome IV diagnostic criteria for FGIDs required to make a positive diagnosis, the role of psychological and other biopsychosocial and biofeedback aspects of treatment, and general recommendations with regard to diet and medications. Each chapter also provides an up-to-date consolidation and evaluation of the current literature as well as practical recommendations, which can then be applied by the reader in their own interaction with FGID patients. Topics covered include: the common concerns and issues faced by individuals with FGIDs in relation to pre-and post-diagnosis, ongoing medical decisions and interventions review of current evidence-based biopsychosocial treatment practices for each FGID condition the differences and challenges associated with FGIDs across individual life stages special topics such as the relationship with eating disorders and the role of psychotropic medications modern patient centred initiatives such as patient empowerment, distance and e-therapies the future challenges facing FGID treatment.Throughout the entire book, common themes and practical recommendations are described. Functional Gastrointestinal Disorders, has broad applicability across multiple spheres, including treatment, research and teaching and is accessible to those working in gastroenterology and primary care alike.

The link between schools and religions is an area of lively and passionate debate. In this meticulously researched volume, Julian Stern analyses the role that religion can play in fostering communities in schools and its implications for social, cultural and political developments in both national and international contexts. Drawing heavily on Vygoyskyan social contructivism and Buber's research into human relationships, Stern constructs an innovative and challenging philosophy of schooling which places schools at the heart of two of the main challenges of the twenty-first century - social inclusion and globalisation.

Centred around a philosophical argument for contemporary education as a fundamental good, this edited volume demonstrates the benefits that education brings in a civil and flourishing societal context while also critiquing the state’s role in supporting and strengthening this educational focus.Chapters present in-depth philosophical and historical arguments that explore core aspects of education that are frequently overlooked, illustrating education’s role as a non-partisan public good during contentious times. Through this volume, diverse voices are heard from those with experience of life under communism as well as life in a stable democracy arguing, for example, that despite differing contexts, the value of education is autonomous and intrinsic. Ultimately drawing on conceptual frameworks, this timely volume reconciles the Anglo-American Continental dialogues on education and presents novel and challenging ideas to its readers.Striving to inspire new research through its various reflections on the relationship between education and the state, the book will be useful to scholars, researchers, and academics in the fields of philosophy of education, education policy, sociology of education as well as theory of education.The Introduction as well as Chapters 3, 5, 6 and 7 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-ShareAlike (CC-BY-SA) 4.0 license.Chapter 9 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Centred around a philosophical argument for contemporary education as a fundamental good, this edited volume demonstrates the benefits that education brings in a civil and flourishing societal context while also critiquing the state’s role in supporting and strengthening this educational focus.Chapters present in-depth philosophical and historical arguments that explore core aspects of education that are frequently overlooked, illustrating education’s role as a non-partisan public good during contentious times. Through this volume, diverse voices are heard from those with experience of life under communism as well as life in a stable democracy arguing, for example, that despite differing contexts, the value of education is autonomous and intrinsic. Ultimately drawing on conceptual frameworks, this timely volume reconciles the Anglo-American Continental dialogues on education and presents novel and challenging ideas to its readers.Striving to inspire new research through its various reflections on the relationship between education and the state, the book will be useful to scholars, researchers, and academics in the fields of philosophy of education, education policy, sociology of education as well as theory of education.The Introduction as well as Chapters 3, 5, 6 and 7 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-ShareAlike (CC-BY-SA) 4.0 license.Chapter 9 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book brings together world experts in the field of Functional Gastrointestinal Disorders (FGIDs) who practice an integrated and holistic approach in their care for patients to provide an up-to-date and comprehensive evaluation of a range of issues associated with the biopsychosocial treatment of FGIDs. Examining topics such as neurological and biological aspects of FGIDs, common concerns faced in relation to diagnosis, and ongoing medical decisions and interventions, each chapter provides crucial practical recommendations, as well as future directions of psychosocial work in multi-team environments.Functional Gastrointestinal Disorders considers individual conditions in detail, including the current Rome IV diagnostic criteria for FGIDs required to make a positive diagnosis, the role of psychological and other biopsychosocial and biofeedback aspects of treatment, and general recommendations with regard to diet and medications. Each chapter also provides an up-to-date consolidation and evaluation of the current literature as well as practical recommendations, which can then be applied by the reader in their own interaction with FGID patients. Topics covered include: the common concerns and issues faced by individuals with FGIDs in relation to pre-and post-diagnosis, ongoing medical decisions and interventions review of current evidence-based biopsychosocial treatment practices for each FGID condition the differences and challenges associated with FGIDs across individual life stages special topics such as the relationship with eating disorders and the role of psychotropic medications modern patient centred initiatives such as patient empowerment, distance and e-therapies the future challenges facing FGID treatment.Throughout the entire book, common themes and practical recommendations are described. Functional Gastrointestinal Disorders, has broad applicability across multiple spheres, including treatment, research and teaching and is accessible to those working in gastroenterology and primary care alike.

An updated, expanded, edition of the popular textbook for student and practising teachers of religious education. It is a book for and about teaching and learning religious education in schools, which is a lively and open-ended subject, ideal for those wanting to explore how people understand the world, and how they live their lives. A wide range of religious and non-religious ways of life are explored.New to this edition are descriptions of more recent research on teaching and learning religious education from the UK, Europe, America, Asia, Africa and Australia. Also included are personal accounts written by pupils, teachers and researchers, giving voice to those learning and researching religious education in practice. As well as revising and extending every chapter of the first edition, there are brand-new chapters on:- the real lives of teachers and pupils in religious education- religious education around the world- spirituality- thinking about philosophy, truth, and religious education- ethics, rights, values and virtues- creativity and religious education.A key feature of the book is the 33 classroom activities for learners aged 7 to 18, which are also designed for use by student and practising teachers. These activities enable those studying and teaching religious education to be active researchers.

An updated, expanded, edition of the popular textbook for student and practising teachers of religious education. It is a book for and about teaching and learning religious education in schools, which is a lively and open-ended subject, ideal for those wanting to explore how people understand the world, and how they live their lives. A wide range of religious and non-religious ways of life are explored.New to this edition are descriptions of more recent research on teaching and learning religious education from the UK, Europe, America, Asia, Africa and Australia. Also included are personal accounts written by pupils, teachers and researchers, giving voice to those learning and researching religious education in practice. As well as revising and extending every chapter of the first edition, there are brand-new chapters on:- the real lives of teachers and pupils in religious education- religious education around the world- spirituality- thinking about philosophy, truth, and religious education- ethics, rights, values and virtues- creativity and religious education.A key feature of the book is the 33 classroom activities for learners aged 7 to 18, which are also designed for use by student and practising teachers. These activities enable those studying and teaching religious education to be active researchers.

The Bloomsbury Handbook of Solitude, Silence and Loneliness is the first major account integrating research on solitude, silence and loneliness from across academic disciplines and across the lifespan. The editors explore how being alone – in its different forms, positive and negative, as solitude, silence and loneliness – is learned and developed, and how it is experienced in childhood and youth, adulthood and old age. Philosophical, psychological, historical, cultural and religious issues are addressed by distinguished scholars from Europe, North and Latin America, and Asia.

The Bloomsbury Handbook of Solitude, Silence and Loneliness is the first major account integrating research on solitude, silence and loneliness from across academic disciplines and across the lifespan. The editors explore how being alone – in its different forms, positive and negative, as solitude, silence and loneliness – is learned and developed, and how it is experienced in childhood and youth, adulthood and old age. Philosophical, psychological, historical, cultural and religious issues are addressed by distinguished scholars from Europe, North and Latin America, and Asia.

This book explores adolescents’ (10-18 years) experiences of silence, solitude, loneliness within the school setting. Although many studies explore social withdrawal and loneliness in adolescence, little is known about young people’s experiences of solitude as a state of being alone. This book ties together cutting-edge research from developmental psychology and education on solitude in adolescence, and opens the way to a pedagogy of solitude and well-being.Sandra Leanne Bosacki explores concerns about how adolescents learn social and solitude skills and the extent to which such skills are harmful or helpful, including self-control and regulation, and self-compassion. The book further explores implications of solitude studies for practice and provides recommendations for future research and education. Holistic models of education are encouraged to promote a balance of social and solitude skills that combines social management with self-regulation and self-compassion.

This book explores adolescents’ (10-18 years) experiences of silence, solitude, loneliness within the school setting. Although many studies explore social withdrawal and loneliness in adolescence, little is known about young people’s experiences of solitude as a state of being alone. This book ties together cutting-edge research from developmental psychology and education on solitude in adolescence, and opens the way to a pedagogy of solitude and well-being.Sandra Leanne Bosacki explores concerns about how adolescents learn social and solitude skills and the extent to which such skills are harmful or helpful, including self-control and regulation, and self-compassion. The book further explores implications of solitude studies for practice and provides recommendations for future research and education. Holistic models of education are encouraged to promote a balance of social and solitude skills that combines social management with self-regulation and self-compassion.

This book presents a thematic analysis of various aspects of solitude, silence and loneliness, from the ancient world to the present day, explored thematically with consideration to the links between aloneness to other social and political issues. The themes include exile (expulsion from a community), ecstasy (getting ‘out of oneself’) and enstasy (being comfortable within oneself), to the Romantic idea of the artist as solitary. There is work on aloneness in and through nature, especially the importance of natural settings for positive experiences of solitude. A central theme is alienation and its emotions, with the idea of loneliness and the rejected self being a more modern experience. The book explores modernism and postmodernism as presenting new forms of solitude in the twentieth century, and how, more recently, there have been attempts to ‘recover’ the self, through therapeutic uses of the arts. All of these types and experiences of aloneness are described through the lenses of artistic, literary and musical forms of expression, as aloneness is not only explored and articulated through these art forms, but is in many ways created through these art forms.

This book presents a thematic analysis of various aspects of solitude, silence and loneliness, from the ancient world to the present day, explored thematically with consideration to the links between aloneness to other social and political issues. The themes include exile (expulsion from a community), ecstasy (getting ‘out of oneself’) and enstasy (being comfortable within oneself), to the Romantic idea of the artist as solitary. There is work on aloneness in and through nature, especially the importance of natural settings for positive experiences of solitude. A central theme is alienation and its emotions, with the idea of loneliness and the rejected self being a more modern experience. The book explores modernism and postmodernism as presenting new forms of solitude in the twentieth century, and how, more recently, there have been attempts to ‘recover’ the self, through therapeutic uses of the arts. All of these types and experiences of aloneness are described through the lenses of artistic, literary and musical forms of expression, as aloneness is not only explored and articulated through these art forms, but is in many ways created through these art forms.

Recent interest in personalized learning and the issues raised by Every Child Matters have led to renewed enthusiasm for the more personal and holistic aspects of schooling. This fascinating monograph draws on empirical evidence from schools across the world to answer key questions such as: - What is the spirit of the school? - How does it differ from school ethos? - What can teachers and pupils do to contribute to the spirit of the school? Drawing heavily on research into learning theories (from the social constructivist tradition), community (from the philosophy of John Macmurray) and dialogue (from the philosophy of Martin Buber), Julian Stern's unique and illuminating book will stimulate fresh thinking about spiritual education.

Mastering Primary Religious Education introduces the primary religious education curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make religious education irresistible.Topics covered include:· Current developments in religious education· Religious education as an irresistible activity · Religious education as a practical activity · Skills to develop in religious education· Promoting curiosity · Assessing children in religious education· Practical issuesThis guide includes examples of children’s work, case studies, readings to reflect upon and reflective questions that all help to show students and teachers what is considered to be best and most innovative practice, and how they can use that knowledge in their own teaching to the greatest effect. The book draws on the experience of two leading professionals in primary religious education, Maria James and Julian Stern, to provide the essential guide to teaching religious education for all trainee and qualified primary teachers.

Mastering Primary Religious Education introduces the primary religious education curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make religious education irresistible.Topics covered include:· Current developments in religious education· Religious education as an irresistible activity · Religious education as a practical activity · Skills to develop in religious education· Promoting curiosity · Assessing children in religious education· Practical issuesThis guide includes examples of children’s work, case studies, readings to reflect upon and reflective questions that all help to show students and teachers what is considered to be best and most innovative practice, and how they can use that knowledge in their own teaching to the greatest effect. The book draws on the experience of two leading professionals in primary religious education, Maria James and Julian Stern, to provide the essential guide to teaching religious education for all trainee and qualified primary teachers.

Meet Jan. Jan is sometimes lonely. In this illustrated guide, he describes what loneliness feels like and how it affects him at home and school. He explains what he can do to feel less lonely, and how his teachers, family and friends can help him too. Child loneliness is an area of growing concern. This book is an ideal way to start a conversation about loneliness with anyone aged 7-18 and to help children understand the importance of healthy solitude, as well as socialising. It also includes a useful list of recommended reading, organisations and websites for further information and support.

This book gives a unique insight into spirituality within the school environment and the wide ranging influences it has on all parties involved.Recent interest in personalized learning and the issues raised by Every Child Matters have led to renewed enthusiasm for the more personal and holistic aspects of schooling. This fascinating monograph draws on empirical evidence from schools across the world to answer key questions such as: What is the spirit of the school? How does it differ from school ethos? What can teachers and pupils do to contribute to the spirit of the school?Drawing heavily on research into learning theories (from the social constructivist tradition), community (from the philosophy of John Macmurray) and dialogue (from the philosophy of Martin Buber), Julian Stern's unique and illuminating book will stimulate fresh thinking about spiritual education.

First Published in 1997. The book explains why homework is important, how teachers can set interesting and effective and well-differentiated homework, how schools can best support homework, how managers can best develop whole-school homework policies, and how parents can support the educational progress of their children. Different parts of this book are aimed at teachers, managers, and parents but pupils do not have a section to themselves.

This book provides an optimistic account of the value and role of schooling. The book tackles and rejects the various large-scale ‘functional’ theories of schooling which continue to dominate current debates and policies, such as schooling supporting employment and the economy, or developing citizenship.

Analysing loneliness and solitude in schools and exploring how to deal with them is a vital task. In recent research for the author’s Spirit of the School project, a number of pupils, teachers and headteachers described times when they felt lonely and times when they felt the need for healthy solitude. The causes of loneliness are numerous and its consequences have a significant unrecognised impact on education. How do schools deal with people when they are lonely, and how can they overcome loneliness? How can they create opportunities for healthy solitude, a welcome alternative to loneliness? Schools can sometimes try to include people by being intensely social, but end up making them feel even more excluded. A school that teaches solitude well and helps individuals deal with loneliness can be called an ‘enstatic’ school: a school in which people are comfortable within themselves. The objective of this book – the first comprehensive study of the subject – is to help us all understand loneliness and solitude and thereby to reinvigorate debates on personal, character and values education.

This is a book of conversations with researchers working across Europe, the USA and Africa. It aims to illuminate the lived reality of educational research on a wide variety of topics, including family life in rural South Africa, support for self-harming students in the UK, character development in the USA and Korea, educational leadership in the UK and China, philosophical analysis of education policy, and much more. The book is for and about researchers and is built around a set of conversations with the author – a fellow researcher. Researchers work at the frontiers of our knowledge and understanding of the world, and frontiers can be dangerous places. How are the researchers’ personal qualities – virtues such as courage, honesty and kindness – tested and exemplified in their work? The conversations presented here explore the experience of research and ask what qualities are needed, or wished for, in order to successfully face its challenges. There are many books that include lists of what to do and what not to do when carrying out research. Here, in contrast, we find out what really happens and why – and what it takes to keep going.

This book provides an optimistic account of the value and role of schooling. The book tackles and rejects the various large-scale ‘functional’ theories of schooling which continue to dominate current debates and policies, such as schooling supporting employment and the economy, or developing citizenship.