Kaustuv Roy - Böcker

Pioneered in the late 1980s, the concept of macroecology - a framework for studying ecological communities with a focus on patterns and processes - revolutionized the field. Although this approach has been applied mainly to terrestrial ecosystems, there is increasing interest in quantifying macroecological patterns in the sea and understanding the processes that generate them. Taking stock of the current work in the field and advocating a research agenda for the decades ahead, "Marine Macroecology" draws together insights and approaches from a diverse group of scientists to show how marine ecology can benefit from the adoption of macroecological approaches. Divided into three parts, "Marine Macroecology" first provides an overview of marine diversity patterns and offers case studies of specific habitats and taxonomic groups. In the second part, contributors focus on process-based explanations for marine ecological patterns. The third part presents new approaches to understanding processes driving the macroecological patterns in the sea.Uniting unique insights from different perspectives with the common goal of identifying and understanding large-scale biodiversity patterns, "Marine Macroecology" will inspire the next wave of marine ecologists to approach their research from a macroecological perspective.

This book explores the possibility of philosophical praxis by weaving an ontological thread through four principal thinkers: Heidegger, Schelling, Goethe, and Heraclitus.

This book identifies and expands upon the link between ontology and education, exposing a lack of ontological inquiry as the vital missing element in the study and practice of modern education today.

Against the backdrop of a historical debate between science and philosophy with regard to the nature of time, this book argues that our commonsense understanding of time is inadequate—especially for education.

Against the backdrop of a historical debate between science and philosophy with regard to the nature of time, this book argues that our commonsense understanding of time is inadequate—especially for education.

This book presents authentic educational experience as the actualization of a potential within a phenomenological field whose axes consist of the somatic, the psychic, and the symbolic, thereby rejecting the one-dimensionality of contemporary education that is primarily mind-oriented.

This book presents authentic educational experience as the actualization of a potential within a phenomenological field whose axes consist of the somatic, the psychic, and the symbolic, thereby rejecting the one-dimensionality of contemporary education that is primarily mind-oriented.

To do this, it introduces the notion of a living unconscious as distinct from the Freudian Unconscious, and argues that in the living unconscious there is no distinction between the prehuman and the posthuman, and a posthumanist pedagogy can be constructed on the basis of an adequate transfer of prehuman dynamism.

To do this, it introduces the notion of a living unconscious as distinct from the Freudian Unconscious, and argues that in the living unconscious there is no distinction between the prehuman and the posthuman, and a posthumanist pedagogy can be constructed on the basis of an adequate transfer of prehuman dynamism.

This book provides a new understanding of art education, connecting art, necessity, and pedagogy. Plenty has been written about art education, but its potential contribution to inner autonomy and existential emancipation due to the re-articulation of time and space in art has not been adequately explored in a pedagogic context.

This book provides a new understanding of art education, connecting art, necessity, and pedagogy. Plenty has been written about art education, but its potential contribution to inner autonomy and existential emancipation due to the re-articulation of time and space in art has not been adequately explored in a pedagogic context.

In light of these developments, the author sets out to critically assess the role of education in creating the capacity to distinguish between machinic “intelligence” and organic intelligence, thus helping us move from passive acceptance to active becoming.

This book initiates fresh pedagogic thinking on the nature of intelligence and human potentiality in the midst of a rising panic over so-called artificial intelligence. At the rate of current advancement, entire social and cultural landscapes including education and work are going to change in unprecedented ways in the near future. In light of these developments, the author sets out to critically assess the role of education in creating the capacity to distinguish between machinic “intelligence” and organic intelligence, thus helping us move from passive acceptance to active becoming.

This book facilitates a missing dialogue between the secular and the transsecular dimensions of human existence. Kaustuv Roy argues that since secular reason of modernity can only represent the empirical dimension of existence, humans are forced to privatize the non-empirical dimension of being.

?This book engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples?

This book facilitates a missing dialogue between the secular and the transsecular dimensions of human existence. Kaustuv Roy argues that since secular reason of modernity can only represent the empirical dimension of existence, humans are forced to privatize the non-empirical dimension of being.

?This book engages with the dynamic intersection of several domains such as philosophy, psychology, sociology, and pedagogy, in order to critically analyze and reinvent our understanding of curriculum. Which indigenous understandings can be recovered in order to reinvent curriculum with greater relevance for diverse peoples?