Ken Brown – författare

The concept of the 'learning society' brings to mind access to education for all and a culture of lifelong learning. But government interventions in education such as the National Curriculum and standardized tests have only served to consolidate the connection between learning and schooling. Schools, furthermore, now have to juggle an increasingly diverse and incompatible range of tasks, providing equal opportunities while catering for individual needs and hitting academic attainment targets while preparing pupils for life in the global workplace. In this climate, what is the future for a democratic system of education?This important book aims to encourage debate about alternative ways of providing education, and discusses how these are being practiced now in Britain, Europe and the USA. Taking the issue of human rights and access as a central theme, the author examines the current state of education provision and the possibilities for its future.This book will be of interest to specialists in education, politics and philosophy, and also to those seeking alternative ways of educating their children.

The concept of the 'learning society' brings to mind access to education for all and a culture of lifelong learning. But government interventions in education such as the National Curriculum and standardized tests have only served to consolidate the connection between learning and schooling. Schools, furthermore, now have to juggle an increasingly diverse and incompatible range of tasks, providing equal opportunities while catering for individual needs and hitting academic attainment targets while preparing pupils for life in the global workplace. In this climate, what is the future for a democratic system of education?This important book aims to encourage debate about alternative ways of providing education, and discusses how these are being practiced now in Britain, Europe and the USA. Taking the issue of human rights and access as a central theme, the author examines the current state of education provision and the possibilities for its future.This book will be of interest to specialists in education, politics and philosophy, and also to those seeking alternative ways of educating their children.

REVISED AND UPDATED!"As well as being a great tool for instruction, it's also a fascinating insight into one of the world's best putters." Tommy FleetwoodClimb the ladder to achieve one-putts by choosing the right putter, achieving an immaculate set up, reading the greens, acquiring touch and feel and honing your skills through drills with One Putt.This book also includes some stunning bespoke photography from Getty's No.1 golf photographer as well as many shots of today's leading Pros shot especially for the book.With TV's best-loved golf analyst, Ken Brown's own analysis and stories from a wealth of experience, this heavily illustrated, easy-to-follow book will make honing this golfing skill easy and entertaining.

Published in 1998. Interest in the subject of "critical thinking" has mounted, seeking ways to transcend rote learning and to remedy a widely perceived lack of critical, analytical abilities amongst school students. A growing literature on "teaching thinking" and "problem solving" maintains this commitment, reflecting a common belief that thinking skills of a general nature can not only be identified, but can be taught successfully. The paucity of empirical evidence that intellectual skills thus identified actually transfer between domains of thought or subject matters has done little to diminish faith in the possiblity that this is achievable. The principal message of this book is that theories of critical thinking which disregard its historical origins and dialectical, traditional character are likely to be seriously flawed. All human societies exhibit problem solving abilities, often of a high order - all language and thought is fundamentally criteriological. Relevant distinctions between critical thought and its alternative are found in history and culture, in dialogue and criticism, not just in the operations of individual minds.The critical traditions embody a sovereign principle - a criterion of the effectiveness of educational institutions to represent the legacy and social liberties and democratic values in which they are deeply enmeshed.

Published in 1998. Interest in the subject of "critical thinking" has mounted, seeking ways to transcend rote learning and to remedy a widely perceived lack of critical, analytical abilities amongst school students. A growing literature on "teaching thinking" and "problem solving" maintains this commitment, reflecting a common belief that thinking skills of a general nature can not only be identified, but can be taught successfully. The paucity of empirical evidence that intellectual skills thus identified actually transfer between domains of thought or subject matters has done little to diminish faith in the possiblity that this is achievable. The principal message of this book is that theories of critical thinking which disregard its historical origins and dialectical, traditional character are likely to be seriously flawed. All human societies exhibit problem solving abilities, often of a high order - all language and thought is fundamentally criteriological. Relevant distinctions between critical thought and its alternative are found in history and culture, in dialogue and criticism, not just in the operations of individual minds.The critical traditions embody a sovereign principle - a criterion of the effectiveness of educational institutions to represent the legacy and social liberties and democratic values in which they are deeply enmeshed.

Gloucester, 2017. New language teacher Julie attends the school's science group, run by Peter, where a chance comment reawakens in her a childhood memory, a dream, where she is looking out over a stretch of water and experiencing feelings of sorrow and loss. As the group discusses parascience and the potential of the undiscovered world, she wonders if there might be more to it than a flight of imagination.London, 1860. George has never questioned his duty to the family fruit and vegetable trade at Covent Garden, but as the business is looking to expand he starts to envision new possibilities. He is torn between loyalty to his family and a desire to be part of the quickly modernising world. Peter and Julie begin a relationship which is troubled by a growing obsession about the past, and ideas that might question established scientific thinking. But could Julie be right about the possible connections between the past and the present? And if so, could there be present-day consequences of an 1867 disaster which occurred on the treacherous ice of Regents Park lake?

Most technologies have been harnessed to enable educators to conduct their business remotely. However, the social context of technology as a mediating factor needs to be examined to address the perceptions of barriers to learning due to the lack of social interaction between a teacher and a learner in such a setting.Developing Technology Mediation in Learning Environments is an essential reference source that widens the scene of STEM education with an all-encompassing approach to technology-mediated learning, establishing a context for technology as a mediating factor in education. Featuring research on topics such as distance education, digital storytelling, and mobile learning, this book is ideally designed for teachers, IT consultants, educational software developers, researchers, administrators, and professionals seeking coverage on developing digital skills and professional knowledge using technology.

Wissenschaftliche Diskussionen über den frühen jüdischen Monotheismus haben sich meistens auf seinen Ursprung in der früheren israelitischen Religion konzentriert, während seine Entwicklung in der späten prophetischen und frühen apokalyptischen Literatur seltener untersucht wurde. Doch das Konzept des Monotheismus spiegelt sich in dieser Literatur auf weitaus vielfältigere Weise wider als bisher bemerkt. Sie reflektiert eine lebhafte Debatte über die Auswirkungen des Glaubens an einen Gott, welche sich über ein breites Spektrum von religiösen und sozial-politischen Erfahrungen erstreckt. Die Autoren dieses Bands untersuchen diese Vielfalt, indem sie bestimmte Texte und Themen aus der persischen und hellenistischen Zeit untersuchen. Sie behandeln verschiedene Themengebiete, von der Beziehung zwischen Monotheismus und göttlicher Gewalttätigkeit zu Dualismus, vom Völkerrecht zur Idolatrie. Sie zeigen, dass nicht nur JHWHs Vorherrschaft unterschiedlich verstanden wurde, sondern dass für ihr Verständnis eine Vielfalt methodischer Ansätze notwendig ist.

Am Anfang des Hiobdialogs wird Hiobs Freund Eliphas eine beunruhigende Vision (Hi 4,12-21) zugeschrieben, welche die Theologie der Freunde herausfordert. Vor allem ihre besondere körperliche Darstellungsform und die Folgerung, dass jeder jederzeit sterben kann, spiegeln Hiobs charakteristischen Stil wider und bilden die Basis seiner Vorwürfe gegen die göttliche Gerechtigkeit. Ken Brown zeigt, dass die Vision ursprünglich Hiob zugeschrieben wurde und erst später in die erste Eliphasrede integriert worden ist. Diese Veränderung wurde absichtlich vorgenommen und steht in Zusammenhang mit ähnlichen Umstellungen im dritten Redegang (Hi 22-27). Gegen die klare Tendenz in der jüngsten englischsprachigen Forschung, sich auf die Endgestalt des Hiobbuches zu konzentrieren, legt Brown dar, dass Hiobs Redaktion und Rezeption eng verbunden sind und nur in gegenseitiger Wahrnehmung das Verständnis des Hiobbuches fördern.Diese Arbeit wurde mit dem Manfred Lautenschlaeger Award for Theological Promise 2016 ausgezeichnet.

This textbook consists of an expanded set of lectures on algebraic aspects of quantum groups, concentrating particularly on quantized coordinate rings of algebraic groups and spaces and on quantized enveloping algebras of semisimple Lie algebras. The approach, a mixture of introductory textbook, lecture notes and overview survey, is designed to allow access by graduate students and by researchers new to the areas, as well as by experts, and to provide a basis for further study of the subject. Thus, large parts of the material are developed in full textbook style, with many examples and numerous exercises; other portions are discussed with sketches of proofs, while still other material is quoted without proof. Much associated material is outlined in the appendices. Among the topics covered in the book are a discussion of the nature of the prime spectrum of a "generic" quantum algebra and details of how the Hopf algebra structure of the algebra and the Poisson algebra structure of the centre carry important consequences for quantized algebras when the quantum parameter is a root of unity.The book is structured in three parts: one introductory part with many examples plus background material; one concentrating on generic quantized coordinate rings; and one dealing with quantized algebras at roots of unity. Many examples and exercises at the end of each chapter are provided. The book serves also as a survey book for researchers and contains open problems and questions.