Richard Mills – författare

‘The Road of Excess leads to the Palace of Wisdom’: Blake’s line had become a slogan for the hippie generation. The dramatic differences between the hippies’ way of life and that of most of the rest of society at the time made them a puzzling and alarming phenomenon. Originally published in 1973, Richard Mills describes and interprets these differences in Young Outsiders.

Based on research in the Ladbroke Grove and Piccadilly areas of London, the study explores critical issues which preoccupied young people everywhere and separated them from their parents’ generation. Told largely in the words of the young people themselves, the book describes their everyday life and the ways they were led to it, and looks at some of the central elements in their culture, particularly drugs and underground music. It is shown that the distinctive feature of their lives was the search for a special kind of intensified experience which they felt could give a greater sense of wholeness and identity than the conventional roles and routines from which they were alienated. Richard Mills examines some of the dilemmas into which this search could lead, and questions how far it provided the basis for a viable way of life. Today it can be read in its historical context.

‘The Road of Excess leads to the Palace of Wisdom’: Blake’s line had become a slogan for the hippie generation. The dramatic differences between the hippies’ way of life and that of most of the rest of society at the time made them a puzzling and alarming phenomenon. Originally published in 1973, Richard Mills describes and interprets these differences in Young Outsiders.

Based on research in the Ladbroke Grove and Piccadilly areas of London, the study explores critical issues which preoccupied young people everywhere and separated them from their parents’ generation. Told largely in the words of the young people themselves, the book describes their everyday life and the ways they were led to it, and looks at some of the central elements in their culture, particularly drugs and underground music. It is shown that the distinctive feature of their lives was the search for a special kind of intensified experience which they felt could give a greater sense of wholeness and identity than the conventional roles and routines from which they were alienated. Richard Mills examines some of the dilemmas into which this search could lead, and questions how far it provided the basis for a viable way of life. Today it can be read in its historical context.

The nature of childhood, the consideration of whether a certain age denotes innocence or not, and the desire to teach good citizenship to our children are all issues commonly discussed by today''s media. This book brings together a variety of perspectives on the study of childhood: how this has been treated historically and how such a concept is developing as we move into the next century.The book is divided into five main sections:* part one sets the scene and provides the reader with an overview of attitudes towards childhood.* part two surveys the contribution of literature from the nineteenth and twentieth centuries* part three examines educational issues such as childrens'' play, language acquisition and spiritual development * part four looks at the representation of children in film, television and other mass media * part five offers further help for study and researchThis book draws on a number of academic disciplines including education, literature, theology, language studies and history. It will be of particular use to those on Childhood studies courses and all those studying for a teacher qualification. Teachers of children aged between 4-12 years old will find its contribution to their continuing professional development extremely helpful.

The nature of childhood, the consideration of whether a certain age denotes innocence or not, and the desire to teach good citizenship to our children are all issues commonly discussed by today''s media. This book brings together a variety of perspectives on the study of childhood: how this has been treated historically and how such a concept is developing as we move into the next century.The book is divided into five main sections:* part one sets the scene and provides the reader with an overview of attitudes towards childhood.* part two surveys the contribution of literature from the nineteenth and twentieth centuries* part three examines educational issues such as childrens'' play, language acquisition and spiritual development * part four looks at the representation of children in film, television and other mass media * part five offers further help for study and researchThis book draws on a number of academic disciplines including education, literature, theology, language studies and history. It will be of particular use to those on Childhood studies courses and all those studying for a teacher qualification. Teachers of children aged between 4-12 years old will find its contribution to their continuing professional development extremely helpful.

Over the past few years bilingualism has come to be seen not as a hinderance to assimiliation but as an asset which, properly nurtured, will benefit children''s linguistic awareness, cultural sensitivity and cognitive functioning. Bilingualism in the Primary Classroom gives primary teachers a window on the experience of the bilingual children in their care and by doing so helps them to make the most of what the children and their parents have to offer as well as giving them a good start in the National Curriculum. Many of the contributors to the book are themselves bilingual and are thus able to understand the children''s experience from within, but they are also particularly careful to show monolingual teachers how they too can make use of children''s mother tongue experience. The book is based throughout on rich case study material of individual children at various stages on the bilingual spectrum.

Over the past few years bilingualism has come to be seen not as a hinderance to assimiliation but as an asset which, properly nurtured, will benefit children''s linguistic awareness, cultural sensitivity and cognitive functioning. Bilingualism in the Primary Classroom gives primary teachers a window on the experience of the bilingual children in their care and by doing so helps them to make the most of what the children and their parents have to offer as well as giving them a good start in the National Curriculum. Many of the contributors to the book are themselves bilingual and are thus able to understand the children''s experience from within, but they are also particularly careful to show monolingual teachers how they too can make use of children''s mother tongue experience. The book is based throughout on rich case study material of individual children at various stages on the bilingual spectrum.

In a sequence of observations of six children aged 5-11 in six different state schools this book offers a slice of classroom life, a microcosm of the educational scene. Since the book was first written there have been many changes in the curriculum, structure, governance and funding of British primary schools, as well as in the language used to describe these changes. But Observing Children in the Primary Classroom remains as valid now as earlier, as a lively and entertaining indicator of children’s daily school experience. We see the reception class of an infants’ school through the eyes of Mike, a lively five-year-old traveller boy. Six-year-old Rashda, a girl of Asian heritage, grapples with English as a Second Language at her multi-ethnic city school. Slow-learner David finds school life rather overpowering, despite receiving expert extra help. Lucy, eight, is a star in everything she does at her Roman Catholic school, while Lorraine, one year older, is cheerful but utterly bewildered. Finally, Peter, organises his work in an open-plan setting and makes some surprising choices.

In a sequence of observations of six children aged 5-11 in six different state schools this book offers a slice of classroom life, a microcosm of the educational scene. Since the book was first written there have been many changes in the curriculum, structure, governance and funding of British primary schools, as well as in the language used to describe these changes. But Observing Children in the Primary Classroom remains as valid now as earlier, as a lively and entertaining indicator of children’s daily school experience. We see the reception class of an infants’ school through the eyes of Mike, a lively five-year-old traveller boy. Six-year-old Rashda, a girl of Asian heritage, grapples with English as a Second Language at her multi-ethnic city school. Slow-learner David finds school life rather overpowering, despite receiving expert extra help. Lucy, eight, is a star in everything she does at her Roman Catholic school, while Lorraine, one year older, is cheerful but utterly bewildered. Finally, Peter, organises his work in an open-plan setting and makes some surprising choices.