Scherto Gill – författare

Well-being studies is an exciting and relatively new multi-disciplinary field, with data being gathered from different domains in order to improve social policies. In its reliance on a truncated account of well-being based implicitly on neoclassical economic assumptions, however, the field is deeply flawed. Departing from reductive accounts of well-being that exclude the normative or evaluative aspect of the concept and so impoverish the attendant conception of human life, this book offers a new perspective on what counts normatively as being well. In reconceptualising well-being holistically, it presents a fresh vista on how we can consider the meanings of human life in a manner that also serves as a source of constructive social critique. The book thus undertakes to invert the usual approach to the social sciences, in which the research is required to be objective in terms of methodology and subjective with regard to evaluative claims. Instead, the authors are deliberately objective about values in order to be more open to the subjectivities of human life. Happiness, Flourishing and the Good Life thus seeks to move away from economic considerations’ domination of all social spaces in order to understand the possibilities of well-being beyond instrumentalisation or commodification. A radical new approach to the human well-being, this book will appeal to philosophers, social theorists and political scientists and all who are interested in human happiness.

Ethical education should help students become more sensitive to the perspectives and experiences of others. However, the field is dominated by the teaching of moral values as a subject-matter, or by the fostering of character traits in students, or by moral reasoning. This book proposes an alternative to these limited moralistic approaches. It places human relationships at the core of ethical education, in its understanding of both ethics and education. With contributions from renowned international scholars, this approach is laid out in three parts. Part I develops the underlying theory of ethics and education; Part II focuses on the relevant pedagogical principles, and Part III provides illustrations of emergent innovative ethical educational practices in worldwide schools. Against a backdrop of divisiveness and apathy, the innovative practices described in this book show how a new vision for ethical education might be centred around caring for students' well-being.

Ethical education should help students become more sensitive to the perspectives and experiences of others. However, the field is dominated by the teaching of moral values as a subject-matter, or by the fostering of character traits in students, or by moral reasoning. This book proposes an alternative to these limited moralistic approaches. It places human relationships at the core of ethical education, in its understanding of both ethics and education. With contributions from renowned international scholars, this approach is laid out in three parts. Part I develops the underlying theory of ethics and education; Part II focuses on the relevant pedagogical principles, and Part III provides illustrations of emergent innovative ethical educational practices in worldwide schools. Against a backdrop of divisiveness and apathy, the innovative practices described in this book show how a new vision for ethical education might be centred around caring for students' well-being.

'This is a timely, accessible and engaging book of considerable intellectual stature, bold imagination and practical wisdom. Not only does it develop penetrating, elegant analyses of what is wrong with current state controlled and alternative approaches to contemporary education, it also offers imaginative, practical suggestions for a more fulfilling, human centred alternative.'Professor Michael Fielding, Institute of Education, University of London, UK.'With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. [...] It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view'Professor Adrian W. Moore, Faculty of Philosophy, University of Oxford, UK.Could we have a system of secondary education that provides alternatives to the current mainstream schooling and its emphasis on exams, learning outcomes and the delivery of a fixed curriculum?How could such a system focus on both human and educational values?How could secondary education combine the personal development of students with good academic standards?In response to these questions, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training. Rethinking Secondary Education explores, debates and critiques new and alternative approaches to teaching young people today.The book discusses a 'human-centred' approach to curriculum, pedagogy, assessment and the culture of schools and colleges. It is grounded in theory and empirical research, discussing the need for a curriculum for the future, bridging a gap between mainstream and alternative education. It also offers practical guidance on how these ideas can be put into practice, making it an ideal resource for trainee teachers, experienced practitioners and students of education alike.Key features of the text:A balanced approach, comparing and contrasting both traditional and alternative approaches to education Strong grounding in theory and research The inclusion of young people's perspectives and 'voices' on their education and on being an adolescent Links to practice - showing how the theory and research can actually be put into practice to bring about change

Human-Centred Education (HCE) radically rethinks the aims of education, the nature of learning, and the relationship between individuals in schools. This accessible guide presents a HCE approach to schooling and includes a variety of rich pedagogical examples. It provides practical suggestions as to how the approach might be adopted as a whole-school initiative, or else woven into particular aspects of existing school life, including the curriculum, classroom culture and feedback for learning. This handbook also illustrates how holistic educational practices, found in some alternative schools, can be introduced fruitfully into the state educational system with step-by-step guidance on how to integrate HCE into teacher training and school governance. HCE is more than a set of inflexible pedagogical prescriptions or a recipe of lesson plans. It originates from the fundamental values of care, positive relationships and well-being. National education policies tend to ignore deeper educational processes, such as the cultivation of qualities that are central to living meaningfully and well, because they focus on measured, high-stakes academic performance. HCE is an effective antidote to this, and brings to the fore a more human-centred approach without sacrificing academic standards.Current secondary teachers, members of school management and leadership teams, as well as those currently undertaking teacher training will all benefit from reading this important book.

Human-Centred Education (HCE) radically rethinks the aims of education, the nature of learning, and the relationship between individuals in schools. This accessible guide presents a HCE approach to schooling and includes a variety of rich pedagogical examples. It provides practical suggestions as to how the approach might be adopted as a whole-school initiative, or else woven into particular aspects of existing school life, including the curriculum, classroom culture and feedback for learning. This handbook also illustrates how holistic educational practices, found in some alternative schools, can be introduced fruitfully into the state educational system with step-by-step guidance on how to integrate HCE into teacher training and school governance. HCE is more than a set of inflexible pedagogical prescriptions or a recipe of lesson plans. It originates from the fundamental values of care, positive relationships and well-being. National education policies tend to ignore deeper educational processes, such as the cultivation of qualities that are central to living meaningfully and well, because they focus on measured, high-stakes academic performance. HCE is an effective antidote to this, and brings to the fore a more human-centred approach without sacrificing academic standards.Current secondary teachers, members of school management and leadership teams, as well as those currently undertaking teacher training will all benefit from reading this important book.

Over the past decades, there has been a consistent and poignant ambiguity with regard to the role of education in the context of post-conflict and divided societies working towards building peace. Most recently, global developments, including the after-effects of the Arab Spring, the devastating wars in Syria, and the refugee crisis in Europe, have directed our attention once more to the part that education can play in building peace at many levels. In this context, it is timely to create a space for a focused inquiry and scholarly debate about peace-oriented pedagogies and how they might affect the post-conflict reconstruction in divergent settings. Thus both the subject and the content of this book are important in the light of the current needs in many societies emerging from conflicted community relations. In particular, they propose a refreshing and transformative view of peace based on a humanising conception of education and dialogic pedagogy as a key avenue for peacebuilding. Through both conceptual inquiries and empirical case studies, the book will appeal to educational thinkers, researchers, practitioners, policy-makers, NGO workers, and the public in re-examining some of the key concepts identifying pivotal underlying issues in the field. Furthermore, by offering a principled, persuasive conceptual framework and by problematising implementations and interventions in practice, this book can serve to provoke more appraisals, evaluations, and constructive critiques of humanisation and dialogic pedagogy in peacebuilding education.This book was originally published as a special issue of Compare: A Journal of Comparative and International Education.

Well-being studies is an exciting and relatively new multi-disciplinary field, with data being gathered from different domains in order to improve social policies. In its reliance on a truncated account of well-being based implicitly on neoclassical economic assumptions, however, the field is deeply flawed. Departing from reductive accounts of well-being that exclude the normative or evaluative aspect of the concept and so impoverish the attendant conception of human life, this book offers a new perspective on what counts normatively as being well. In reconceptualising well-being holistically, it presents a fresh vista on how we can consider the meanings of human life in a manner that also serves as a source of constructive social critique. The book thus undertakes to invert the usual approach to the social sciences, in which the research is required to be objective in terms of methodology and subjective with regard to evaluative claims. Instead, the authors are deliberately objective about values in order to be more open to the subjectivities of human life. Happiness, Flourishing and the Good Life thus seeks to move away from economic considerations’ domination of all social spaces in order to understand the possibilities of well-being beyond instrumentalisation or commodification. A radical new approach to the human well-being, this book will appeal to philosophers, social theorists and political scientists and all who are interested in human happiness.

Over the past decades, there has been a consistent and poignant ambiguity with regard to the role of education in the context of post-conflict and divided societies working towards building peace. Most recently, global developments, including the after-effects of the Arab Spring, the devastating wars in Syria, and the refugee crisis in Europe, have directed our attention once more to the part that education can play in building peace at many levels. In this context, it is timely to create a space for a focused inquiry and scholarly debate about peace-oriented pedagogies and how they might affect the post-conflict reconstruction in divergent settings. Thus both the subject and the content of this book are important in the light of the current needs in many societies emerging from conflicted community relations. In particular, they propose a refreshing and transformative view of peace based on a humanising conception of education and dialogic pedagogy as a key avenue for peacebuilding. Through both conceptual inquiries and empirical case studies, the book will appeal to educational thinkers, researchers, practitioners, policy-makers, NGO workers, and the public in re-examining some of the key concepts identifying pivotal underlying issues in the field. Furthermore, by offering a principled, persuasive conceptual framework and by problematising implementations and interventions in practice, this book can serve to provoke more appraisals, evaluations, and constructive critiques of humanisation and dialogic pedagogy in peacebuilding education.This book was originally published as a special issue of Compare: A Journal of Comparative and International Education.

'This is a timely, accessible and engaging book of considerable intellectual stature, bold imagination and practical wisdom. Not only does it develop penetrating, elegant analyses of what is wrong with current state controlled and alternative approaches to contemporary education, it also offers imaginative, practical suggestions for a more fulfilling, human centred alternative.'Professor Michael Fielding, Institute of Education, University of London, UK.'With great sensitivity and force, and in wonderfully clear prose, Scherto Gill and Garrett Thomson explore some fundamental questions about what we want from our education system and what we can expect from it. [...] It is highly recommended for all who are interested in education, whether from a more theoretical point of view or from a more practical point of view'Professor Adrian W. Moore, Faculty of Philosophy, University of Oxford, UK.Could we have a system of secondary education that provides alternatives to the current mainstream schooling and its emphasis on exams, learning outcomes and the delivery of a fixed curriculum?How could such a system focus on both human and educational values?How could secondary education combine the personal development of students with good academic standards?In response to these questions, Gill and Thomson have written a new, cutting-edge text aimed at all those involved in the study of education or teacher training. Rethinking Secondary Education explores, debates and critiques new and alternative approaches to teaching young people today.The book discusses a 'human-centred' approach to curriculum, pedagogy, assessment and the culture of schools and colleges. It is grounded in theory and empirical research, discussing the need for a curriculum for the future, bridging a gap between mainstream and alternative education. It also offers practical guidance on how these ideas can be put into practice, making it an ideal resource for trainee teachers, experienced practitioners and students of education alike.Key features of the text:A balanced approach, comparing and contrasting both traditional and alternative approaches to education Strong grounding in theory and research The inclusion of young people's perspectives and 'voices' on their education and on being an adolescent Links to practice - showing how the theory and research can actually be put into practice to bring about change

As our current systems of decision-making are increasingly unable to meet the global challenges of climate change, resource depletion, poverty, healthcare, economic instability and global violence, the contributors in this book make a radical proposal for an innovative form of governance that is based on core human values such as love, compassion, care, justice and dignity. Arising from a concern that the «old paradigm» of alienation, consumerism, selfishness and exploitation is damaging for humankind and the family of Earth, the book postulates that a new way of being must be in place so that intrinsic values of caring for others should underpin the intent of our decisions at personal, regional, national, international and global levels. With illustrative references and examples in fields of politics, economy, health and peace, the content of this book argues forcefully that Love, with a capital L, matters in governance, where values can serve as the basis to transform human consciousness about international institutions, community relationships and individual actions. Why Love Matters provides an important introductory text to students of global governance, management studies, political economics, international relations and peace studies, and equally offers illuminating and instructive ideas to leaders, managers and practitioners who are interested in what values-based governance means and looks like and how to go about it in practice.

As our current systems of decision-making are increasingly unable to meet the global challenges of climate change, resource depletion, poverty, healthcare, economic instability and global violence, the contributors in this book make a radical proposal for an innovative form of governance that is based on core human values such as love, compassion, care, justice and dignity. Arising from a concern that the «old paradigm» of alienation, consumerism, selfishness and exploitation is damaging for humankind and the family of Earth, the book postulates that a new way of being must be in place so that intrinsic values of caring for others should underpin the intent of our decisions at personal, regional, national, international and global levels. With illustrative references and examples in fields of politics, economy, health and peace, the content of this book argues forcefully that Love, with a capital L, matters in governance, where values can serve as the basis to transform human consciousness about international institutions, community relationships and individual actions. Why Love Matters provides an important introductory text to students of global governance, management studies, political economics, international relations and peace studies, and equally offers illuminating and instructive ideas to leaders, managers and practitioners who are interested in what values-based governance means and looks like and how to go about it in practice.

Understanding Peace Holistically: From the Spiritual to the Political argues that spiritually rooted and morally oriented peacefulness is relevant to the socio-economic–political structures that provide the conditions for a culture of peace. As the authors build up a theory of peace from the spiritual to the relational and communal towards the socio-political, this book also identifies key principles that characterise international and institutional processes that nurture peace. The holistic conception of peace developed in this book may guide and inspire individuals, institutions, and international organisations with regards to how to make peace.

Few are aware that since antiquity, there has always been the philosophy of love at the core of Western culture. It articulates what makes life meaningful and worthwhile, and how we can live a good life together through an ethic of love. This book fills this significant gap, not only reconnecting the reader with such important wisdom, and more crucially, also reorienting our socio-economic institutions and collective actions towards more loving and caring, and more concerned with the qualities of our lived experiences. By re(dis)covering the gifts of love, we may challenge the existing systemic dehumanisation, and draw from knowledge and understanding already present in our culture. This is timely because the global crises we are facing are catastrophic, especially when it comes to climate change. Therefore we must respond from a place of love rather than fear. Whether it is reducing the use of fossil fuels, lowering greenhouse emission, choosing the right food to eat, or advocating for structural transformation, our concerted endeavours start with an appropriate appreciation of the nature of our well-being which includes the planet’s well-ness. This book highlights a clear pathway forward: to ensure collective healing and co-flourishing with nature, we must practise the art of loving.

Few are aware that since antiquity, there has always been the philosophy of love at the core of Western culture. It articulates what makes life meaningful and worthwhile, and how we can live a good life together through an ethic of love. This book fills this significant gap, not only reconnecting the reader with such important wisdom, and more crucially, also reorienting our socio-economic institutions and collective actions towards more loving and caring, and more concerned with the qualities of our lived experiences. By re(dis)covering the gifts of love, we may challenge the existing systemic dehumanisation, and draw from knowledge and understanding already present in our culture. This is timely because the global crises we are facing are catastrophic, especially when it comes to climate change. Therefore we must respond from a place of love rather than fear. Whether it is reducing the use of fossil fuels, lowering greenhouse emission, choosing the right food to eat, or advocating for structural transformation, our concerted endeavours start with an appropriate appreciation of the nature of our well-being which includes the planet’s well-ness. This book highlights a clear pathway forward: to ensure collective healing and co-flourishing with nature, we must practise the art of loving.

Political thinking tends to outline reforms to existing political institutions. In contrast, Beyond Instrumentalised Politics argues for the need for systemic transformation. It articulates the evaluative principles for good governance, and employs these principles to argue for a new political system. Because persons are non-instrumentally valuable, good governance requires that all people are respected equally, and this necessitates a participatory democracy. The book investigates how such a democracy might function through consensus-based decision-making and argues for a redefinition of consensus. It characterises the local and national institutions required for public governance thus conceived. This includes the creation of various types of spaces for deep dialogue and mutual inquiry. This book demonstrates how this innovative vision would transform our current conceptions of governance.

Collective efforts to address the legacies of slavery and colonialism tend to orient solely towards dealing with material compensation, such as reducing economic disparity, and levelling access to public services. However, communities directly impacted by the dehumanizing legacies have insisted on a broader reckoning—one that recognizes all dimensions of the harms, including the spiritual injury and the relevant psychosocial trauma inflicted across the generations. They remind us that harms of structural injustice extend beyond the material, the physical and the psychological, also entangling the moral, relational, and spiritual fabric of human life. Understanding harms of inhumanity brings to light the layers of damage and is key to identifying interdisciplinary approaches to collective healing, social transformation and the well-being of all. This book emerges from the ongoing intellectual dialogue as part of the UNESCO Collective Healing Initiative. The Initiative focuses on healing the wounds of inhumanity, co-creating just societies and enhancing the flourishing of current and future generations.