Thomas E. Smith – författare

Experiential education is a philosophy and methodology for building knowledge, developing skills, and clarifying values by engaging learners in direct experience and focused reflection. To understand experiential education, what should one be reading? This sourcebook introduces philosophers, educators, and other practitioners whose work is relevant to anyone seeking answers to this question. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections: Philosophers and Educational Theorists Nature Educators and Outdoor Educators Psychologists and Sociologists School and Program Founders.Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of forty-five additional people whose contributions to experiential education deserve a closer look. This volume provides a much-needed overview and foundations for the field – for students in courses addressing experiential education, challenge education, outdoor experiential education, recreation education, and related fields; for learning theorists and curriculum specialists; for experiential educators; and for educational philosophers.

Experiential education is a philosophy and methodology for building knowledge, developing skills, and clarifying values by engaging learners in direct experience and focused reflection. To understand experiential education, what should one be reading? This sourcebook introduces philosophers, educators, and other practitioners whose work is relevant to anyone seeking answers to this question. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections: Philosophers and Educational Theorists Nature Educators and Outdoor Educators Psychologists and Sociologists School and Program Founders.Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of forty-five additional people whose contributions to experiential education deserve a closer look. This volume provides a much-needed overview and foundations for the field – for students in courses addressing experiential education, challenge education, outdoor experiential education, recreation education, and related fields; for learning theorists and curriculum specialists; for experiential educators; and for educational philosophers.

Experiential education is a philosophy and methodology for building knowledge, developing skills, and clarifying values by engaging learners in direct experience and focused reflection. To understand experiential education, what should one be reading? This sourcebook introduces philosophers, educators, and other practitioners whose work is relevant to anyone seeking answers to this question. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections:

Philosophers and Educational Theorists

Nature Educators and Outdoor Educators

Psychologists and Sociologists

School and Program Founders.

Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of forty-five additional people whose contributions to experiential education deserve a closer look. This volume provides a much-needed overview and foundations for the field – for students in courses addressing experiential education, challenge education, outdoor experiential education, recreation education, and related fields; for learning theorists and curriculum specialists; for experiential educators; and for educational philosophers.

Experiential education is a philosophy and methodology for building knowledge, developing skills, and clarifying values by engaging learners in direct experience and focused reflection. To understand experiential education, what should one be reading? This sourcebook introduces philosophers, educators, and other practitioners whose work is relevant to anyone seeking answers to this question. Following brief snapshots of John Dewey and Kurt Hahn, the book is organized in four sections:

Philosophers and Educational Theorists

Nature Educators and Outdoor Educators

Psychologists and Sociologists

School and Program Founders.

Each chapter focuses on an individual whose philosophy and practice exemplify a biographical and historical model for reaching a deeper understanding of experiential education. An appendix includes short biographical sketches of forty-five additional people whose contributions to experiential education deserve a closer look. This volume provides a much-needed overview and foundations for the field – for students in courses addressing experiential education, challenge education, outdoor experiential education, recreation education, and related fields; for learning theorists and curriculum specialists; for experiential educators; and for educational philosophers.

At the Pan-African Conference in London in 1900, W. E. B. Du Bois famously prophesied that the problem of the twentieth century would be the global color line, the elevation of ""whiteness"" that created a racially divided world. While Pan-Africanism recognized the global nature of the color line in this period, Thomas E. Smith argues that it also pushed against it, advocating for what Du Bois called ""opportunities and privileges of modern civilization"" to open up to people of all colors.Covering a period roughly bookended by two international forums, the 1884-1885 Berlin Conference and the 1911 Universal Races Congress, Emancipation without Equality chronicles how activists of African descent fought globally for equal treatment and access to rights associated with post-emancipated citizenship. While Euro-American leaders created a standard to guide the course of imperialism at the Berlin Conference, the proceedings of the Universal Races Congress demonstrated that Pan-Africanism had become a visible part of a growing, global, anti-imperialist protest.

Declarations of the Perfected is the first complete, annotated translation of the Zhen’gao, Tao Hongjing’s (456–536) masterful compilation of the Shangqing, or Higher Clarity revelations, setting the stage for the heyday of medieval Daoism. This volume presents its first part (fasc. 1–4), centring around the practice of achieving “spiritual union”, a spiritual analogue to sexual intercourse, with “perfected partners”. The book is the first to examine in depth the full process of this practice.

Declarations of the Perfected is the first complete, annotated translation of Zhen'gao, Tao Hongjing's (456-536) masterful compilation of the Shangqing or Higher Clarity revelations, setting the stage for the heyday of medieval Daoism. The present volume presents the Declarations' second part (fasc. 5-8), which focuses on the various difficulties that Daoist practitioners are likely to encounter in a dangerous world, and how to overcome them. It begins with instructions of a more general nature, before moving on to problems faced specifically by Xu Mi (303-376) and his family and fellow officials. This volume also sheds much light on the history of its time-the kinds of moral and philosophical issues that were being debated, as well political intrigues in the Eastern Jin court.