Titles - Education

03/31/2018: The Playbook of Persuasive Reasoning [Hardback] by Gavin F. Hurley

The Playbook of Persuasive Reasoning [Hardback] The Playbook of Persuasive Reasoning: Everyday Empowerment and Likeability provides an inclusive and accessible guide to the strategies of persuasive reasoning, which I argue is the lynchpin to all effective communication, including professional communication. The “playbook” explains numerous eye opening communicative maneuvers that readers of all levels and professions can apply to their lives, empowering their messaging and increasing their social magnetism. The Playbook of Persuasive Reasoning uniquely resists the typical approach to argumentation and persuasion that is often technical (e.g. formal logic handbooks), complex (e.g. handbooks on legal argumentation principles), formally business centered (e.g. Harvard Business Review essays) or science oriented (e.g Cialdini’s Influence: Science and Practice). In sum, The Playbook of Persuasive Reasoning is a down-to-Earth guidebook about effective rhetorical strategizing. It is framed around everyday application, using everyday examples, and embedded in everyday language. Since effective communication is highly sought after trait by international employers, clients, and customers, The Playbook of Persuasive Reasoning is a useful book for professionals. Moreover, academics and students—as public intellectuals—can benefit from learning how to deliver more abstract material in an effective manner: verbally and written. Therefore, my goal is to help professionals and students become better and more likeable communicators. In doing so, the books will help them succeed professionally, socially, and cerebrally. Strategies of cooperative argumentation can facilitate this power—and guide individuals toward more empowered lives.
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03/15/2018: The Questioning Mind [Hardback] by Mara Cogni

The Questioning Mind [Hardback] The concept of this book is rather unique. It represents a philosophical approach to reading and analyzing texts in English. It encourages students to think critically and develop own reflections around relevant concepts (such as truth, inequality, duty, etc) in the course of their study of English language, literature and society. It embodies a more engaging style, than is traditionally common, in relating with the text: Instead of first reading long texts and answering questions about the text, it asks learners to relate their own experience and interpretation of the view communicated in the text, by actively and continuously engaging learners to test one opinion against another. The book is primarily designed to help students improve their reasoning skills both orally and in writing, and prepare them for tests and exams at the end of the upper secondary and university-preparatory courses. Some of the chapters in the book have been used in the classroom, resulting in highly engaged students who feel they are offered the opportunity to relate to the classroom experience in a meaningful way. None of the activities asks students to make lists of words or spend enormous amounts of time on close reading and interpreting texts – instead, they are required to reflect and share their own thoughts on the relevance of the texts, movies, etc. to their own lives. They learn new words and ideas by discussing the myriad of philosophical questions presented, which makes learning a conversation about life. Educators today are confronted with many challenges brought about by technology, both inside and outside the classroom. Sitting at a desk and laboring through numerous activities are no longer part of the typical classroom. Not only are students distracted by the overwhelming input of information, they are also helpless when discerning relevance from irrelevance. Besides, school learning has always been disconnected from the real world – it has very often been too theoretical, too abstract, too impersonal. Offering learning that bears relevance to the real world, connecting literature, historical events, and social issues to the learners’ own experiences, serves to engage students. Ultimately, everything we learn about the past bears a striking resemblance to what we try to discover about the present. All learning starts with the eternal philosophical questions: Who am I? Why am I here? Am I significant? What determines my existence? What do I believe in and why? In the end, life becomes manageable when we feel we are not alone. This book can help teachers make a difference and be remembered for making learning meaningful.
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09/15/2017: Relearning History [Hardback] by Joe Regenbogen

Relearning History [Hardback] For many students, the traditional approach to the study of history does not work. The litany of facts arranged in a chronological sequence often turns out to be mind numbing and forgettable. In addition, they see little relevance between the past and the world they live in today. Relearning History was written for those students. Instead of reviewing the traditional time line of the past, the focus is directed at questions relevant to the present. Why does the two-party system dominate American politics? Why is wealth so unevenly distributed? Why does race and gender still play such a large role in modern society? Why has there never been a World War Three? These “why” questions, along with 11 others, serve as the foundation for a discussion of history so that the study of the past is inexorably linked to a enhanced understanding of the present. Students who are currently enrolled in history classes can use Relearning History to supplement and enrich the traditional curriculum. Some may even want to use it in place of the traditional curriculum. As for those adults who have completed their formal education and never learned much in their earlier history classes, this book will give them the chance to finally study history in a meaningful manner.
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04/30/2017: Revitalizing History [Hardback, Premium Color] by Jessica Baker Kee, Debra Hardy, Rebecca Dearlove, Kristin Congdon, Allison Clark, Christina Hanawalt, Sue Uhlig, Elise Chevalier, Mary Hafeli, Christina Bain, Kirstie Parkinson, Heidi Powell

Revitalizing History [Hardback, Premium Color] Historical inquiry forms the foundation for much research undertaken in art education. While traversing paths of historical investigation in this field we may discover undocumented moments and overlooked or hidden individuals, as well as encounter challenging ideas in need of exploration and critique. In doing so, history is approached from multiple and, at times, vitally diverse perspectives. Our hope is that the conversations generated through this text will continue to strengthen and encourage more interest in histories of art education, but also more sophisticated and innovative approaches to historical research in this field. The overarching objective of the text is to recognize the historical role that many overlooked individuals—particularly African Americans and women—have played in the field of art education, and acknowledge the importance of history and historical research in this digital age. This text opens up possibilities of faculty collaborations across programs interested in history and historical research on a local, national, and international level. By assembling the work of various scholars from across the United States, this text is intended to elicit rich conversations about history that would be otherwise beyond what is provided in general art education textbooks.
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03/15/2017: Back to the Core [Hardback] by Emma Cohen de Lara, Hanke Drop, Arie-Jan Kwak, Christopher B. Nelson, Thomas A. Stapleford, Miguel Tamen, Alkeline van Lenning, Richard Kamber, Ewa Atanassow, David Kretz, J. Scott Lee, Angela M. Stout, Matthew D. Post, Nigel Tubbs, Connell Vaughan, David Janssens, Teresa Vallès-Botey, Andrea Rodríguez-Prat, Geoff Lehman, Álvaro Sánchez-Ostiz, Topi Heikkerö, Iko Doeland, Sandra G. L. Schruijer, Gelijn Molier, Joop Berding, Elizabeth Stewart, Ruth A. Bevan, Allard den Dulk

Back to the Core [Hardback] Whereas liberal arts and sciences education arguably has European roots, European universities have evolved over the last century to become advanced research institutions, mainly offering academic training in specialized disciplines. The Bologna process, started by the European Union in the late nineties, encouraged European institutions of higher education to broaden their curricula and to commit to undergraduate education with increased vigor. One of the results is that Europe is currently witnessing a proliferation of liberal arts and sciences colleges and broad bachelor degrees. This edited volume fills a gap in the literature by providing reflections on the recent developments in Europe with regard to higher education in the liberal arts and sciences. The first section includes reflections from either side of the Atlantic about the nature and aims of liberal arts and sciences education and the way in which it takes shape, or should take shape in European institutions of higher learning. The edited volume takes as a distinct approach to liberal arts and sciences education by focusing on the unique way in which core texts – i.e. classic texts from philosophical, historical, literary or cultural traditions involving “the best that has been written” – meet the challenges of modern higher education in general and in Europe in particular. This approach is manifested explicitly in the second section that focuses on how specific core texts promote the goals of liberal arts and sciences education, including the teaching methods, curricular reflections, and personal experiences of teaching core texts. The edited volume is based on a selection of papers presented at a conference held in Amsterdam, the Netherlands, in September 2015. It is meant to impart the passion that teachers and administrators share about developing the liberal arts and sciences in Europe with the help of core texts in order to provide students with a well-rounded, formative, and genuinely liberal education.
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