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What are we Teaching? : Powerful knowledge and a capabilities curriculum
Discusses the importance of having a subject-based curriculum in schools and explores the responsibility that teachers, through their subject specialisms, have to help ensure this is achieved.
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What Is Religion? : Debating the Academic Study of Religion
Controversies over how to define the word "religion" have persisted for decades.It is a term of art and of academic study, but also one of governance, technologies, and of networks; it is a concept whose diversity is often its own worst enemy. "Religion" is as much a fuzzy set of conceptualizations and generalizations about a range of human activities as it is an authorizing system of persons, ideas, and practices.What is Religion?: Debating the Academic Study of Religion invites readers to eavesdrop on scholarly debates over the limits of, and uses for, a word commonly used but infrequently defined in a precise manner.This volume takes the temperature of the modern field of Religious Studies by inviting a diverse group of scholars to offer their own substantive contribution that builds on the shared opening prompt, "Religion is...".Their essays document the current state of the field and its various sub-fields, assess the progress that has been made over the past generation, and propose new directions for future work.Seventeen of the international field's leading scholars show how they work with each other's definition, or, sometimes, the lack of a definition.Of interest to students, scholars, and general readers alike, What is Religion? will provoke debate and provide insights into the state of the field.
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On Learning, Volume 3 : Knowledge, Curriculum and Ethics
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Learning What Love Means
A memoir of a friendship with Michel Foucault that changed the author's life. "I loved Michel as Michel, not as a father. Never did I feel the slightest jealousy or the slightest embitterment or exasperation when it came to him. ... I was intensely close to Michel for a full six years, until his death, and I lived in his apartment for close to a year.Today I see that time as the period that changed my life, my cut-off from a fate leading to the precipice.In no specific way I'm grateful to Michel, without knowing for exactly what, for a better life."-from Learning What Love MeansIn 1978, Mathieu Lindon met Michel Foucault.Lindon was twenty-three years old, part of a small group of jaded but innocent, brilliant, and sexually ambivalent friends who came to know Foucault.At first the nominal caretakers of Foucault's apartment on rue de Vaugirard when he was away, these young friends eventually shared their time, drugs, ambitions, and writings with the older Foucault.Lindon's friend, the late Herve Guibert, was a key figure within this group.The son of the renowned founder of Editions de Minuit, Lindon grew up with Marguerite Duras, Alain Robbe-Grillet, and Samuel Beckett as family friends.Much was expected of him. But, as he writes in this remarkable spiritual autobiography, it was through his friendship with Foucault-who was neither lover nor father but an older friend-that he found the direction that would influence the rest of his life. As Bruce Benderson writes in his introduction, "The book is a collage of free-associated episodes and interpretatons that together compose for the reader a kind of manual about how to love. ... As he runs from apartment to apartment, job to job, or lover to lover, the book becomes a story of conversion testifying to an author's radical change of viewpoint, which leads to his invitation into the social world through lessons about love." A brilliant meditation on friendship, Learning What Loves Means provides an insight into a part of Foucault's life and work that until now, remained unkown.The book won the prestigious Prix Medicis in 2011 when it was published in French.
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What resources are available for learning Swedish?
There are several resources available for learning Swedish, both online and offline. Online resources include websites like Duolingo, Babbel, and Rosetta Stone, which offer interactive lessons and exercises. There are also many YouTube channels and podcasts dedicated to teaching Swedish. Additionally, language learning apps like Memrise and Pimsleur offer courses specifically for Swedish. Offline resources include textbooks, workbooks, and language exchange programs where you can practice speaking with native speakers.
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What are helpful learning resources for The Giver?
Helpful learning resources for "The Giver" include study guides, critical analyses, and character analyses. Online resources such as SparkNotes and Shmoop provide chapter summaries, themes, and character information. Additionally, watching the movie adaptation of the book can help visualize the story and characters. Joining book clubs or online discussion forums can also provide valuable insights and perspectives on the novel.
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What should one do if the learning objective is not included in the training curriculum?
If the learning objective is not included in the training curriculum, one should first communicate with the training facilitator or instructor to see if the objective can be incorporated or addressed in some way. If that is not possible, one could seek additional resources or materials outside of the training curriculum to learn about the objective independently. It may also be helpful to discuss the learning objective with a supervisor or mentor to see if there are alternative ways to achieve the desired learning outcome.
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What are the learning opportunities and learning resources for beginners in Godot C?
Learning opportunities for beginners in Godot C include online tutorials, documentation, and community forums. The official Godot website offers comprehensive tutorials and documentation for beginners to learn the basics of Godot C. Additionally, there are many community forums and online communities where beginners can ask questions, seek help, and learn from more experienced developers. These resources provide a supportive environment for beginners to learn and grow their skills in Godot C.
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What is this thing called Knowledge?
What is knowledge? Where does it come from? What kinds of knowledge are there? Can we know anything at all? What is the practical relevance of learning about epistemology?This lucid and engaging introduction grapples with these central questions in the theory of knowledge, offering a clear, non-partisan view of the main themes of epistemology.Both traditional issues and contemporary ideas are discussed in 22 easily digestible chapters, each of which concludes with a useful summary of the main ideas discussed, study questions, annotated further reading, and a guide to internet resources. Each chapter also features text boxes providing bite-sized summaries of key concepts and major philosophers, and clear and interesting examples are used throughout.The book concludes with an annotated guide to general introductions to epistemology, a glossary of key terms, and a summary of the main examples used in epistemology.This is an ideal first textbook in the theory of knowledge for undergraduates coming to philosophy for the first time. This fifth edition has been revised throughout and features a new part devoted to social epistemology.In addition, the text as a whole has been refreshed to keep it up-to-date with current developments.
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What is the History of Knowledge?
What is the history of knowledge? This engaging and accessible introduction explains what is distinctive about the new field of the history of knowledge (or, as some scholars say, ‘knowledges in the plural’) and how it differs from the history of science, intellectual history, the sociology of knowledge or from cultural history.Leading cultural historian, Peter Burke, draws upon examples of this new kind of history from different periods and from the history of India, East Asia and the Islamic world as well as from Europe and the Americas.He discusses some of the main concepts used by scholars working in the field, among them ‘order of knowledge’, ‘situated knowledge’ and ‘knowledge society’.This book tells the story of the transformation of relatively raw ‘information’ into knowledge via processes of classification, verification and so on, the dissemination of this knowledge and finally its employment for different purposes, by governments, corporations or private individuals.A concluding chapter identifies central problems in the history of knowledge, from triumphalism to relativism, together with attempts to solve them.The only book of its kind yet to be published, What is the History of Knowledge? will be essential reading for all students of history and the humanities in general, as well as the interested general reader.
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What Makes Writing Academic : Rethinking Theory for Practice
This open access book argues that what makes writing academic emerges from socio-academic and historical practices rather than conventionalised stylistic, linguistic or syntactic forms.Using a critical realist lens, it re-imagines academic writings as 21st-century open systems that change according to affordances perceived by writers.By re-imagining how, which and whose knowledge emerges, conceptual spaces are created whereby writing practices can be pluralised and democratised. Academic communication hinges on being able to write in certain forms but not others, which risks excluding knowledge that may lend itself to alternative forms of representation, such as dialogues, chronicles, manifestos, blogs, poems and comics.Moreover, because academic ability tends to be misleadingly conflated with writing ability, limiting how the academy writes to a relatively narrow set of forms (such as the traditional essay or thesis) may be preventing a range of abilities from emerging.Standardised forms require abstracts, introductions, main bodies and conclusions that are also predominantly monolingual and monomodal: this can narrow, distort, constrain or flatten epistemic representation, leading to a range of epistemic losses (as well as gains). Based on examples from a range of academic writers, including students, and drawing on the history of academia, philosophy, socio-semiotic research, integrational and sociolinguistics as well as studies in multimodal and visual thinking, the book proposes that academic writings be re-imagined as multimodal artefacts that allow a wider range of epistemic affordances to emerge. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com.Open access was funded by Knowledge Unlatched.
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The Jeremiah Study Bible, ESV : What It Says. What It Means. What It Means for You.
The word-for-word accuracy, literary excellence and depth of meaning found in the ESV text alongside the teaching of Dr. David Jeremiah creates a dynamic, easy to understand Bible that focuses on the complete biblical message and what it says, what it means and what it means for you.The result is The Jeremiah Study Bible: ESV that can be read and used by all Christians who want to grow in their faith by going deeper into God's Word.
Price: 40.00 £ | Shipping*: 0.00 £
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What is the basic knowledge required for the Academic High School (AHS) in Vienna?
The basic knowledge required for the Academic High School (AHS) in Vienna includes proficiency in German, as it is the language of instruction. Students are expected to have a strong foundation in mathematics, sciences, humanities, and foreign languages. Additionally, they should have critical thinking skills, problem-solving abilities, and a willingness to engage in independent study and research. AHS also values creativity, communication skills, and a strong work ethic.
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What is better: distance learning or in-person instruction?
The answer to this question depends on individual preferences and circumstances. Distance learning offers flexibility and convenience, allowing students to learn from anywhere and at their own pace. On the other hand, in-person instruction provides opportunities for immediate feedback, social interaction, and hands-on learning experiences. Ultimately, the best option will vary for each student based on their learning style, access to resources, and personal preferences.
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What technical basic knowledge is required for training as a specialist in application development?
To train as a specialist in application development, one should have a strong foundation in programming languages such as Java, C++, or Python. Understanding data structures, algorithms, and object-oriented programming concepts is essential. Knowledge of software development methodologies, version control systems, and databases is also important. Additionally, familiarity with web development technologies like HTML, CSS, and JavaScript can be beneficial for a well-rounded skill set.
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What technical basic knowledge is required for the training as a specialist in application development?
The technical basic knowledge required for training as a specialist in application development includes a strong understanding of programming languages such as Java, C++, or Python. Additionally, knowledge of software development methodologies, database management, and web development technologies is essential. Understanding of data structures, algorithms, and object-oriented programming concepts is also important for building efficient and scalable applications. Finally, familiarity with version control systems and software testing techniques is necessary for ensuring the quality and reliability of the developed applications.
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