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This updated edition of the award-winning bestseller shows teachers how to help students become the motivated, successful, and natural learners they were born to be.
In this text, the history of phenomenological research on learning is synthesized and brought forward into the areas of existential learning, the development of enthusiasm about learning (from childhood through adulthood), and paradigmatic creative experience. Original research findings are derived using the Giorgi method of descriptive phenomenological analysis in psychology. The results, structural and eidetic in nature, are then integrated from a holistic developmental viewpoint: that of Existential-Humanistic Self-Development Theory (EHSDT). An evolving developmental partnership between learning and creativity emerges as the proper conceptual frame for considering optimal growth and the relative maturity of situated becoming oneself (i.e., the process of self-cultivation). The resulting perspective is supported by cutting edge trends in neuroscience and related to pedagogy and education.
Living Your Magic lays out how life, when people really look at it, is like a magic trick. A magic trick works because of illusion and misdirection. And with all sorts of tricks of the mind, human thinking and perception works just like a magic trick. When people don’t understand how the trick is done, they get fooled every time! In Living Your Magic, Dr. Robert Anthony teaches readers how to look at their life before the trick or the illusions happens—and how to never be fooled again. Rather than following the same flawed premise behind almost every self-help, therapeutic, or personal development methodology that projects people having a separate ‘self’ that needs fixing, Living Your Magic sees that ‘self’ as an illusion. The problem is that most people don’t recognize it as an illusion and believe they must change or improve their ‘self’ before they can be happy and live a magical life. Dr. Anthony reveals that everyone has an Inner Creative Genius that allows them to live a magical life—if people would only learn to trust it and get out of their own way. In that way, life becomes easier by giving people less to think about, less to remember, and less to do, so they can truly enjoy their mind and enjoy their life!
Do you ever feel burned out, beat up, or just plain bored, wondering, “Is this all there is?” Do you ever feel trapped in a stressful job that leaves you unhappy and unsatisfied? Do you ever question if you’re doing what you’re supposed to be doing—if you’re fulfilling your life’s purpose? If so, you are not alone. Like millions of Americans, Brian Souza found himself in this precarious position a few years back. Despite attending dozens of motivational seminars and devouring the best the self-help industry had to offer, Souza was left wanting more. The turning point came when he finally realized it wasn’t artificial motivation he was after; he was really searching for a legitimate reason to be motivated. Thousands of hours of research and countless interviews later, Souza finally uncovered the secrets he was looking for all along: Just as musicians must make music, poets must write, and artists must paint, we all have a unique gift designed for a specific vocation that will bring both meaning and purpose to our lives. True joy and happiness will continue to elude us until we use that gift to become who we were born to be. Become Who You Were Born to Be is a blueprint for discovering your unique gift and using it to realize your personal and professional potential. Souza’s program for achieving success in all areas of life reveals: • Four steps to discovering your gift, uncovering your passion, and unlocking your purpose • How to overcome fears and deal with change • How to work passion into your profession • Why a midlife crisis should be celebrated • How to stop stressing and start living • How to diagnose and fix flawed life patterns • The untold secrets of top achievers To illustrate his life-changing philosophy, Souza relates true stories of everyday people and world-famous celebrities—including Lance Armstrong, Amy Tan, Sylvester Stallone, Garth Brooks, and Oprah Winfrey—who became heroes by overcoming adversity and squeezing every ounce of opportunity from their gifts.
The essential nature of learning is primarily thought of as a verbal process or function, but this notion conveys that pre-linguistic infants do not learn. Far from being "blank slates" that passively absorb environmental stimuli, infants are active learners who perceptually engage their environments and extract information from them before language is available. The ecological approach to perceiving-defined as "a theory about perceiving by active creatures who look and listen and move around"-was spearheaded by Eleanor and James Gibson in the 1950s and culminated in James Gibson's last book in 1979. Until now, no comprehensive theoretical statement of ecological development has been published since Eleanor Gibson's Principles of Perceptual Learning and Development (1969). In An Ecological Approach to Perceptual Learning and Development, distinguished experimental psychologists Eleanor J. Gibson and Anne D. Pick provide a unique theoretical framework for the ecological approach to understanding perceptual learning and development. Perception, in accordance with James Gibson's views, entails a reciprocal relationship between a person and his or her environment: The environment provides resources and opportunities for the person, and the person gets information from and acts on the environment. The concept of affordance is central to this idea; the person acts on what the environment affords, as it is appropriate. This extraordinary volume covers the development of perception in detail from birth through toddlerhood, beginning with the development of communication, going on to perceiving and acting on objects, and then to locomotion. It is more than a presentation of facts about perception as it develops. It outlines the ecological approach and shows how it underlies "higher" cognitive processes, such as concept formation, as well as discovery of the basic affordances of the environment. This impressive work should serve as the capstone for Eleanor J. Gibson's distinguished career as a developmental and experimental psychologist.
This volume brought together scholars from various parts of the world to provide the readers with the latest research in transnational higher education and transcultural learning and teaching theories, as well as findings, best practices, and emerging trends. Practitioners will find best practice cases that they can cross-culturally adapt to develop, implement, and assess their own courses and programs. This book can serve as a good companion for faculty, administrators, and leaders in postsecondary institutions to plan, develop, implement, and evaluate programs and courses related to transnational higher education and learning. The book includes conceptual and theoretical frameworks that can inform studies to provide leaders and administrators in colleges and universities with research-based support to make decisions related to transnational education in a systemic way. Topics include, but are not limited to: • Definitions of transnational higher education• Theories on transnational higher education• Delivery models• Transcultural learning• Critical pedagogy for transnational education and learning• Transcultural consciousness in transnational education• Inter-institutional/joint degree curriculum experiences• Issues and topics in transnational higher education requiring further research
A practical handbook packed with tips, techniques and suggestions for all those working and living with learning disabled children aged 3-19.
This book examines the idea of educational accountability, which has become a new secular gospel. But do accountability policies actually make schools better? Do business management theories and practices make organizations more effective? What if the most widely used management theories and assessment tools don’t work? What if educational accountability tools don’t actually measure what they’re supposed to? What if accountability data isn’t valid, or worse, what if it’s meaningless? What if administrators don’t know how to use accountability tools or correctly analyze the problematic data these tools produce? What if we can’t measure, let alone accurately assess, what matters most with teaching or student learning. How is a business-model of economic efficiency supposed to increase the competing, and perhaps mutually exclusive, ends of schooling, such as human development, student learning, personal satisfaction, social mobility, and economic growth? What if students don’t learn much in schools? What if schools were never designed to produce student learning? This book will answer these questions with a wide, interdisciplinary range of the latest scientific research.
Provides educators and facilitators with a comprehensive overview of the historical underpinnings and philosophical orientations of adult education and adult learning while attending to the various roles individuals play both within and beyond the formal constraints of the classroom. Pathways of Adult Learning opens up a dialogue about the many possible avenues toward knowledge sharing.
