Edu.& National Character
Author | : A.k.singh |
Publisher | : APH Publishing |
Total Pages | : 156 |
Release | : 2008 |
Genre | : |
ISBN | : 9788131302774 |
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Author | : A.k.singh |
Publisher | : APH Publishing |
Total Pages | : 156 |
Release | : 2008 |
Genre | : |
ISBN | : 9788131302774 |
Author | : David Brooks |
Publisher | : Random House |
Total Pages | : 321 |
Release | : 2015-04-14 |
Genre | : Social Science |
ISBN | : 0679645039 |
#1 NEW YORK TIMES BESTSELLER • David Brooks challenges us to rebalance the scales between the focus on external success—“résumé virtues”—and our core principles. NAMED ONE OF THE BEST BOOKS OF THE YEAR BY THE ECONOMIST With the wisdom, humor, curiosity, and sharp insights that have brought millions of readers to his New York Times column and his previous bestsellers, David Brooks has consistently illuminated our daily lives in surprising and original ways. In The Social Animal, he explored the neuroscience of human connection and how we can flourish together. Now, in The Road to Character, he focuses on the deeper values that should inform our lives. Looking to some of the world’s greatest thinkers and inspiring leaders, Brooks explores how, through internal struggle and a sense of their own limitations, they have built a strong inner character. Labor activist Frances Perkins understood the need to suppress parts of herself so that she could be an instrument in a larger cause. Dwight Eisenhower organized his life not around impulsive self-expression but considered self-restraint. Dorothy Day, a devout Catholic convert and champion of the poor, learned as a young woman the vocabulary of simplicity and surrender. Civil rights pioneers A. Philip Randolph and Bayard Rustin learned reticence and the logic of self-discipline, the need to distrust oneself even while waging a noble crusade. Blending psychology, politics, spirituality, and confessional, The Road to Character provides an opportunity for us to rethink our priorities, and strive to build rich inner lives marked by humility and moral depth. “Joy,” David Brooks writes, “is a byproduct experienced by people who are aiming for something else. But it comes.” Praise for The Road to Character “A hyper-readable, lucid, often richly detailed human story.”—The New York Times Book Review “This profound and eloquent book is written with moral urgency and philosophical elegance.”—Andrew Solomon, author of Far from the Tree and The Noonday Demon “A powerful, haunting book that works its way beneath your skin.”—The Guardian “Original and eye-opening . . . Brooks is a normative version of Malcolm Gladwell, culling from a wide array of scientists and thinkers to weave an idea bigger than the sum of its parts.”—USA Today
Author | : National Academies of Sciences, Engineering, and Medicine |
Publisher | : National Academies Press |
Total Pages | : 127 |
Release | : 2017-04-24 |
Genre | : Business & Economics |
ISBN | : 030945557X |
The development of character is a valued objective for many kinds of educational programs that take place both in and outside of school. Educators and administrators who develop and run programs that seek to develop character recognize that the established approaches for doing so have much in common, and they are eager to learn about promising practices used in other settings, evidence of effectiveness, and ways to measure the effectiveness of their own approaches. In July 2016, the National Academies of Sciences, Engineering, and Medicine held a workshop to review research and practice relevant to the development of character, with a particular focus on ideas that can support the adults who develop and run out-of-school programs. This publication summarizes the presentations and discussions from the workshop.
Author | : William Archer |
Publisher | : Routledge |
Total Pages | : 322 |
Release | : 2012-05-16 |
Genre | : Education |
ISBN | : 1136495096 |
Written before, but published after The First World War, this volume’s plea for a national system of education which will produce a nation of prosperous, morally fulfilled people able to live at peace with other nations is doubly poignant given the sacrifice of the ‘lost generation’. However, the author also sees the horror of the War as an opportunity to change human destiny through education, an opportunity to abandon the narrow system of education in favour of one which will ‘bring education in touch with life’ and provide Britain with the intellectual and moral efficiency necessary to steer her through the following turbulent years of the twentieth century. Covering the core subjects of the English school curriculum in the early twentieth century the chapters in The Modern Teacher, if somewhat utopian, describe best practice in teaching of the particular subject and suggest possible improvements. One chapter also discusses the importance of the relatively new subject of citizenship, as well as the moral education of pupils.
Author | : Y.k.singh |
Publisher | : APH Publishing |
Total Pages | : 284 |
Release | : 2009 |
Genre | : Educational planning |
ISBN | : 9788131303665 |
Author | : National Academies of Sciences, Engineering, and Medicine |
Publisher | : National Academies Press |
Total Pages | : 347 |
Release | : 2018-09-27 |
Genre | : Education |
ISBN | : 0309459672 |
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
Author | : King Man Eric Chong |
Publisher | : Taylor & Francis |
Total Pages | : 230 |
Release | : 2017-06-14 |
Genre | : Education |
ISBN | : 1317229754 |
This book makes a timely contribution to understanding perceptions on national identity and National Education, with both of them have become controversial topics in Hong Kong Special Administrative Region (SAR) of China. In a so-called globalization era, national identity and National Education, with the latter having an aim of fostering a Chinese national identity in education, have been significantly pushed ahead by the Hong Kong SAR government since the early 2000s as a response to the return of sovereignty to China in 1997. Teacher perception matters to what they select and how they teach in the schools. By incorporating fieldworks of teacher interviews, observation and documentary analysis, this book argues for a multi-layered conception of identity, different aims, contents and diversified methods of National Education should be recognized. This book is likely to become a useful account of teacher perception on national identity and National Education in citizenship education literature, and it will be relevant to policymakers, teachers, trainers and researchers. Chapters include, 1. Different meanings of national identity of teachers and aims, contents and methods of National Education 2. From Citizenship Education to National Education in a Chinese society 3. Implications for understanding National Education in a globalization era: mixed identification, multi-layered identities, knowledge transmission, and ‘global identity’
Author | : Masahiro Yasuoka |
Publisher | : |
Total Pages | : 0 |
Release | : 2013 |
Genre | : History |
ISBN | : 9780824836238 |
The Japanese Ethos: A Study of National Character is a seminal work of Yasuoka Masahiro (1898-1983). Published in 1924 despite Yasuoka's dissatisfaction with its shortcomings, the book was kept out of print by Yasuoka until popularity prompted reissuance in 1934 and 1937. In 1924, some 50 years after opening to the world in the Meiji Restoration, Japan was drowning in a flood of Western ideas, and all of Asia was in turmoil. The British-Afghan War had erupted just 5 years before, followed by Gandhi's nationwide "non-cooperation" campaign in India one year later. Yasuoka, still in his 20s, and deeply troubled by Western decadence infecting Japan in this time of crisis, urged development of an independent national character. "Now, before our eyes in Japan, citizens, one and all, are unequivocally conscious of being confronted with a terrible crisis. The time is now for Japan, as a nation, to realize a remarkable development of character." The Japanese Ethos was written to guide Japan to a promising future through the wisdom of ancient teachings. In it, Yasuoka describes a history and tradition nurtured for more than 2000 years. The moral examples depicted are primarily samurai and he discusses in detail the character traits a samurai must cultivate. In later chapters he gives examples of men of great character. Two chapters address kendo (sword fighting), whose spirit "became the foundation of all the arts and letters, and of Eastern thought." The samurai spirit was the leading force for the Meiji Restoration and is the essence of this book. For Japan, which lost much of its culture after World War II, The Japanese Ethos has awakened a nation from slumber. Though written nearly a century ago, it is surprisingly current and makes us ponder what it truly means to be Japanese.
Author | : Promila Sharma |
Publisher | : APH Publishing |
Total Pages | : 352 |
Release | : 2009 |
Genre | : |
ISBN | : 9788176489027 |
Author | : James J. Heckman |
Publisher | : University of Chicago Press |
Total Pages | : 469 |
Release | : 2014-01-14 |
Genre | : Business & Economics |
ISBN | : 022610012X |
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities