Helena Pedersen's powerful keynote address poses the question: What prevents education from becoming a transformative force in times of 'omnicide', that is, 'the annihilation of everything'? She locates at least part of the response in 'institutional anxiety', which constitutes a (social-) psychological barrier to radical change. In particular,…

In this article I try to bring into relief the background significance of learning in Alasdair MacIntyre's writings. After briefly adverting to his own manner of learning from other thinkers, I begin by outlining what he sees as essential to learning in early childhood (§I). Next, I spell out what I take to be important implications for learning,…

If you have ever found yourself asking, "Why don't students see the relevance in what I am teaching them?", you are not alone. I recently discovered that I had become out-of-touch with what college students find relevant. My purpose in writing this commentary is twofold: (1) to reflect on and improve my own practice, and (2) to encourage…

George Jacobs has taught English as a Second Language (ESL) and Teacher Education in many countries, including the US, China and Thailand. Since 1993, he has taught in Singapore, teaching for institutions including SEAMEO Regional Language Centre, Ministry of Education, and the National Institute of Education. He has also been teaching Writing at…

The author of this article, a middle school science teacher, reflects on her teaching profession and how she connected to other teachers which helped fuel her students' love of learning. She describes her traditional teaching practice and the facilities of her school's middle science laboratory facilities. She explains how social media…

In order to have long-term impact ESD concepts, practices and policies should move into societal, policy and research arenas with high visibility and traction. In the process of going "transboundary", the ESD label may fade but the practice and organization of social and collaborative learning may gain.

This article was first published in 1982 in "Educational Analysis" (4, 75-91) and republished in 1998 (Hirst, P. H., & White, P. (Eds.), "Philosophy of education: Major themes in the analytic tradition," Vol. 1, "Philosophy and education, Part 1," pp. 61-78. London: Routledge). I was then a lecturer in philosophy…

Is distance learning transformational? The author heard this question posed to a panel of faculty members during Distance Education Week activities. After reflecting upon her own students' reaction to her syllabus, her answer to the question changed from an initial, enthusiastic "yes" to a reflective "maybe," given the most favorable environment.…

As teachers, we are always reflecting on and refining our craft. In this article, the author shares how her understanding and implementation of comprehension strategy instruction has evolved over the past ten years. These shifts include her current thinking about the gradual release of responsibility instructional model, how content and big ideas…

Educator Bell Hooks acknowledged the fundamental truth that teaching, caring, and transformation are closely linked, that is, that true teaching must be accompanied by a deep level of care in order for learning to take place. No matter how young or old, no matter the subject matter, and no matter where teaching and learning take place--a…

Since 1966 when we began our careers in special education, we and others in our cohort have seen substantial changes in our discipline. In our personal experience, we had the opportunity to work together in situations that led us to focus on practices and procedures that produced better outcomes for our students, and better outcomes for students…

Since the author began work in reflective practice, at first informally in the late 1970s and then more formally in the mid-1980s, he has always looked at reflective practice as a compass of sorts to guide teachers when they may be seeking direction as to what they are doing in their classrooms. The metaphor of reflection as a compass enables…

I apply the concept of unalienated recognition as a form of democratic exchange, introduced by Rheingold (2012), to a different educational setting. Through a case study of the School for Field Studies international environmental programs, that are, like Rheingold's study school, field based and community centered, I explore the hypothesis…

During discussions with students the author often says, "I ask questions because I wish to know what you think. I already know what I think." Recently, he has taken his own advice, in a way, and has carefully considered what he does think and how those beliefs shape and are shaped, by his practice. Several questions with the author's answers are…

This paper explores how ESD activities may be viewed on a continuum from "causal" approaches, seeking to cause change in others, to "enabling" orientations where efforts are made to enable people to implement the principles of ESD and respond to the environmental challenges they face from their own context. An enabling…