Part of a series that addresses important issues relating to children's personal, social and moral education, pastoral care and guidance, this volume presents an up-to-date review of pastoral care, and personal and social education.

Pastoral Care and Pse: Entitlement and Provision (Cassell Studies in Pastoral Care and Personal and Social Education)

Education & Teaching

Lang, Peter

Lodge, Caroline

Best, Ron

Schools & Teaching

Continuum Intl Pub Group

The impact of the 1988 Education Reform Act on the management of schools and the delivery of the curriculum is a major preoccupation for all those in education. Any discussion of the role of the teacher and the entitlement of the pupil is dominated by the requirements of the National Curriculum. It is easy to forget that teachers are also concerned with the emotional support of troubled children, and with the promotion of the personal, social and moral development of all children. Initiated by, and published in association with, the National Association for Pastoral Care in Education (NAPCE), this book brings together teachers and teacher-educators at the forefront of developments in pastoral care and PSE. Its wide-ranging and up-to-date examination of the pupil's entitlement to pastoral support, and to a curriculum which pays due regard to the development of the whole person, represents the first comprehensive treatment of these topics to be published for over a decade.

Pastoral Care and Personal-Social Education: Entitlement and Provision (Cassell Studies in Pastoral Care and Personal and Social Education)

Affective education can be defined as that part of the educational process which concerns itself with the attitudes, feelings, beliefs and emotions of students. Central to the concept is the acknowledgement that student's feelings about themselves as learners and about their academic subjects can be at least as influential as their actual ability. This collection features the work of contributors from countries such as Belgium, Denmark, Russia, Germany, Israel, Spain and the UK. It shows how the practical approach to affective education varies from nation to nation. By analyzing the underlying theory, this text sets out to bring the different approaches closer together, to enable teachers across the continent to work towards a positive common ground.

Affective Education in Europe (Personal & Social Education)

Continuum

Founded in Florence in 1966, Superstudio challenged the modernist orthodoxy that architecture and technological advances could improve the world by creating alternative visions of the future in photo-montages, sketches, collages and films. The five members of Superstudio: Cristiano Toraldo di Francia, Gian Piero Frassinelli, Alessandro Magris, Roberto Magris and Adolfo Natalini-were equally pessimistic about politics and its ability to solve mounting social, cultural and environmental problems. This Fall 2003 New York exhibition catalogue, drawn from Superstudio's archive and curated in collaboration with members of the group, will revisit its work and trace its influence on subsequent generations of architects. Superstudio: Life without Objects collects nearly 200 of the group's most important images, collages, storyboards and critical writings. White monuments crossing over entire landscapes and cities, vast grid groundplanes spreading over infinite beaches populated by wandering hippies: these are some of the more evocative images that consolidated their fame as vanguard architects. In 1972, MoMA invited them to participate in one of the largest exhibitions in its history, built around Italian design and architecture. With essays from Peter Lang and William Menking, the book is designed to provide the reader with the most detailed account of this avant-garde design group and their lively assault on modernism.

Superstudio: Life without Objects

Menking, William

Reference

Skira

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