The unique collaborative effort of a professor of English and a professor of philosophy, Current Issues and Enduring Questions is an extensive resource for teaching argument, persuasive writing, and rigorous critical thinking. This extraordinarily versatile text and reader continues to address current student interests and trends in argument, research, and writing.Its comprehensive coverage of classic and contemporary approaches to argument includes Aristotelian, Toulmin, and a range of alternative views, including a new chapter on analyzing and writing about arguments in popular culture. Readings on contemporary controversies (including student loan debt, locavorism, and the boundaries of online privacy) and classical philosophical questions (such as How free is the will of the individual?) are sure to spark student interest and lively discussion and writing, and new e-Pages take advantage of what the Web can do by including videos, speeches, film trailers, and other multimodal arguments.
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From Critical Thinking to Argument is a very brief but thorough guide to critical thinking and argument. With only fifteen readings, this affordable guide can stand alone or complement an anthology. Comprising a condensed version of the text portion of the widely adopted Current Issues and Enduring Questions, it draws on the authors’ expertise in persuasive writing and logical thinking, and now with new co-author John O’Hara, an expanded focus on critical thinking. It helps students move from critical thinking to argument and research. This versatile text features treatment of classic and modern approaches including Aristotelian, Toulmin, and Rogerian argument, as well as an expanded chapter on visual rhetoric. Like other volumes in the Bedford/St. Martin’s popular series of Portable Anthologies and Portable Guides, From Critical Thinking to Argument offers the series’ trademark combination of high quality and great value for teachers of writing and their cost-conscious students.
This book recuperates the narrative of Andrew Jeptha, a Cape Town-born boxer who was the first black fighter to win a British welterweight title in 1907. As a result of that victory, Jeptha was permanently blinded, and took to preparing a book titled A South African Boxer in Britain (1910). This volume explores the relationship between the life of a pugilist and his textual production, and locates the complex negotiations of a pugilist by situating Jeptha in a larger arc of the ‘care of the self’, extending from Greco-Roman aesthetics to the present. In the process, it investigates the strategies of care that were integral to opposing, confronting and living in the increasingly racialised world of the early 1900s.
With 16 readings by prominent philosophers and 8 examples of student writing, this concise and inexpensive guide discusses every stage of reading, analyzing, and responding to philosophical texts and arguments and offers thorough coverage of research and documentation.
In response to requests for briefer and less expensive argument readers, Contemporary and Classic Arguments offers an ample selection of readings in a compact size for about half the price of similar books. Adapted from the best-selling full-size argument text/reader Current Issues and Enduring Questions, it offers both a provocative selection of contemporary arguments to engage students with some of today's most pressing topics, and a collection of classic essays that provide time-tested models of effective argument.
In this post-9/11 world, terrorism affects everyone and creates a climate of uncertainty. This new title has been specifically written to address those concerns and fears. It explains what terrorism is, how to protect yourself from such an act, steps to stop worrying, and how to deal with the aftermath of a terrorist attack. For young adults in particular, this is relevant and much-needed reading.
"India is grappling with serious environmental issues that have been largely sparked by its galloping economy. As a measure of its seriousness to reduce the environmental impacts it has spearheaded numerous policy initiatives. One of the major thrusts of the proposed initiatives to curb environmental degradation has been to create an informed and well-educated citizenry. The federal mandates have triggered new curriculum policies and the compulsory teaching of environmental and sustainability education at all levels in all education institutions. This volume examines the policy practice conundrum. It looks at how national and international policy reforms reach practitioners – in this case teacher educators. Furthermore, it unravels how teacher educators understand environmental education, the ways in which they negotiate its demands on their busy schedules, what helps them in determining relevant issues within this and finally how they implement these policies in their everyday practices. It is evident from this book that while there have been some really well meaning development of policies, their impact on teacher educators’ practice, and therefore student teachers’ learning about Environmental Education is limited. The study showed that while these teacher educators had a clear understanding of the environment and saw the need/importance of incorporating Environmental Education in their daily practices they had very little scope to do so. There were numerous factors that constrained implementation. The book provides inputs on global policy practice gaps. It offers valuable insights to a global audience grappling with understanding the ways in which environmental education policies are put into practice in emerging economies like India. The final argument is thesis that while policy reforms are a step in the right direction they need to be backed up with strong implementation systems in order to be successful."“div>
This volume presents distinctive, innovative models of teacher education from Australia, discusses their successful elements and considers possibilities for successful teacher education in the twenty-first century. Each model is couched within the international teacher education concerns of the theory practice nexus, school-university partnerships, reflective practice, and the role of technology. The contributing authors, drawn from different contexts and locations around Australia, each offers research-based perspectives on successful teacher education. Responses to teacher education challenges in rural and regional contexts, metropolitan areas, among low socio-economic populations and Indigenous communities are considered. Ways in which technology, and in particular mobile technology, can be used to support learning across these diverse contexts are illustrated, as is the role of reflective practice to encourage critical reflection for improving teacher learning. Collectively, the authors present a range of directions that can guide the future of teacher education both nationally and internationally, demonstrating that context, partnerships, reflection and technology are critical elements in the provision of successful teacher education.
Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.