Pure education prepares students to be statesmen for central, state, and local governments, the finest scholars for colleges and universities, and other leaders in society. Many of the fine merits of this book center on revealing the actual foundation of American schools and supporting a comprehensive view of instruction that transmits ideas and not just processes. This book plainly explains why there is no excellence in American schools and provides a blueprint for students to rise above mediocrity. According to the author, pure education exists only in a familial context where students are considered unique. Since they ignore the unique gifts of individual children and promote the idea of the “average” student, the public schools do not educate, but merely create uniformly trained workers for the power elite in America. If education is to survive in America, then home schools must be equipped with this vital critique to provide explicit substance while complementing parental instincts. Included as an appendix in this third edition of Critique of Pure Education is a thought-provoking essay about education in the United States, titled “The Educator and Cultural Reclamation,” written by Dr. James E. Kibler, author, poet, and professor of Southern literature at the University of Georgia, Athens. Parents who are concerned about the proper education for their children must read this book, because the well-being of their children depends upon it.

Vol. 25 is the report of the commissioner of education for 1880; v. 29, report for 1877.

This handbook brings together a range of global perspectives in the field of critical studies in education to illuminate multiple ways of knowing, learning, and teaching for social wellbeing, justice, and sustainability. The handbook covers areas such as critical thought systems of education, critical race (and racialization) theories of education, critical international/global citizenship education, and critical studies in education and literacy studies. In each section, the chapter authors illuminate the current state of the field and probe more inclusive ways to achieve multicentric knowledge and learning possibilities.

The goal of the ARCIE volume is to examine current perspectives and future directions for the field using several essays as a context for discussion and analysis.

In recent years, distance education programs have grown to allow greater educational opportunities to a diverse set of learners from all over the world. As remote learning becomes a widespread practice, universities too must adapt to this changing educational landscape. Critical Examinations of Distance Education Transformation across Disciplines provides an interdisciplinary look at the development of distance learning in higher education. This reference work bridges the gap between disciplines by offering practical tools and solutions for successful distance education implementation. Educators, administrators, and researchers across academia will find this publication a timely and relevant resource.

This volume of essays, like the first in the series, examines trends in the educational programs for the many related, but traditionally separate, allied health professions. With the phenomenal growth of these fields and the rapidly changing requirements of available technology, educators and counselors alike are in constant need of the kind of up-to-date information offered in these essays. Areas covered in this volume include anesthesia assistance, medical records administration, environmental health, mental health, physical therapy, and health services administration.. In addition there are general essays on such topics as clinical education of allied health professionals and the setting of standards for licensing and certification.

What do we actually do when we research education policy and governance? Why do we tame the messy hinterland of research into smooth accounts and what do we lose in the process? In this volume, distinguished scholars in education policy and governance research discuss how the practice of methods is messy, subjective, and provisional. They approach methodology as riddled with tensions, doubts, troubles, and mundane decisions. Scholarship in this book shifts from recording the methodological hinterland to putting it to productive use as resources for thinking about the researched world and about research itself. This methodological openness helps to examine how research reproduces scholars’ metaphysics, how research is a deeply embodied process encompassing all senses, how scholars’ concerns interfere in the worlds they study, but also how these equally interfere with researchers. By challenging smooth methodological accounts which conceal the complex and provisional nature of research, this book offers new approaches in education policy and governance research that are more generative, insightful, and sincere. Offering new ways of thinking about research methodologies, the book will be of great interest to researchers, academics, and post-graduate students in the fields of education research and education theory, as well as social scientists interested in research methodologies more broadly.