One view of education (appealing to the Latin root "educare" – "to train or mold") aims to fill students' heads with knowledge and turn them into disciplined, normalized and potentially productive members of the workforce. An alternative (appealing to the Latin root "educere" – "to lead out or draw out") wants to produce well-trained minds and create individuals capable of questioning, critical thinking, imagination, and self-reflective deliberation as engaged citizens. This book commends a third way, inspired by the Greek notion of "paideia", which sees education as 'the process of educating person into their true form, the real and genuine human nature'. This education is not about learning a trade. It is a dynamic living thing in which the ability to UNlearn is essential for developing a good and capable citizen, trained for freedom, autonomy, and virtue.

This is a non fiction book that takes the reader through stories of my own life experiences. I will show you how I used trauma as an opportunity to create growth and change by changing old patterns and behaviors.

This book is to provide insights into the process of individual unlearning, which is little known in previous studies. This is the first book that described how employees should unlearn, i.e., abandon obsolete and outdated beliefs or routines to acquire new ones, at workplace. Updating old knowledge and skills to new one is crucial not only for organizations but also for individuals to survive in today’s competitive and turbulent environment. It provides readers with mechanisms by which personal factors, such as goal orientation, reflection, and critical reflection, and promotes employees’ unlearning under the influence of situational factors such as supervisors’ behaviors and promotion of the positions. Based on the findings by quantitative and qualitative analyses using questionnaire survey and interviews, this book is highly recommended to readers who are interested in higher-order learning process for self-change at work in the fields of organizational behavior and human resources development.

The Unlearning Leader is about how today’s leaders need to connect for success. The premise of this book is that we all need to unlearn. In order to change and prepare for tomorrow, the authors submit that much of what leaders have learned must be unlearned as we aim to create a new tomorrow for our nation’s children. The learning purposes of this book include: Energize people to think, act, and lead differently Embody innovative mindsets Model and share new ways of leading from within the organization Put forth the power and positive impact and legacy for leadership Unlearn old truths to lead in new ways Leverage connection opportunities like #suptchat to lead and learn for tomorrow

Art as Unlearning makes an argument for art’s unlearning as a manneristpedagogy. Art’s pedagogy facilitates a form of forgetfulness by extending what happens in the practice of the arts in their visual, auditory and performative forms. The concept of learning has become predominantly hijacked by foundational paradigms such as developmental narratives whose positivistic approach has limited the field of education to a narrow practice within the social sciences. This book moves away from these strictures by showing how the arts confirm that unlearning is not contingent on learning, but rather anticipates and avoids it. This book cites the experience and work of artists who, by unlearning the canon, have opened a diversity of possibilities by which we make and live the world. Moving beyond clichés of art’s teachability and what we have to learn through the arts, it advances a scenario where unlearning is uniquely presented to us by the diverse practices that we identify with the arts. The very notion of art as unlearning stems from and represents a fundamental critique of the constructivist pedagogies that have dominated arts education for over half a century. This book will be of great interest to academics, researchers and postgraduate students in the fields of education, philosophy of education, history of education, pedagogy of art and art education. It will also appeal to educators, art educators, and artists interested in the pedagogy of art.

Meditation without instructions—a path to tranquility and insight that you can discover all on your own When we meditate, our minds often want to do something other than the meditation instructions we've been taught. When that happens repeatedly, we may feel frustrated to the point of abandoning meditation altogether. Jason Siff invites us to approach meditation in a new way, one that honors the part of us that doesn't want to do the instructions. He teaches us how to become more tolerant of intense emotions, sleepiness, compelling thoughts, fantasies—the whole array of inner experiences that are usually considered hindrances to meditation. The meditation practice he presents in Unlearning Meditation is gentle, flexible, permissive, and honest, and it's been wonderfully effective for opening up meditation for people who thought they could never meditate, as well as for injecting a renewed energy for practice into the lives of seasoned practitioners.

America's favorite Quaker storyteller explores the terrain of faith and doubt as shaped by family, church, and young love, finding his way to a less convenient but fully formed adult spirituality. Most of us grow up taking in whole belief systems with our mother's milk, only to discover later that what we received as being certain is actually nothing like it. And then we're faced with a choice--retreat to spiritual security and the community that comes with it, or strike out into the unknown. With his trademark humor and down-home wisdom, Philip Gulley serves as just the spiritual director a wayward pilgrim could warm to, inviting readers into his own sometimes rollicking, sometimes daunting journey of spiritual discovery. He writes about being raised by a Catholic mother and a Baptist father across the street from a family of Jehovah's Witnesses--all three camps convinced the others are doomed. To nearly everyone's consternation, Philip grows up to be a Quaker and a pastor. In Unlearning God, Gulley showcases his well-loved gift as a storyteller and his acute sensibilities as a public theologian in conversations that will charm, provoke, encourage, and inspire.

SQL is a powerful, useful way to access data; it's an essential ingredient in many databases. However, it's rarely suitable for bulk data processing that happens at the edge of the database: loads and extractions. For these operations, Python presents a much better solution than a script of SQL statements.

How many things does your church do just because that's the way it's always been done? Does your congregation value tradition over passion and stability over creativity? If so, it's time to unLearn. Leading congregations into a dynamic and prophetic future requires unLearning what you thought you knew about the church, leadership, and life. Pastor Michael Slaughter casts a vision for innovative and authentic congregations, and for the kind of leadership that can bring congregations to greater vitality and impact in today's postmodern culture. Readers will be challenged to gaze boldly beyond franchised church models to a dynamic embodiment of God's unique vision for each leader and each congregation. UnLearning congregations embrace new media and cultural trends, value transformation over information, and create a safe space for the tough and unanswerable questions of life. These are churches that lovingly dare to shoulder spiritual and prophetic leadership in our rapidly changing culture, re-articulating God's ancient purposes to create high-tech, high-touch environments in which people can become radical followers of Jesus Christ. Informed by Slaughter's thirty years of leadership at the innovative and mission-driven Ginghamsburg United Methodist Church, UnLearning Church offers readers guidance and insight into setting aside old identities, old expectations, and old ways of “doing church,” and inspires readers with examples of congregations already living out their mission to be creative and outwardly-focused communities of faith.

What does it mean to unlearn? Once we have learned something, is it ever possible to unlearn that something? If something is said to have been unlearned, does that mean that it is simply forgotten or does some residual force of learning, some perverse force, also resonate in ways that might help us to rethink traditional approaches to teaching and learning? Might we say that education today is haunted by the spectre of unlearning?This book invites readers to reflect on the possibilities of knowing, reflecting, understanding, teaching and learning in ways that allow us to imagine the other side of education, the side which understands non-knowledge, ignorance, stupidity and wonder as potentially the most important learning experiences we can ever have. In a series of provocative essays by some of the world's most renowned theorists in philosophy, psychoanalysis, cultural studies, politics and education, The Pedagogics of Unlearning challenges us to think again about what we mean when we talk about learning - about what it really means to learn - and whether the kinds of learning we imagine in our classrooms and daily lives are actually synonymous with the sort of learning we envision when we think and talk about the purpose and passage of education.If you think you know what education and learning are doing, what teaching strategies do, and what learning outcomes are, then this book asks you to think again, to unlearn what you have learned, to learn to unlearn.TABLE OF CONTENTS // Éamonn Dunne, "Preface: Learning to Unlearn" - Jacques Ranciere, "Unwhat?" - Deborah Britzman, "Phantasies of the Writing Block: A Psychoanalytic Contribution to Pernicious Unlearning" - Sam Chambers, "Learning How to Be a Capitalist: From Neoliberal Pedagogy to the Mystery of Learning" - John D. Caputo, "Teaching the Event: Deconstruction: Hauntology and the Scene of Pedagogy" - Paul Bowman, "The Intimate Schoolmaster and the Ignorant Stifu: Postructuralism, Bruce Lee and the Ignorance of Everyday Radical Pedagogy" - L.O. Aranye Fradenburg and Eileen A. Joy, "Unlearning: A Duologue" - Aidan Seery, "After-word(s)"The Pedagogics of Unlearning originated at a conference held at Trinity College, University of Dublin, 6-7 September 2014.