Cultivating Dialogue, Language, and Literacy for Social Justice in Teacher Education

Edited by Adam Devitt, California State University

Within sociocultural traditions, language, dialogue, and social literacies play an institutional role in learning and human development. Discourse practices, however, go far beyond the traditional focus of using speaking and listening to support the learning of content knowledge. Teacher discourse practices ought to promote critical literacies and linguistic practices, and promote anti-racism and social and environmental justice. Classroom discourse, however, is missing from teacher education programs on a large scale in these significant ways. Teacher educators need to understand the social and political policies, pedagogical role, and multitude of practices for helping pre-service teachers and teacher practitioners learn to acquire and facilitate quality discursive practices in K-12 schools and understand related pedagogy. This book, ‘Cultivating Dialogue, Language, and Literacy for Social Justice in Teacher Education’, offers a variety of models for integrating discourse practices and pedagogies into the field of teacher education, including pre-service teaching, professional development, and even critiques on policy and subsequent affordances and consequences that inhibit or promote the quality of teacher discourse and the purposes for which teachers utilize classroom discourse. I would recommend this book for teacher education programs as well as professional developers who work with pre- and in-service teachers. Additionally, I recommend this book for researchers committed not only to classroom discourse analysis, but to promote speaking and listening among teachers and students in ways that enhance learning and development.

Everything is Design: The Hidden Ethics of Our Objects and Public Spaces

Alan J. Reid, Johns Hopkins University; Coastal Carolina University

Ethics – to put it concisely – is ‘mindful well-being’. It is a set of standards that guides how we treat ourselves, one another, and the environment. When we design things for public use, we also communicate an ethical perspective. When we use things designed for us, we adopt their ethics. This book synthesizes several different disciplines as they relate to design, ethics, and the built environment. Our objects, according to philosophers like Ihde, Verbeek, and Latour, mediate our experiences with the world around us. Through their designs (and, by extension, our perceived affordances), we largely comply with what our objects and spaces want us to do. At the micro-level, the phones in our pockets command our attentive processes in order to feed an attention economy. At the macro level, urban planning and infrastructure can both promote inclusivity and foment violence. We are deeply intertwined with the objects and spaces that have been designed for us. Baked into every object, process, system, and environment are the remnants of the designer’s morals, ethics, values, and biases. Importantly, this book seeks to cultivate mindfulness of the reader’s interactions with their surrounding world, providing them with a line of inquiry that questions areas of unethical design in their built environment and offers useful critiques and new solutions to these ethical dilemmas. We often have the power to reject those things that are irresponsibly designed and unethical in nature, and it is through this agency as users that we can demand better from designers, developers, and companies. It is imperative to understand our mediated relationships with the built environment that surrounds us and the objects within it; this can help explain our behaviors and empower us to make ethical decisions that serve future generations.

Neuroteología católica

Andrew Newberg, Thomas Jefferson University and Mary Clare Smith, Sisters of Notre Dame

El tema de la neuroteología ha visto incrementada su popularidad en los ámbitos académicos, religiosos y divulgativos. Este campo de estudio investiga la intersección entre el cerebro y el fenómeno espiritual y religioso. Sin embargo, no se ha intentado de manera exhaustiva explorar específicamente cómo el pensamiento y la experiencia católica pueden estar relacionados con la neuroteología. El propósito de 'Neuroteología Católica' es abordar íntegramente esta área inexplorada. Los temas se relacionan con un enfoque neuroteológico de creencias fundamentales del catolicismo derivadas de la Escritura y la Tradición, una exploración de los diversos elementos del catolicismo, de los rituales y prácticas católicas, así como una revisión de la espiritualidad y el misticismo católico. Se ha tenido en consideración a diferentes académicos especializados en cuanto a la relación entre sus ideas o enseñanzas y los distintos procesos mentales. En 'Neuroteología Católica' se abordan estos temas de una manera accesible, incorporando aspectos científicos, religiosos, filosóficos y teológicos dentro del campo emergente de la neuroteología. Al revisar estos conceptos a través de argumentos sencillos y, a la vez, complejos, los lectores, sin importar su contexto, serán capaces de entender las dificultades y la amplitud de la neuroteología desde una perspectiva católica. Para profundizar, se abordan cuestiones como: una revisión de la neurociencia y las técnicas neurocientíficas; las experiencias religiosas y espirituales; el desarrollo y análisis teológico; el ritual y la liturgia; la filosofía, epistemología y ética; y las implicaciones sociales, todo desde el punto de vista del catolicismo.

God: A brief philosophical introduction V

K.H.A. Esmail, University of Oxford and University of Cambridge

This is a clear and concise and original investigation of God’s nature and existence. First of all, it considers (among other things) two of God’s traditional properties: being all-knowing and being all-powerful. It argues he cannot possess these properties. But, it argues this is in accord with him being worthy of worship. Secondly, it introduces the notion of evil being “overridden”. It argues he has to bring about other free living things and it is plausible they have to be liable to experience evil due to their conditions. But, it argues the evil in this world is “overridden”. Thirdly, it considers the principal arguments for the claim he does not exist. (They refer to the evil in the world.) It argues they do not establish sufficient grounds for this claim. Finally, it considers some well-known arguments for the claim he exists. It argues they face difficulties. It sets out other arguments: eg, some arguments to increase any degree of belief one has that God can exist. It includes a number of Appendices: Some remarks on God’s sovereignty; Are there sufficient grounds for the claim that, very probably, God does not exist?; Theodicy and some theodicies; Some further remarks on God and time; Some further remarks on a living thing which possesses the power to do this or that freely; Some remarks on God being simple; Some remarks on God being present in a spatial realm and God being present in a non-spatial realm; ... . It covers as a whole the principal parts of the Philosophy of Religion. It unifies these parts to a significant degree. It proceeds regularly by way of formal and clear arguments. It will be of interest to advanced students and specialists in Philosophy, Religious Studies, and Theology. Given its explanation of key terms, its jargon-free language, its clarity and brevity.... , it will be of interest to others, too.

Uncovering Possible: Pedagogies for Apocalyptic Times

Edited by Nastasia Lawton-Sticklor, Climate Disobedience Center and Cara Berg Powers, Clark University

'Uncovering Possible: Pedagogies for Apocalyptic Times' is an edited volume that holds our experiences as educators, activists, and community members navigating the global pandemic of the past several years. This pandemic is situated within the context of ongoing interconnected crises: oppressive systems, worsening climate, and economic urgency, all at an unsustainable pace. The work in this volume confronts the grief, loss, and injustice that apocalypse brings, while also engaging with the possibility and intentional, resilient joy necessary to build a better world. This volume is an invitation to explore both the impacts of this and many other apocalyptic events in learning spaces, as well as (re)imagine what’s essential to learning in community. Through research, storytelling, reflections from the field, poetry, and interactive activities, this volume shares lessons from those on the front lines of apocalyptic learning, inviting the reader to find their place in building the more equitable communities we need and deserve. This apocalypse is situated within a social context that extends beyond this single event. For many, apocalypse has, and continues to happen, through colonial white-supremacist capitalism. What we carry forward must include the collective knowledges capable of carrying us not just through this apocalypse but the apocalypses ahead.

Psychedelic Immortality: Nietzschean Perspectives on Reincarnation, Femtheogens, and Philosophy

Joseph I. Breidenstein Jr.

Recent research has revealed a psychedelic inspiration for Nietzsche’s philosophy and, far from being a novelty in the history of philosophy, there is significant evidence that several of the first western philosophers ingested psychedelics as well. In his first book, Joseph I. Breidenstein Jr, PhD, maintained that western philosophy began as what we today would call a feminist religious reformation in the sense that many prominent presocratic philosophers were reviving a paleo/neolithic goddess-centered religiosity of rebirth within the largely patriarchal and death-glorifying culture of archaic Greece. And, in this book, Dr. Breidenstein Jr proposes that the presocratics’ psychedelic-reincarnationist-feminine model of education and/or worldview is better suited for democracy in the twenty-first century than the economic model of education that takes the west’s mainstream materialistic-secular worldview for granted. For several decades now, researchers have acknowledged both that the empirical evidence for reincarnation is overwhelming and that psychedelics can evoke past-life recollections, but ‘explanations’ for either reincarnation or how psychedelics do this have yet to be offered. By combining Nietzsche’s philosophy with the work of other thinkers, ‘Psychedelic Immortality’ both provides explanations for each of these phenomena and explores how situating education and democracy within the context of reincarnation can incite a renaissance of American culture and politics. For Nietzscheans and philosophers in particular, this book illustrates the contemporary relevance of two neglected aspects of Nietzsche scholarship—i.e. psychedelics and reincarnation—and, for researchers in such fields as feminist philosophy of religion, ecotheology, philosophy of education, social-political philosophy, and eastern philosophy, it offers a more plausible and healthier worldview in which to explore possibilities in their respective fields that are diminished by the mainstream paradigm. For spiritual seekers of all paths, it offers a conception of philosophy as a practice of awakening goddess consciousness that unfolds over the course of successive lifetimes.

Into the Fire: The Intersection of Race and Communication

Edited by Leland Harper, Siena Heights University

Through the presentation of various perspectives, this collection of essays addresses some of the intersections of race and communication. The topics addressed include, but are not limited to, how we communicate about race, what our race communicates to others, how we can do a better job of educating others on race-related issues, and how we can better define certain terms often utilized in conversations about race. The perspectives shared in this volume contribute much-needed depth to the discussion of the philosophical and practical considerations of race and communication, broadly.

Emotion, Communication, Interaction

Modular Studies in Cognitive Philosophy

Edited by Tirtha Prasad Mukhopadhyay, Universidad de Guanajuato, Mexico et al.

'Emotion, Communication, Interaction: Modular Studies in Cognitive Philosophy' consists of reflective and analytical essays on the nature and function of human emotions and communicative strategies based on the most recent advances in Cognitive Science. Broadly based on the cognitive architecture of emotions, this volume of essays suggests fresh methods of evaluating emotional behavior. As such, they create theoretical and, in some cases, qualitatively valid pathways for understanding what emotions mean and represent in the scale of human evolution and how emotional communication can potentially benefit human life and well-being. The authors suggest how aesthetic emotions constitute a significantly new area of research on fine-tuned and less understood expressions. Fresh insights into the intersubjective nature of emotional communication, and strategic interactions among humans and between humans and machines, redefine the limits of human interactivity and the extent to which emotions are underwritten in the Anthropocene. Furthermore, such an important faculty as that of emotion, when studied in contexts of competitive sports philosophy, prosocial behaviour, altruism or collective nostalgia, opens up different possibilities for the achievement of mental health and well-being. This book will stand as an excellent reference for research on the efficacy of emotional life and its impact on the grand objectives of acquiring freedom and happiness. Though epistemological variations mark the methods of discourse, the essays in this volume tout emotional cognition and communications as viable tools of research for a post-Enlightenment academy.

Thriving in the EdTech Revolution: A Practical Guide to Technology Integration in Teacher Education

Edited by Harshith B. Nair, Regional Institute of Education (NCERT), Mysuru, India et al.

In an era where digital transformation is reshaping education, this book is a vital guide for educators, researchers, and policymakers navigating technology integration into learning. It explores educational technology’s theoretical foundations and practical applications, emphasizing innovative strategies to enhance teaching and learning. From artificial intelligence and machine learning to blended learning models and virtual reality, the book provides actionable insights into leveraging cutting-edge tools effectively while addressing critical issues like the digital divide, ethical technology use, and equitable access. Positioned at the intersection of pedagogy and technology, the work draws on global case studies and frameworks such as TPACK to present adaptable solutions for diverse educational contexts. It is unique in its focus on foundational and emerging trends, and it supports educators in building digital competencies and fostering student-centered learning environments. Designed for classroom adoption, professional development, and research, this book is an indispensable resource for teacher educators, in-service teachers, policymakers, and educational researchers committed to transforming education for the digital age. Its blend of actionable strategies, ethical considerations, and future-focused discussions equips readers to embrace technology as a tool for innovation and inclusivity in teaching and learning.

Philosophy between the Islamicate and Latin American Traditions

Civilizational Perspectives on Alienation/Ghayriyya (Otherness) in the Knowing/Existing

Edited by Anthony F. Shaker and Amílcar Aldama Cruz, Havana University, Cuba; Al-Mustafa International University, Iran; “Dr. Osvaldo A. Machado Mouret” Center for Arab and Persian Islamic Studies, Argentina

Latin America is a diverse mosaic of cultures that trace their origins back to Indigenous, African, Spanish, Portuguese and Islamic sources. Its philosophies, eloquently expressed by a long line of thinkers, are found not just in departments of philosophy, but also in its rich literature and art, which are given treatment in this volume. The Islamicate world is a unique, fourteen-century-old cultural mosaic that covers much of the known world. Despite its long civilizational experience, it too faces the challenge of emancipation from foreign domination and the chaotic cacophony of monologues afflicting our time. The papers collected here cover various aspects of the philosophies of these two constantly interacting traditions and how they impinge on an old problematic: “ghayriyya” (otherness) and “alienation”. Their themes include key figures like Ibn ʿArabī, Suhrawardī, Aḥmad b. Muṣṭafa al-ʿAlawī, Rudolfo Kusch, José Martí, Spain’s Moriscos, and contemporary Argentine philosophers; and expanding areas of research like the philosophy of the Nahua (popularly known as the “Aztec”) and the language reforms in Türkiye, both of which provide excellent examples of cultural self-alienation.

Women and Religion in Britain Today: Rites and Rituals

Edited by Yvonne Bennett, Canterbury Christ Church University

This book is the second volume edited by Yvonne Bennett examining the lived religious lives of women in 21st-century Britain. The authors continue to explore contemporary women’s spirituality by looking at the way women use rituals and rites within their lives. Coming from different academic fields, the contributors bring together an interdisciplinary collection of voices on the topic of rituals and ritualistic behaviours. The chapters are woven together to shine a heterogeneous light on religion in the twenty-first century and the impact it has on women in Britain today. The volume also examines the editors’ own spirituality alongside that of the participants, offering a hybrid academic-practitioner viewpoint on ritual. The chapters begin and end with a philosophical examination of ritual and the manner in which ritualistic behaviours are incorporated into human experience. This book takes the reader on a journey from the cradle to the grave and from medieval history to the present day.

High Impact & Experiential Learning as Enhancing Quality on Campus

Edited by Jeffrey R. Breese, Gwynedd Mercy Univeristy et al.

For years, the American Association of Colleges and Universities (AAC&U) has called for colleges and universities to implement high-impact practices (HIPs), or educational procedures that provide significant academic advantages to students. 'High Impact & Experiential Learning as Enhancing Quality on Campus' provides examples of such strategies from thirteen colleges and universities as they have been applied in the classroom and in service of each featured college and university’s mission statement and quality enhancement plan. Each institution included in this collection has committed to some such project or initiative (in some cases, the commitment goes back multiple decades), and each reflects the diversity of contemporary higher education in the United States. Public and private, small and large, selective and open access, religiously affiliated and non-sectarian, are all included here. The institutions provide a variety of creative examples of implementing experiential learning and the myriad HIPs as identified by the AAC&U, including: Capstone Courses and Projects, ePortfolios, First-Year Seminars and Experiences, Service Learning/Community-Based Learning and Undergraduate Research. Each chapter is framed around the project’s scope and significance, a clear expression of the purpose of the project, evidence of the institution’s commitment and capacity for the effort and how the project is aligned with stated goals and institutional priorities. Drawing from fields as broad as sociology, psychology, the humanities, and environmental sciences and studies, 'High Impact & Experiential Learning as Enhancing Quality on Campus' appeals to multiple classrooms and institutional goals. Given the expanded interest in experiential learning/HIPs in higher education over the past two decades, this first-of-its-kind collection offers a roadmap for faculty and administrators to implement the practices outlined in each chapter in service of students’ learning and their larger institutional goals.

NATO’s Meaning and Existence

Within the Interstate Intersubjectivity

Yunus Emre Ozigci, Ministry of Foreign Affairs of the Republic of Turkiye (Turkey)

Entities, events, phenomena and states of affairs of the sphere of international relations/ interstate interactions are purely intersubjective recognisances. Their “subjects”, in particular the States, are themselves pre-theoretically, intersubjectively co-constituted and temporalised, ascribed with subject qualities especially in their “interactions” and experienced as such through intentional acts of perceiving, defining, remembering, anticipating, judging and so on. The said ascription includes their own community-building dynamics within an also intersubjectively given environment of interstate interactions. NATO is one of the most prominent State-communities. It has not only been defined by but has also been a constituent of the environment in which it existed. It gained its meaning from its existential relationship with its constituent State-subjects, its interactional counterparts and the meaningful appearance of its “environment”, and also made part of their meaningful appearances. NATO existed through transformations of environment and counterpart(s), continuing to be valid and viable in different identities and temporalisations. It is currently being re-identified and re-temporalised face to a new transformation of the interstate environment. Studying NATO requires co-studying its constituents, counterparts and environment in their substances and temporal states as they are given pre-theoretically, immediately, intersubjectively, which form parts of an expanded, existential kind of reality lived and lived-within by true subjects, replacing the objectivity in its narrow sense with meaningfulness, appearing as objectivity itself on the ground of a universal, pre-theoretical, immediate familiarity and intelligibility ground. Studying NATO “as is” in its identities and temporalisations with its environment, constituents and counterparts requires access to that pre-theoretical ground of meaningful, intersubjective appearances. Here, phenomenology and the phenomenological ontology offer useful concepts and tools which, due to the particular nature of the IR field, complement each other for conducting such a study of the “being and time” of NATO.

Contemporary Political Participation and its Countervailing Effects on Civic Culture

Edited by James Cockerham, Florida State University and Alexandra Cockerham, Florida State University

Citizen participation stands as a pillar of democracy, embodying principles of popular sovereignty, government accountability, and public trust. This compiled volume expands our understanding of the many varied contemporary forms of political participation and unpacks the implications of contemporary civic engagement on civic culture. The motivating factors for and effects of political participation are complex. The ways in which humans use the varying avenues and opportunities to engage with the government have been complicated by the increasing ubiquity of social media. Under certain conditions, citizen participation may serve to increase trust in public institutions, with implications for civil service, courts, police, the military, and other public services. While at other times, modern political participation may create a countervailing influence on productive civic engagement and civic culture. Although technological advances of the twenty-first century have lowered some of the barriers to political engagement, they have also facilitated new ways of spreading disinformation and simplified messaging. This edited volume will be of interest to anyone who cares about political participation and the efficacy of civic engagement in the information age. In addition, this book would be of interest in many interdisciplinary courses from the social sciences and would facilitate discussions surrounding the varied ways that citizens can use political participation in democracies around the world to engage with democratic government and the impacts this has on social capital and civic culture.

El amor como condición personal: Una reflexión desde el personalismo de Julián Marías

María de Lourdes Cabrera Vargas, Universidad Anáhuac México

El amor personal, como realidad profundamente humana, ha sido poco explorado filosóficamente, pese a su centralidad en la existencia personal. No basta comprenderlo como pasión o sentimiento, sino como condición esencial que integra todas las dimensiones de la persona. En esta línea, Julián Marías, uno de los grandes filósofos españoles del siglo XX, ofrece una reflexión original y rigurosa sobre el amor como fundamento de la vida personal. Su pensamiento, enmarcado en la tradición personalista, permite comprender el amor como acto propio del ser personal, raíz de la plenitud, la ilusión y la felicidad humanas. A lo largo de su extensa obra, Marías aborda el amor como eje transversal de su antropología. Para él, la cuestión amorosa está vinculada a los grandes interrogantes del ser humano: “¿Quién soy yo?”, “¿Qué va a ser de mí?”, “¿Hay algo más allá de esta vida?”. De ahí que el amor revele la verdad profunda de la persona, su ser como “quién” capaz de amar y proyectarse. El presente estudio busca sistematizar esta categoría dentro del pensamiento mariasiano, articulando tres niveles de análisis: la estructura analítica de la vida, la estructura empírica y, finalmente, la vida personal. En todos ellos, el amor aparece como principio de sentido, proyecto y donación. Marías concibe la condición amorosa como una instalación vectorial que orienta la existencia hacia la plenitud y la trascendencia. Esta investigación pretende mostrar que, para Marías, el amor no es un tema accesorio, sino el núcleo que otorga consistencia a la persona y sentido a la vida. Desde una perspectiva personalista, su reflexión constituye una vía fecunda para comprender el amor como experiencia radical, fundamento de la autenticidad, la felicidad y la esperanza humanas.

Why Universal Design for Learning (UDL) Matters: Creating opportunities for inclusive, equitable education

Edited by Sharon Hartle, University of Verona, Italy and Emanuela Tenca, Saint Camillus International University of Health and Medical Sciences in Rome, Italy

Teaching and Learning Classics at the University Level Vol. 1

Languages, Linguistics & Teacher Training

Edited by Alberto Regagliolo, UKSW University

'Teaching and Learning Classics at the University Level, Vol. 1' focuses on the teaching of Greek and Latin, with a particular emphasis on language, linguistics, and teacher training. The 13 chapters examine the approaches to teaching Greek and Latin for beginners and advanced students, including metrics, historical and descriptive grammar, linguistic typology, translation, and prose composition, as well as the role of Latin in the Humanities and in specialized fields such as medical terminology. The volume also addresses the training of teachers and lecturers in Classics, exploring how linguistic expertise and pedagogical practice are developed within the university context. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in classical language pedagogy and the future of Greek and Latin instruction in higher education.

Teaching and Learning Classics at the University Level Vol. 2

Society, Religion & Culture

Edited by Alberto Regagliolo, UKSW University

‘Teaching and Learning Classics at the University Level, Vol. 2’ focuses on the teaching of social, cultural, and religious aspects of Greek and Roman antiquity. The 11 chapters examine the approaches to teaching key themes in ancient society including ethnography, the human condition and the afterlife, Roman religion, violence, sacrifice, slavery, love, and medicine, as well as aspects of daily life such as play, sport, and bathing culture. The volume also addresses the place of social and cultural history within the Humanities, highlighting how these topics contribute to a broader understanding of antiquity and its relevance today. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in classical civilization, ancient history, and the cultural and religious dimensions of Greek and Roman studies in higher education.

Send Us Out

The Church on Mission through Hospitality

Kathy Hulin, Trinity Anglican Seminary

People who are faithful and committed to their church often have a longing for others to feel the same way. They have a palpable hope for the church to be full and a desire for others to be spiritually enriched by God. 'Send Us Out: The Church on Mission through Hospitality' connects the reader with that desire for the church to be a vibrant, hospitable, and growing body of believers in Christ. The reader will be taken on a journey to consider those who have not fallen in love with the church and to grow awareness and compassion for connecting with them as God does with humankind. Inspired by texts such as 'Incarnational Ministry' by Samuel Wells and 'Surprise the World' by Michael Frost, 'Send Us Out' stirs passions for mission and evangelism through presence and intentionality, learning how to be with strangers. The journey includes a practical theology that clergy and laity alike can incorporate into daily living. The practical nature of 'Send Us Out' teaches a spiritual understanding of Christian hospitality through language, biblical study, ministry examples and models, reflection, and action. Readers may wish to form study groups for sharing in the end-of-chapter activities and discussions. The church will be strengthened in a call for each member to be sent out, revealing God as Host to a world learning to be reconciled as guests.

Emerging Technologies in Second Language Teaching and Learning

Artificial Intelligence, Adaptive Learning, Virtual Reality, and Beyond

Edited by Shelly Wyatt, University of Central Florida et al.