03751nam 22006615 450 991025480810332120250311150751.09783319690292331969029910.1007/978-3-319-69029-2(CKB)4100000001040969(DE-He213)978-3-319-69029-2(MiAaPQ)EBC5144873(Perlego)3497398(EXLCZ)99410000000104096920171112d2017 u| 0engurnn|008mamaatxtrdacontentcrdamediacrrdacarrierThe Psychology of Buddhism in Conflict Studies /by Padmasiri de Silva1st ed. 2017.Cham :Springer Nature Switzerland :Imprint: Palgrave Macmillan,2017.1 online resource (XIX, 90 p.) Palgrave pivot9783319690285 3319690280 Includes bibliographical references and index.Preface -- Chapter 1 Introduction -- Chapter 2 The Buddhist Critique of Metaphysical Entanglements -- Chapter 3 The Many Faceted Nature of a Crisis -- Chapter 4 The Psychological Dimensions of Conflict and Harmony -- Chapter 5 Criminal Justice through a Buddhist Contemplative Path -- Chapter 6 Exploring Multiculturalism -- Chapter 7 Dilemmas, Conflicts and Paradoxes in Management Studies -- Chapter 8 Erosion of Moral Values in an Era of Market Triumphalism -- Chapter 9 Conflict and Peace Studies -- Chapter 10 Idea of the Self: the Narrow Ridge between the paths of chaos and nihilism and the Traps of Identity Illusions -- Chapter 11 Dialectical Behaviour Therapy -- Chapter 12 Resolving Paradoxes in Tibetan Buddhism and Zen Buddhism -- Chapter 13 Emotions, Logic and Rationality.This book provides an interdisciplinary discussion of conflict studies, drawing on perspectives from psychology and Buddhist studies. The author combines current research in psychology, conflict and management studies, as well as moral narratives drawn from religious and cultural contexts, to offer useful guidance on dealing with conflict and dichotomies. Drawing on a vast corpus of Buddhist literature, this book examines complex teachings, ideas and doctrines to bring insight to how individuals and societies might lead peaceful and balanced lifestyles. In this ground-breaking study Padmasiri De Silva insists that the social studies need to develop dialectical methods and understanding in addition to the objective and analytical collection of facts. Chapters cover an array of subjects including economics, ecology, human wellbeing, prison reform, dialectical behaviour therapy, multiculturalism, and peace studies.Palgrave pivot.Psychology and religionPeaceBuddhismEthnopsychologyPsychology, ComparativePsychology of Religion and SpiritualityPeace and Conflict StudiesBuddhismCross-Cultural PsychologyComparative PsychologyPsychology and religion.Peace.Buddhism.Ethnopsychology.Psychology, Comparative.Psychology of Religion and Spirituality.Peace and Conflict Studies.Buddhism.Cross-Cultural Psychology.Comparative Psychology.201.615de Silva Padmasiriauthttp://id.loc.gov/vocabulary/relators/aut766455BOOK9910254808103321Psychology of Buddhism in Conflict Studies1571067UNINA05353nam 22007695 450 991057486280332120251017105111.09783031044434303104443610.1007/978-3-031-04443-4(MiAaPQ)EBC7015339(Au-PeEL)EBL7015339(CKB)23689197400041EBL7015339(AU-PeEL)EBL7015339(DE-He213)978-3-031-04443-4(EXLCZ)992368919740004120220609d2022 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierManagerial Cultures in UK Further and Vocational Education Transforming Techno-Rationalism into Collaboration /by John Baldwin, Neil Raven, Robin Webber - Jones1st ed. 2022.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2022.1 online resource (227 pages)Description based upon print version of record.Print version: Baldwin, John Managerial Cultures in UK Further and Vocational Education Cham : Springer International Publishing AG,c2022 9783031044427 Chapter 1: Introduction -- Chapter 2: The Policy Conundrum -- Chapter 3: If you can’t count it it doesn’t count? -- Chapter 4: Students and Employers as co-designers of their own learning -- Chapter 5. Who has the power? Leading education -- Chapter 6. Collaboration – developing common languages -- Chapter 7. So What Next?This book offers unique insights into the impact of the rise of a managerialist culture in Further Adult and Vocational Education (FAVE) in England. It will also raise awareness of the consequences of the imposition of top-down models of educational change and improvement upon the practices of educational leaders, middle and senior managers and policy professionals across the FAVE sector. The overall aim of this book is to understand the language, policies, values and approaches currently espoused in post-16 learning. Often these are driven by, or measured by, technical-rational approaches which can have a negative impact on individuals working in the sector, lead to a narrowing of the curriculum and range of assessment opportunities, and do not support student progression. The authors propose tentative, researched, and evidence-based suggestions for new ways of working which might, ultimately, have a significant benefit to post-16 learning. The book will appeal to those engaged in researching education – either as academics, policy makers, trainees, or practitioners who are interested in ways of reflecting on, researching into, and improving practice. John Baldwin is now semi-retired, continuing with work in further education and in researching practice to support people to progress to higher education. He began his career in education as a business and law Lecturer at Stamford College, UK, and progressed onto being the Head of the Business Studies Department. Subsequently, he became Director of Curriculum and over many years was responsible for most departments in the college. Neil Raven is an independent researcher and evaluation consultant with over 22 years of experience in the development, management and evaluation of educational projects and programmes. He is also Visiting Lecturer at the University of Bristol, UK, and has published widely on the subjects of educational equality and fair access. Robin Webber-Jones is currently Head of Apprenticeships at the University of Derby, UK. He has spent 17 years working and researching in the skills sector. He has also had a number of leadership positions in Further Education Colleges. Furthermore, he has undertaken a number of strategic and development roles, including chairing regional widening participation groups, working with government departments, serving on the boards of a number of education charities, and being involved in large social mobility projects.Professional educationVocational educationEducation and stateContinuing educationTeachingProfessional and Vocational EducationEducational Policy and PoliticsLifelong LearningDidactics and Teaching MethodologyEducació d'adultsthubVocacióthubAnglaterrathubLlibres electrònicsthubProfessional education.Vocational education.Education and state.Continuing education.Teaching.Professional and Vocational Education.Educational Policy and Politics.Lifelong Learning.Didactics and Teaching Methodology.Educació d'adultsVocació374374.12Baldwin John121318Raven NeilWebber - Jones RobinMiAaPQMiAaPQMiAaPQBOOK9910574862803321Managerial Cultures in UK Further and Vocational Education2880518UNINA