04994nam 2200925Ia 450 991079149400332120230725015524.00-8147-8655-30-8147-4141-X10.18574/9780814786550(CKB)2560000000016311(EBL)866008(OCoLC)779828355(SSID)ssj0000416494(PQKBManifestationID)11291372(PQKBTitleCode)TC0000416494(PQKBWorkID)10421686(PQKB)10605721(StDuBDS)EDZ0001323630(MiAaPQ)EBC866008(OCoLC)665817466(MdBmJHUP)muse4916(DE-B1597)546937(DE-B1597)9780814786550(Au-PeEL)EBL866008(CaPaEBR)ebr10415961(EXLCZ)99256000000001631120100422d2010 uy 0engur|n|---|||||txtccrEducating the whole child for the whole world[electronic resource] the Ross School Model and education for the Global Era /edited by Marcelo M. Sussrez-Orozco and Carolyn Sattin-BajajNew York New York University Press20101 online resource (223 p.)Description based upon print version of record.0-8147-3813-3 0-8147-4140-1 Includes bibliographical references and index.Frontmatter -- Contents -- Foreword: Reflections of a Ross School Graduate -- Acknowledgments -- Introduction: Architectures of Care -- 1. Education in an Era of Specialized Knowledge -- 2. The Case for Global Education -- 3. A Tangled Web -- 4. Mind, Brain, and Education -- 5. Research Schools -- 6. Toward a New Educational Philosophy -- 7. Multimedia Literacy -- 8. Object Lessons -- 9. The Trouble with Math -- 10. Choreographing the Curriculum -- 11. Mathematics and Culture -- 12. The Butterflies of the Soul -- 13. Educating the Whole Child for the Whole World -- Epilogue: We Are Waiting for You -- Conclusion -- About the Contributors -- Index An examination of new approaches to educating children in a globalized worldAt the dawn of the twenty-first century, we are living in a global era, yet schooling systems remain generally reactive and slow to adapt to shifting economic, technological, demographic, and cultural terrains. There is a growing urgency to create, evaluate, and expand new models of education that are better synchronized with the realities of today’s globally linked economies and societies.Educating the Whole Child for the Whole World examines one such model: the ethos and practices of the Ross Schools and their incubation, promotion, and launching of new ideas and practices into public education. Over the last two decades Ross has come to articulate a systematic approach to education consciously tailored for a new era of global interdependence.In this volume, world-renowned scholars from a variety of disciplines, as well as veteran teachers, administrators, and students, come together to examine some of the best practices in K-12 education in the context of an increasingly interconnected world. Together they explore how the Ross model of education, which cultivates in students a global perspective, aligns with broader trends in the arts, humanities, and sciences in the new millennium.Contributors: Nick Appelbaum, Ralph Abraham, Antonio M. Battro, Sally Booth, Michele Clays, Elizabeth M. Daley, Antonio Damasio, Hanna Damasio, Kurt W. Fischer, Howard Gardner, Vartan Gregorian, Christina Hinton, Hideaki Koizumi, Debra McCall, Carolyn Sattin-Bajaj, John Sexton, Carola Suárez-Orozco, Marcelo M. Suárez-Orozco, William Irwin Thompson, and Sherry TurkleHolistic educationNew York (State)East HamptonEducation and globalizationK-12.administrators.best.come.context.disciplines.education.examine.from.increasingly.interconnected.practices.scholars.some.students.teachers.this.together.variety.veteran.volume.well.world-renowned.world.Holistic educationEducation and globalization.370.11Suárez-Orozco Marcelo M.1956-564667Sattin-Bajaj Carolyn1567541MiAaPQMiAaPQMiAaPQBOOK9910791494003321Educating the whole child for the whole world3838992UNINA