Solidly grounded in theory and empirical evidence, this book presents a novel methodological framework for fostering Communities of Dialogic Inquiry in primary education called Learning Together. These communities create collaborative networks of distributed cognition among school, university, and local community members to equip "apprentices" with a firm scientific foundation, complemented by a robust humanistic citizenship culture, enabling their participation in socioscientific practices in an informed, critical, responsible and inclusive fashion. Learning Together provides concrete, articulated, and richly illustrated teaching-learning strategies for cultivating these communities in diverse school and community settings.

"In this book, the authors make a distinctive, strong and important contribution to our understanding of how education can be made most productive. They draw on a wealth of schools-based research, including their own, to link what is known about the ways humans learn and what can and should happen in classrooms. It should help to promote a more accurate conception of education as a social, cultural, communicative activity, rather than a process whereby teachers simply transmit knowledge to students. I hope it is read by teachers, researchers and others involved in education everywhere". - Neil Mercer, Emeritus Professor of Education, University of Cambridge, UK

"For the authors of this fascinating and timely volume, communities of dialogic inquiry have two main aims: fostering skills that support a key human activity (learning for dialogue) and applying those skills in knowledge acquisition (learning through dialogue). The authors ground those aims in a novel yet convincing interpretation of sociocultural theory: the insightful and wide-ranging literature review that underpins their approach will be appreciated by researchers and practitioners alike. At the same time, the volume goes far beyond theory: it concludes with case studies, which indicate in detail how dialogic inquiry can be embedded in classrooms". - Christine Howe, Emeritus Professor, University of Cambridge, UK

This book acquaints readers with the principles and the possibilities of using visual models in the education of young children. Educational projects that use visual models as effective psychological tools that allow the child to develop abilities are very limited. Visual models can be used as a means for cognitive development, regulation of behavior, organization of productive activities, and for solving creative problems. The research in the field of cognitive development of preschoolers was greatly influenced by the works of L.S. Vygotsky, J. Piaget, and their followers. L.S. Vygotsky understood the general line of the development of children's consciousness as the transition from social plane to psychological one and related it to the mastering of cultural means, such as visual models. L. A. Venger considered a child's drawing as a visual model of an object; in construction activity, the child creates models of real structures from various blocks. All this served as the necessary basis for the use of visual models in the organization of educational processes in preschool institutions. Visual models can contribute to the enrichment of play activity and the development of thinking, visual-spatial activity, as well as the development of imagination. Studies have also identified the benefits of using visual models in work with children with special needs.

This book provides a great resource for students, specialists, practitioners and researchers.

This book offers innovative and integrative psychological theorizing on the meaning of parasocial relationships, drawing on cutting-edge empirical insights and clinical observations.

Uniquely, the book explores various digital spheres, ranging from online dating and social media to subscription platforms like OnlyFans and AI-driven chatbots, including ChatGPT, AI-companions, and therapy bots. It highlights their specific characteristics, overarching similarities, dynamic entanglements, potentials, and risks, and finally, their meaning for the social self. Through this lens, the book examines how individuals initiate and sustain relationships, how intimacy and sexuality are experienced online, and how these digital practices materialize in everyday life, impacting meaning-making and broader societal organizing.

Finally, the book offers conceptual ideas on media and AI literacy, as well as psychological implications, relevant to social work and education, counselling and psychotherapeutic contexts, policymakers, and everyone involved online.

This book provides a timely and thorough examination of religious minorities in Europe, paying particular attention to the diversity within Christianity. Drawing on perspectives from Eastern, Central and Western Europe, with a focus on Germany, it examines the complex dynamics of religious life in minority contexts, offering essential insights into the role of faith communities in post-migrant societies. It investigates how sociological conditions shape religious practices and identities, how migration fosters adaptation and renewal, and the contributions of minority communities to multicultural and plural societies. Featuring contributions from leading scholars of theology, sociology and Islamic studies, this multidisciplinary book provides an in-depth analysis of the evolving landscape of religion in contemporary Europe. It therefore highlights the importance of ecumenical dialogue and interreligious encounters in an increasingly diverse society. This vital resource sheds light on the often overlooked role of religious minorities in shaping the cultural and religious future of Europe, and is essential reading for scholars, students, and practitioners.

This book offers theologians, philosophers, and neuroscientists accessible and engaging material for navigating the complex field of the neuroscience of religion. It addresses the challenge of how scholars in the humanities can meaningfully engage with research and data from the hard sciences, demonstrating how neuroscience both influences and is influenced by philosophical and theological inquiry. With contributions from experts in neuroscience, cognitive science, psychology, theology, and philosophy, this collection provides a valuable starting point for exploring how empirical research can inform and enrich the study of religious experience and belief. Essential reading for scholars of religious studies, philosophy, theology, and neuroscience-especially those eager to broaden their horizons of investigation.

This book discusses essential topics on understanding the development and changes in higher educational systems in Asia, and explores governance, quality assurance, stakeholder engagement, and innovation in the post-massified era from an Asian perspective. While each of the three sections has a particular focus area, the common thread across all chapters is the local responses and relevance to global discourse. In each chapter, authors highlight the ways in which concerns were raised, compromises made, and challenges overcome. This book serves as a valuable resource for various stakeholders, including university administrators, admissions counselors, higher education professionals, and managers working with international programs, students in higher education programs, policy makers, scholars interested in higher education and policies, various knowledge industries, and Quality Assurance (QA) agencies. Readers learn from the challenges discussed and be inspired to design and implement innovative initiatives and strategies. Given the diversity of partnerships and innovation in research, teaching, and learning, there is no one way or 'how to' list of steps for effective higher education systems. Rather, readers glean insights from various scholars who recognize the value of collaborating across oceans and borders.

This book addresses key spheres of teaching and learning in higher education from the dual vantage points of educators in the UK and China. It covers a wide range of teaching topics, methods, and approaches used within and useful for educators working in varying higher education contexts. This book fills a gap in China's educational literature marketplace for material with robust theoretical underpinning but firmly practical orientation. Alongside, there is keen interest in the UK and other Western countries in material presenting East/West perspectives in every field. The impetus for this book derives from cross-national dialogues between UK and China higher education leaders and practitioners sharing and exchanging their experience and expertise in the area of teaching and learning. These have demonstrated a thirst, in both countries, for "meta learning" on the evidence-based and experiential ways to learn covered in this book.

This edited book brings together novel studies that address the real-world challenges young vocational students and teachers face as they navigate the complexities of education and work. The chapters highlight the importance of evidence-based practice in vocational systems and schools in different countries in Europe and beyond. Several chapters also take a comparative approach, comparing different aspects of vocational education and training between various countries. Commitment to advancing vocational education and training ensures that young people, particularly those who are vulnerable or in transition, are equipped with the skills, motivation, abilities and competences needed to thrive in the modern workforce. Chapters shed light on environments where competence meets opportunity, building a resilient and diverse human capital ready to shape the future. The book emphasises the value of technical and vocational education and training in preparing for working life, equipping educators, researchers and policymakers with the tools to prepare young people for success in a rapidly evolving job market.

This book is an anthology of essays exploring craft production across diverse cultures. More than a celebration of individual artisanship, it responds to a world in flux-where education, employment, and climate are undergoing rapid transformation.

As the Fourth Industrial Revolution reshapes economies through emerging technologies, this book underscores the urgent need to redefine craft education. It advocates for craft training that supports both cultural preservation and future employment, aligning with UNESCO's 2024 report on Technical and Vocational Education and Training (TVET), which calls for enhanced global skills development.

With 28 essays from 22 countries, the volume offers rich, practice-based insights into how crafts can be taught and sustained. Many contributors share personal stories of their own practices, presenting pathways for formal and informal learning that blend traditional techniques with modern innovations.

By aligning craft education with UNESCO's TVET recommendations, this book shows how crafts can offer viable, sustainable professions. It champions the value of skills transmission, cultural relevance, and entrepreneurship in the craft sector.

Amid increasing cultural exchange and global uncertainty, many artisans turn to tradition for stability. Their voices in this volume express concerns about the erosion of heritage-and the need to actively safeguard it. These essays show how craft not only preserves culture but also strengthens communities, supports wellbeing, and fosters meaningful human connection.

Craft - Tradition and Invention is an essential resource - where tradition meets transformation, and where craft education becomes a vital force for social and environmental change. Craft, as revealed here, is not only the making of things-it is the making of resilient, connected, and sustainable futures and a pathway to relevance, and renewal. Moving beyond admiration for the handmade, this volume engages deeply with the cultural, economic, and educational shifts shaping the future of work and creativity.

The Electorate of Trier had five archbishops. As a result of the confessional dualism that began in 1521, their influence as electors in the imperial diets grew. From 1521 to 1540, they, along with the secular and ecclesiastical Imperial Estates, sought a feasible religious compromise. It was only the last elector who attempted to adapt his archdioceses to the ideas of reform propagated by the curia and the nascent Council of Trent.

A definitive scholarly edition of the correspondence and papers of Thomas Jefferson

The Senate confirms John Armstrong and James Bowdoin as commissioners to negotiate with Spain and James Monroe and William Pinkney to do the same with Great Britain. In speeches in the House of Representatives, John Randolph attacks the administration's measures and declares that the president has lost the confidence of the cabinet. Jefferson shrugs this off, maintaining that Randolph can pull away only a few Republicans. In the approaches to New York harbor, a shot from a British warship causes the death of an American mariner. Jefferson issues a proclamation that calls for the apprehension of Henry Whitby, the captain of the warship, and bars his ship and others with it from American ports and waters. Congress passes an act to limit the navy to 925 seamen, capping the number of ships and raising Jefferson's concerns in light of a potential war with Tunis. He plans to use gunboats and militia to protect Orleans Territory in the event of conflict with Spain. Aaron Burr calls on him and hints that he could do "much harm." Jefferson's mentor George Wythe dies by poisoning, leaving Jefferson his books. Jefferson plans and begins to lay out the large garden for vegetables at Monticello.

The gulag report by Jewish Polish union lawyer Jerzy Gliksman covering the years 1939?1941 is one of the most significant pieces of Jewish testimony from the Soviet labor camp system. This document of Soviet terror is now being published for the first time in German, accompanied by two introductory texts providing context. In 1949, Gliksman testified at the UN and became a professor at Harvard as an expert on the USSR.

How vaccine hesitancy can be understood as religious expression

Vaccine hesitancy in America didn't begin with the uproar over the mRNA vaccines for Covid-19. The late twentieth and early twenty-first centuries saw resistance to a wide variety of vaccines. In Unvaccinated Under God, Kira Ganga Kieffer shows that debates over vaccine safety and mandatory vaccination were about more than diseases or injections. They have been proxies for existential concerns about justice and morality. Kieffer argues that vaccine hesitancy in the U.S. should be understood as religious expression-not as the product of scientific misinformation.

Through a series of historical case studies, which range from the "mother warriors" who claimed a link between the MMR vaccine and autism during the 1990s to opposition to masking and vaccines during the Covid-19 pandemic, Kieffer frames vaccination controversies as contests over religious freedom and moral authority. These debates concerned bodily, spiritual, and sexual purity; the morality of state-mandated medical risk; the importance of children; and the authority of parents and doctors. Kieffer explains that diverse groups of Americans utilized religious ideals and practices to question or resist vaccination. With this new, illuminating perspective on vaccine hesitancy, Kieffer offers a novel and even-handed way to understand Americans' changing and increasingly divided attitudes toward biomedical knowledge and technology. Her account offers readers an accessible set of tools for how to "think with religion" when it comes to contemporary contests over medical authority.