Education / Education Psychology

A practical guide to understanding and fostering kindness, this book aims to transform the thinking and practice of educators as they seek to cultivate kind classrooms.

For Stuart Shanker, the possibility of a truly just and free society begins with how that society sees and nurtures its children.

Used as the basis of the program at the Equinox Holistic Alternative School in Toronto, The Holistic Curriculum advocates for an integrative approach to teaching and learning with a focus on developing a deep connection between mind and body.

In Love and Compassion, John P. Miller explores different forms of love, including self-love, the love of others, compassion, the love of learning, as well as nonviolence, and how they have the potential to improve education.

Divided into two parts, the book provides a structural understanding of the context in which cross-cultural counseling takes place, and a model, informed by intersectional analysis, to support counselors in playing a more activist role in helping to change that context.

Both a resource for those professionally engaged in work with sexual and gender minorities and a comprehensive text for use in courses on working with vulnerable youth populations, Growing into Resilience is a timely and transdisciplinary book.

For this new edition, Miller has updated the text to reflect the growth of the mindfulness movement, new research into the brain, and his years of experience teaching and practising contemplation in teacher education.

Supporting Refugee Children offers practical advice for teachers, social workers, and counsellors, as well as suggestions for policy makers.

This volume, based on an interdisciplinary conference of psychologists, sociologists, philosophers, and social scientists, explores a topic of vital importance today—moral education. 

Miss Churchill is fully conversant with the works of Piaget, Cuisenaire, Cassirer and other leading thinkers in educational philosophy, psychology, and linguistics. She has synthesized their concepts with her own experience and research at Leeds University.

The essays in this volume were deliberately designed to be of interest to laymen concerned with the problem of education as well as to academics dealing daily with products of the brain's activity in teaching and learning.

The threat of utter tragedy does not arise directly out of man's greater mastery over nature, it comes, as Sir James Jeans has so pointedly stated, from the absence of man's moral control over himself. That control can be accomplished only through, and by, education.