Synopses & Reviews
At 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 todays 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 Turkle.
Review
“I've always believed that education is freedom. It opens the door to greater possibilities. In my life's work in education, I've turned to Courtney Ross to provide insight and inspiration. The Ross School is an exemplary model of what is attainable for global education in the 21st Century.”
“When I visited the Long Island Ross School I was struck by the way Courtney Ross and her team successfully brought together the elements of an effective school: reflective teachers, innovative curriculum, and student-centered instruction. It is no wonder that the school has been a magnet for some of the most influential education thinkers of our time. In Educating the Whole Child for the Whole World, Suarez-Orozco and Sattin-Bajaj have created a multi-faceted meditation on the ever-evolving Ross model of education, with relevant lessons for educators everywhere.”
“Courtney Ross and I are co-workers in the vineyard of the education of the young. I was inspired when I visited the Ross School years ago. In my own work in founding the now 20-years-old Illinois Math and Science Academy (IMSA), I appreciated the unique qualities of Ross. The Ross School model is clearly a profound example of what the nation and the world needs so desperately.”
“For more than two decades, everything that carries Courtney Ross' imprint has symbolized international, out-of-the-box originality, especially through her efforts in education. One extraordinary example of this was the 2001 Sonic Convergence: A Glimpse Into the Global Classroom project. I was involved, both in person and through the use of cutting edge media, mentoring students and faculty participating in the USA, China, and Sweden; then we came together and made beautiful music as I conducted their final, global composition.”
“Courtney Ross has devoted her life to holistic education for young people. Educating the Whole Child for the Whole World tells the marvelous story of how one day they will be our future leaders and help create a peaceful, just, sustainable and healthy society.”
Review
"A collection of 15 essays by prominent educators including Vartan Gregorian and Howard Gardner, Whole Child is a rallying cry to radicalize outdated educational systems using the Ross School, a private Long Island institution, as a model."-Sally Lauckner,NYU Alumni Magazine
Review
“When I visited the Long Island Ross School I was struck by the way Courtney Ross and her team successfully brought together the elements of an effective school: reflective teachers, innovative curriculum, and student-centered instruction. It is no wonder that the school has been a magnet for some of the most influential education thinkers of our time. In Educating the Whole Child for the Whole World, Suarez-Orozco and Sattin-Bajaj have created a multi-faceted meditation on the ever-evolving Ross model of education, with relevant lessons for educators everywhere.”
-Kathleen McCartney,Dean, Harvard Graduate School of Education
Review
“Courtney Ross and I are co-workers in the vineyard of the education of the young. I was inspired when I visited the Ross School years ago. In my own work in founding the now 20-years-old Illinois Math and Science Academy (IMSA), I appreciated the unique qualities of Ross. The Ross School model is clearly a profound example of what the nation and the world needs so desperately.”
-Leon M. Lederman,Nobel Laureate in Physics
Review
“For more than two decades, everything that carries Courtney Ross' imprint has symbolized international, out-of-the-box originality, especially through her efforts in education. One extraordinary example of this was the 2001 Sonic Convergence: A Glimpse Into the Global Classroom project. I was involved, both in person and through the use of cutting edge media, mentoring students and faculty participating in the USA, China, and Sweden; then we came together and made beautiful music as I conducted their final, global composition.”
-Quincy Jones,
Review
“Courtney Ross has devoted her life to holistic education for young people. Educating the Whole Child for the Whole World tells the marvelous story of how one day they will be our future leaders and help create a peaceful, just, sustainable and healthy society.”
-Deepak Chopra,
Review
“Ive always believed that education is freedom. It opens the door to greater possibilities. In my lifes work in education, Ive turned to Courtney Ross to provide insight and inspiration. The Ross School is an exemplary model of what is attainable for global education in the 21st Century.”
-Oprah Winfrey,
Review
andquot;[
American Anthropology and Company] is a solid contribution to the history of American anthropology with a salutary approach to interdisciplinarity.andquot;andmdash;Jeremy MacClancy,
Journal of the Royal Anthropological InstituteSynopsis
An examination of new approaches to educating children in a globalized world
At 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 Su rez-Orozco, Marcelo M. Su rez-Orozco, William Irwin Thompson, and Sherry Turkle
Synopsis
"Deep inside that T-shirt where we have tried to trap him," notes the celebrated Chilean novelist Ariel Dorfman, "the eyes of Che Guevara are still burning with impatience." Olivier Besancenot and Michael Löwy deftly capture this burning impatience, revealing Guevara as a powerful political and ethical thinker still capable of speaking directly to the challenges of our time.
In this masterful new study, Besancenot and Löwy explore and situate Guevara's ethical, revolutionary, and humanist legacy. They explicate Guevara's emphasis on the import of the individual coming to understand and accept socialism at a personal level. For Guevara, Besancenot and Löwy show, the revolutionary project demands more than a transformation of the mode of production; it demands a profound transformation of the individual, the birth of what Guevara termed the "new man." Besancenot and Löwy also explore Guevara's pragmatic approach to the question of state power and unique theoretical contributions to the question of the transition to socialism.
In Guevara, Besancenot and Löwy find a life that was lived as an example of revolutionary potential. Guevara's ethical and political sensibilities, unwavering anti-imperialism, and firm commitment to revolutionary social transformation still ignite hope in all who struggle for a better world.
Synopsis
In
American Anthropology and Company, linguist and sociologist Stephen O. Murray explores the connections between anthropology, linguistics, sociology, psychology, and history, in broad-ranging essays on the history of anthropology and allied disciplines. On subjects ranging from Native American linguistics to the pitfalls of American, Latin American, and East Asian fieldwork, among other topics,
American Anthropology and Company presents the views of a historian of anthropology interested in the theoretical and institutional connections between disciplines that have always been in conversation with anthropology. Recurring characters include Edward Sapir, Alfred Kroeber, Robert Redfield, W. I. and Dorothy Thomas, and William Ogburn.
While histories of anthropology rarely cross disciplinary boundaries, Murray moves in essay after essay toward an examination of the institutions, theories, and social networks of scholars as never before, maintaining a healthy skepticism toward anthropologistsand#8217; views of their own methods and theories.
About the Author
Marcelo M. Suárez-Orozco is the Courtney Sale Ross University Professor of Globalization and Education at New York University, where he is also co-director of Immigration Studies.
Carolyn Sattin-Bajaj is assistant professor of education policy and research and founding co-director of the Center for College Readiness at Seton Hall University.