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Tausch in Verhandlungen: Ein dynamisches Modell von Tauschprozessen (Forschung und Entwicklung in der Analytischen Soziologie)

Tawhid and Shari'ah: A Transdisciplinary Methodological Enquiry

This book invokes the Tawhidi ontological foundation of the Qur’anic law and worldview, and is also a study of ta’wil, the esoteric meaning of Qur’anic verses. It presents a comparative analysis between the Tawhidi methodology and the contemporary subject of Shari’ah. Masudul Alam Choudhury brings about a serious criticism of the traditional understanding of Shari’ah as Islamic law contrary to the holistic socio-scientific worldview of the unity of knowledge arising from Tawhid as the law. A bold repudiation of the Islamic traditional understanding and the school of theocracy, Choudhury’s critique is in full consonance with the Qur’an and Sunnah. It is critical of the sectarian (madhab) conception of relational independence of facts. Thus the non-creative outlook of Shari’ah contrasts with universality and uniqueness of Tawhid as the analytically established law explaining the monotheistic organic unity of being and becoming in ‘everything’. This wide and strict methodological development of the Tawhidi worldview is articulated in this work. The only way that Tawhid and Shari'ah can converge as law is in terms of developing the Tawhidi methodology, purpose and objective of the universal and unique law in consonance with the ontology of Tawhid. Such a convergence in the primal ontological sense of Tawhid is termed as maqasid as-shari'ah al-Tawhid.

Tax Evasion and Tax Havens since the Nineteenth Century

This collective book offers a panorama of the history of tax evasion, tax avoidance and tax havens from the nineteenth century to the present day, based on the latest research in contemporary history. It aims to show that this phenomenon is at the heart of global capitalism, partly as a response of the ruling classes to the rise of progressive taxation, but for other reasons too: notably the development of a powerful tax evasion and avoidance industry in different countries. The book argues that tax competition between states has stimulated the development of tax havens. It discusses the notion of the ‘tax haven’ and proposes a more rigorous concept - that of the ‘tax predator’. Finally, the book sheds light on the socio-political conflicts that have developed around tax evasion and the way in which states have fought against or tolerated the phenomenon.

Taxation: Philosophical Perspectives (Engaging Philosophy)

This is the first book to give a collective treatment of philosophical issues relating to tax. The tax system is central to the operation of states and to the ways in which states interact with individual citizens. Taxes are used by states to fund the provision of public goods and public services, to engage in direct or indirect forms of redistribution, and to mould the behaviour of individual citizens. As the contributors to this volume show, there are a number of pressing and thorny philosophical issues relating to the tax system, and these issues often connect in fascinating ways with foundational questions regarding property rights, public justification, democracy, state neutrality, stability, political psychology, and other moral and political issues. Many of these deep and fascinating philosophical questions about tax have not received as much sustained attention as they clearly merit. The aim of advancing the debate about tax in political philosophy has both general and more specific aspects, ranging across both over-arching issues regarding the tax system as a whole and more specific issues relating to particular forms of tax policy. Thinking clearly about tax is not an easy task, as much that is of central importance is missed if one proceeds at too great a level of abstraction, and issues of conceptual and normative importance often only come sharply into focus when viewed against real-world questions of implementation and feasibility. Serious philosophical work on the tax system will often therefore need to be interdisciplinary, and so the discussion in this book includes a number of scholars whose expertise spans across neighbouring disciplines to philosophy, including political science, economics, public policy, and law.

Taxation: Philosophical Perspectives (Engaging Philosophy)

This is the first book to give a collective treatment of philosophical issues relating to tax. The tax system is central to the operation of states and to the ways in which states interact with individual citizens. Taxes are used by states to fund the provision of public goods and public services, to engage in direct or indirect forms of redistribution, and to mould the behaviour of individual citizens. As the contributors to this volume show, there are a number of pressing and thorny philosophical issues relating to the tax system, and these issues often connect in fascinating ways with foundational questions regarding property rights, public justification, democracy, state neutrality, stability, political psychology, and other moral and political issues. Many of these deep and fascinating philosophical questions about tax have not received as much sustained attention as they clearly merit. The aim of advancing the debate about tax in political philosophy has both general and more specific aspects, ranging across both over-arching issues regarding the tax system as a whole and more specific issues relating to particular forms of tax policy. Thinking clearly about tax is not an easy task, as much that is of central importance is missed if one proceeds at too great a level of abstraction, and issues of conceptual and normative importance often only come sharply into focus when viewed against real-world questions of implementation and feasibility. Serious philosophical work on the tax system will often therefore need to be interdisciplinary, and so the discussion in this book includes a number of scholars whose expertise spans across neighbouring disciplines to philosophy, including political science, economics, public policy, and law.

The Tea Party, Occupy Wall Street, and the Great Recession: Protest As Symptoms (Critical Political Theory and Radical Practice)

This book analyzes the Tea Party and Occupy Wall Street as symptoms of the structural crisis of US capitalism and its class structure. It shows that the protests have to be understood as rooted in the petty bourgeoisie’s lived experience of crisis, which also plays a crucial role in current political developments like the successful presidential campaign of Donald Trump. The book explains the Great Recession as an acute phase of the structural crisis of the finance-dominated accumulation regime, identifies the social classes from which the core-participants of the respective protests recruited themselves and the socioeconomic developments to which they were exposed in the years leading up to the protests, and interprets interviews and group discussions conducted with activists to reconstruct the habitus that structured both their experience of the crisis and their resonance with the respective protest practices. It thereby provides an encompassing understanding of the social logics not only of these social movements, but of the current political conjuncture in the US.

The Tea Party, Occupy Wall Street, and the Great Recession (Critical Political Theory and Radical Practice)

This book analyzes the Tea Party and Occupy Wall Street as symptoms of the structural crisis of US capitalism and its class structure. It shows that the protests have to be understood as rooted in the petty bourgeoisie’s lived experience of crisis, which also plays a crucial role in current political developments like the successful presidential campaign of Donald Trump. The book explains the Great Recession as an acute phase of the structural crisis of the finance-dominated accumulation regime, identifies the social classes from which the core-participants of the respective protests recruited themselves and the socioeconomic developments to which they were exposed in the years leading up to the protests, and interprets interviews and group discussions conducted with activists to reconstruct the habitus that structured both their experience of the crisis and their resonance with the respective protest practices. It thereby provides an encompassing understanding of the social logics not only of these social movements, but of the current political conjuncture in the US.

Teachability and Learnability: Can Thinking Be Taught? (Routledge International Studies in the Philosophy of Education)

Deep disagreements exist regarding what thinking and critical thinking are and to what extent they are teachable. Thinking is learned in some measure by all, but not everything that is learnable is also teachable in an institutional setting. In questioning the relationship between teachability and learnability, Fairfield investigates the implications of thinking as inquiry, education as the cultivation of agency, and self-education. By challenging some of the standard conceptions of thinking, the author explores the limits of teachability and advances critiques of standardized tests, digital learning technologies, and managerialism in education.

Teachability and Learnability: Can Thinking Be Taught? (Routledge International Studies in the Philosophy of Education #40)

Deep disagreements exist regarding what thinking and critical thinking are and to what extent they are teachable. Thinking is learned in some measure by all, but not everything that is learnable is also teachable in an institutional setting. In questioning the relationship between teachability and learnability, Fairfield investigates the implications of thinking as inquiry, education as the cultivation of agency, and self-education. By challenging some of the standard conceptions of thinking, the author explores the limits of teachability and advances critiques of standardized tests, digital learning technologies, and managerialism in education.

The Teacher: Theory and Practice in Teacher Education (Routledge Library Editions: Philosophy of Education)

It is widely agreed that teacher education must consist of two general components. There is a knowledge component which contains specialized subject matter knowledge, and a practical component in which intending teachers develop skills and abilities. In this original and compelling work, first published in 1989, Pearson attempts to examine the connection between the two. This title will be of interest to students of education.

The Teacher: Theory and Practice in Teacher Education (Routledge Library Editions: Philosophy of Education)

It is widely agreed that teacher education must consist of two general components. There is a knowledge component which contains specialized subject matter knowledge, and a practical component in which intending teachers develop skills and abilities. In this original and compelling work, first published in 1989, Pearson attempts to examine the connection between the two. This title will be of interest to students of education.

The Teacher and the Teenage Brain

The Teacher and the Teenage Brain is essential reading for all teachers and students of education. This book offers a fascinating introduction to teenage brain development and shows how this knowledge has changed the way we understand young people. It provides a critical insight into strategies for improving relationships in the classroom and helping both adults and teenagers cope better with this stage of life. Dr John Coleman shows how teachers and students can contribute to healthy brain development. The book includes information about memory and learning, as well as guidance on motivation and the management of stress. Underpinned by his extensive work with schools, Dr Coleman offers advice on key topics including the importance of sleep, the social brain, moodiness, risk and risk-taking and the role of hormones. This book is extensively illustrated with examples from classrooms and interviews with teachers. It explicitly links research and practice to create a comprehensive, accessible guide to new knowledge about teenage brain development and its importance for education. Accompanied by a website providing resources for running workshops with teachers and parents, as well as an outline of a lesson plan for students, The Teacher and the Teenage Brain offers an innovative approach to the understanding of the teenage brain. This book represents an important contribution to teacher training and to the enhancement of learning in the classroom.

The Teacher and the Teenage Brain

The Teacher and the Teenage Brain is essential reading for all teachers and students of education. This book offers a fascinating introduction to teenage brain development and shows how this knowledge has changed the way we understand young people. It provides a critical insight into strategies for improving relationships in the classroom and helping both adults and teenagers cope better with this stage of life. Dr John Coleman shows how teachers and students can contribute to healthy brain development. The book includes information about memory and learning, as well as guidance on motivation and the management of stress. Underpinned by his extensive work with schools, Dr Coleman offers advice on key topics including the importance of sleep, the social brain, moodiness, risk and risk-taking and the role of hormones. This book is extensively illustrated with examples from classrooms and interviews with teachers. It explicitly links research and practice to create a comprehensive, accessible guide to new knowledge about teenage brain development and its importance for education. Accompanied by a website providing resources for running workshops with teachers and parents, as well as an outline of a lesson plan for students, The Teacher and the Teenage Brain offers an innovative approach to the understanding of the teenage brain. This book represents an important contribution to teacher training and to the enhancement of learning in the classroom.

The Teacher and the World: A Study of Cosmopolitanism as Education (Teacher Quality and School Development)

Winner of the 2013 American Educational Studies Association's 2013 Critics Choice Award! Teachers the world over are seeking creative ways to respond to the problems and possibilities generated by globalization. Many of them work with children and youth from increasingly varied backgrounds, with diverse needs and capabilities. Others work with homogeneous populations and yet are aware that their students will encounter many cultural changes in their lifetimes. All struggle with the contemporary conditions of teaching: endless top-down measures to manipulate what they do, rapid economic turns and inequality in supportive resources that affect their lives and those of their students, a torrent of media stimuli that distract educational focus, and growth as well as shifts in population. In The Teacher and the World, David T. Hansen provides teachers with a way to reconstruct their philosophies of education in light of these conditions. He describes an orientation toward education that can help them to address both the challenges and opportunities thrown their way by a globalized world. Hansen builds his approach around cosmopolitanism, an ancient idea with an ever-present and ever-beautiful meaning for educators. The idea pivots around educating for what the author calls reflective openness to new people and new ideas, and reflective loyalty toward local values, interests, and commitments. The book shows how this orientation applies to teachers at all levels of the system, from primary through university. Hansen deploys many examples to illustrate how its core value, a balance of reflective openness to the new and reflective loyalty to the known, can be cultivated while teaching different subjects in different kinds of settings. The author draws widely on the work of educators, scholars in the humanities and social sciences, novelists, artists, travellers and others from both the present and past, as well as from around the world. These diverse figures illuminate the promise in a cosmopolitan outlook on education in our time. In this pioneering book, Hansen has provided teachers, heads of school, teacher educators, researchers, and policy-makers a generative way to respond creatively to the pressure and the promise of a globalizing world.

The Teacher and the World: A Study of Cosmopolitanism as Education (Teacher Quality and School Development)

Winner of the 2013 American Educational Studies Association's 2013 Critics Choice Award! Teachers the world over are seeking creative ways to respond to the problems and possibilities generated by globalization. Many of them work with children and youth from increasingly varied backgrounds, with diverse needs and capabilities. Others work with homogeneous populations and yet are aware that their students will encounter many cultural changes in their lifetimes. All struggle with the contemporary conditions of teaching: endless top-down measures to manipulate what they do, rapid economic turns and inequality in supportive resources that affect their lives and those of their students, a torrent of media stimuli that distract educational focus, and growth as well as shifts in population. In The Teacher and the World, David T. Hansen provides teachers with a way to reconstruct their philosophies of education in light of these conditions. He describes an orientation toward education that can help them to address both the challenges and opportunities thrown their way by a globalized world. Hansen builds his approach around cosmopolitanism, an ancient idea with an ever-present and ever-beautiful meaning for educators. The idea pivots around educating for what the author calls reflective openness to new people and new ideas, and reflective loyalty toward local values, interests, and commitments. The book shows how this orientation applies to teachers at all levels of the system, from primary through university. Hansen deploys many examples to illustrate how its core value, a balance of reflective openness to the new and reflective loyalty to the known, can be cultivated while teaching different subjects in different kinds of settings. The author draws widely on the work of educators, scholars in the humanities and social sciences, novelists, artists, travellers and others from both the present and past, as well as from around the world. These diverse figures illuminate the promise in a cosmopolitan outlook on education in our time. In this pioneering book, Hansen has provided teachers, heads of school, teacher educators, researchers, and policy-makers a generative way to respond creatively to the pressure and the promise of a globalizing world.

Teacher Development Policy in China: Multiple Dimensions (Exploring Education Policy in a Globalized World: Concepts, Contexts, and Practices)

This book comprehensively explores the teacher development policy in China from multiple dimensions. It examines the leading value of 'Four Good Teachers', teacher salary management policy, teacher evaluation policy, teachers’ professional title appointment policy, teachers’ ethic policy in China’s education system, 'County management and school recruitment' policy in teacher management, teachers’ honor recognition policy, and teachers’ qualification management and policy in China. This book not only shares in-depth understanding to epitomize teacher development policies in China contextually, but also provides specific suggestions to address various challenges of teacher development policies both nationally and locally.

Teacher Distribution in Developing Countries: Teachers of Marginalized Students in India, Mexico, and Tanzania

This book draws on case studies from India, Mexico, and Tanzania to examine the complex processes that lead to the educational marginalization of children through differential access to teacher quality. Growing evidence indicates that access to good teachers can boost the academic success of disadvantaged children and narrow achievement gaps between more and less privileged students. Yet in many countries, stronger teachers are concentrated in the classrooms of more advantaged children. Using a teacher labor markets framework, the authors explore the actions of those who employ teachers--the demand side--and teachers themselves--the supply side. Examining key junctures in the teacher career pipeline, from recruitment and training to retention and transfer, the authors find that the actions of the demand side often clash with teachers’ preferences to live and work in satisfactory environments or to be close to home and family. Too often, the misalignment of the demand and supply sides places marginalized children at a profound educational disadvantage.

Teacher Education and Its Discontents: Politics, Knowledge, and Ethics (Local/Global Issues in Education)

This unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a “standard of dissensus” for teacher education.This first volume from the International Teacher Education Research Collective (ITERC) illustrates common themes and problems in the politics of education, in particular, standardization, marketization, governance and policy in education, with both country-specific cases and generally formulated theoretical discussions. The book has three primary aims: to illustrate and critique the ethical, epistemological and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge and ethics in teacher education in a range of international settings; and to revitalize teacher education by proposing and exploring alternative modes of thought and practice. The volume contributes to further reflection and in-depth discussion in education, to the formulation of new areas for educational research and to critical resistance to hegemonic discourses of education.Making an important contribution to contemporary education discourse, this book is a useful guide for education researchers and theorists, teacher educators and postgraduate and higher degree research students in education.

Teacher Education and Its Discontents: Politics, Knowledge, and Ethics (Local/Global Issues in Education)

This unique collection of essays from researchers and teacher educators from around the world presents innovative approaches to education theory, critical policy analyses, de-colonializing reformulations of teacher education and a “standard of dissensus” for teacher education.This first volume from the International Teacher Education Research Collective (ITERC) illustrates common themes and problems in the politics of education, in particular, standardization, marketization, governance and policy in education, with both country-specific cases and generally formulated theoretical discussions. The book has three primary aims: to illustrate and critique the ethical, epistemological and political discourses shaping teacher education; to identify and unravel the entanglements of politics, knowledge and ethics in teacher education in a range of international settings; and to revitalize teacher education by proposing and exploring alternative modes of thought and practice. The volume contributes to further reflection and in-depth discussion in education, to the formulation of new areas for educational research and to critical resistance to hegemonic discourses of education.Making an important contribution to contemporary education discourse, this book is a useful guide for education researchers and theorists, teacher educators and postgraduate and higher degree research students in education.

Teacher Education as an Ongoing Professional Trajectory: Implications for Policy and Practice (Teacher Education, Learning Innovation and Accountability)

This edited book provides a critical re-reading of the concept of teacher education, in addition to a re-thinking of the sole focus on Initial Teacher Education (ITE), with implications for education policy, theory, and practice. This book presents new investigations that explore the concept of teacher education from ITE to retirement and how this is being enacted within the various distinct European and international education contexts. It demonstrates teaching and teacher education as a deeply contested field within European education and within the different national contexts of Europe. Contributions in this book expose teacher education as a continuum of teacher learning that is set off from the beginning of the teachers’ own schooling and continues throughout their entire teaching career. The chapters deal with various issues, namely teacher induction and mentoring; teacher agency; teachers as researchers; the role of the head teacher; schools as learning communities; and distinct ITE practices. It is intended for postgraduate students and researchers with an interest in teaching and teacher education, educational policies and politics, and educational philosophy, as well as practitioners.

Teacher Education for Critical and Reflexive Interculturality

This book deals with the importance of interculturality in teacher education and training. It is mostly through the concept of intercultural competence that interculturality has been constructed and problematized for educators. However, different approaches and paradigms are available and differ and/or share similarities in terms of ideology, method, practice, theoretical frameworks, and ethical considerations. There is no global agreement on the meanings of interculturality in teacher education and training, although some principles might be common across national borders. There is thus a need for educators to consider these aspects of interculturality in education to be able to become better teachers in a diverse world like ours.

Teacher Education in Globalised Times: Local Responses in Action

This book provides commentary on the influence of multi-layered political contexts that surround the work of teacher educators worldwide. It addresses the drawbacks of the massification, standards-based movements and marketisation of universal business that threaten authenticity, innovation and entrepreneurship within teacher education on a global scale. The chapters celebrate the richly described local stories that explore the often tacit political activity that underpins teacher educators’ work. The book highlights the commitment of both teachers and teacher educators to social justice, and human rights and critical consciousness as central to the process of teacher development. Teacher formation, teacher education policies and curriculum development in an era of globalisation, super-diversity and the positioning of Indigenous populations, and national regulation and localisation are topics that are explored in this book.

Teacher Education in Professional Learning Communities: Lessons From The Reciprocal Learning Project (Intercultural Reciprocal Learning In Chinese And Western Education Ser.)

This book explores the unique experiences of a sister school network in Canada and China contextualized through the lens of the Reciprocal Learning Project, which supports the relationship between a school network and teacher education exchange program of two countries. Huang uses theoretical viewpoints from teacher learning and comparative education research to analyse and interpret what has happened in the emerging cross-cultural school network. The book juxtaposes teacher learning and comparative education research from Shanghai and Ontario as teachers in the two places interact and provides detailed descriptions of teacher collaboration to show how these collaborations were initiated, developed, and sustained, as well as the impact brought about from these collaborations. The book offers a unique opportunity to examine how Canadian and Chinese teachers receive and react to opportunities of cross-cultural collaboration and learning.

Teacher Education in Professional Learning Communities (PDF)

This book explores the unique experiences of a sister school network in Canada and China contextualized through the lens of the Reciprocal Learning Project, which supports the relationship between a school network and teacher education exchange program of two countries. Huang uses theoretical viewpoints from teacher learning and comparative education research to analyse and interpret what has happened in the emerging cross-cultural school network. The book juxtaposes teacher learning and comparative education research from Shanghai and Ontario as teachers in the two places interact and provides detailed descriptions of teacher collaboration to show how these collaborations were initiated, developed, and sustained, as well as the impact brought about from these collaborations. The book offers a unique opportunity to examine how Canadian and Chinese teachers receive and react to opportunities of cross-cultural collaboration and learning.

Teacher Mediated Agency in Educational Reform in China (English Language Education #3)

This book examines teacher agency in implementing English as a Foreign Language (EFL) curriculum reform in the Chinese university context. It theorizes the concept of teacher agency from a sociocultural theory perspective and draws on a study conducted in a conservative and less developed area in China. The book uses Engeström's activity theory and Vygotsky's concept of the Zone of Proximal Development (ZPD) to understand the nature and extent of teacher agency in adapting one’s teaching with respect to beliefs, knowledge and instructional practices. The study concludes that curriculum reform in China needs to shift from reliance on 'top-down' policies to 'bottom-up' implementation that mobilizes local understandings and practices. One of the implications of this study is that transformative teacher education programs aimed at developing teacher pedagogical agency require that teachers have ongoing opportunities to design, develop and evaluate curriculum-based mediational means.