Jana Mohr Lone is the Director of the University of Washington Center for Philosophy for Children. She has over 20 years of experience introducing philosophy to K-12 students and training teachers. She oversees the Center's programs in schools and teaches philosophy courses at the university level. She has authored several books and articles on pre-college philosophy and founded or led several national organizations in the field.
Critical pedagogy: education in the practice of freedomAlan Carbery
Slides from a talk at the Vermont Library Association College & Special Libraries Conference, October 2015. Abstract: Our presentation focuses on the use of primary sources in library instruction to inspire students to think around issues of injustice and oppression. Following remarks on our chapter-in-progress for a book on Critical Library Instruction, the session will be devoted to introducing/discussing Critical Pedagogy and its influence on library instruction. Because Critical Pedagogy is dependent upon decentering the lecturer in favor of a participatory and community-driven style of learning, we hope this session can act as a forum for our colleagues to share ways in which they’ve incorporated facets of Critical Pedagogy into their instructional practice, ask questions about Critical Library Instruction, and offer any critiques they have of Critical Pedagogy/Critical Library Instruction. Delivered with Sean Leahy, Instruction & Learning Assessment Librarian, Champlain College.
"Everything we do is pedagogy": Critical Pedagogy, The Framework and Library ...JMcGinniss
This document discusses critical pedagogy and its application in library practice and the ACRL Framework. It defines critical pedagogy as allowing students agency to engage with and intervene in the world through literacy. Critical pedagogy is important for identity development, relationships, and educational action. The presenter argues the ACRL Framework can foster critical pedagogy by creating conversations about student learning. Potential sites for critical pedagogy in libraries include the physical library space, working with faculty, and student staff. The presentation concludes by asking how libraries as a whole can engage in pedagogy.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document lists sports and the equipment needed to play them, asking the reader to guess the sport. It mentions that horse riding requires a horse, football is played with 11 players, windsurfing is practiced in water, cycling needs a bicycle, tennis requires a racquet, and hockey uses a pair of roller-skates.
El documento habla brevemente sobre un proyecto deportivo para el colegio IBVM (Castilleja) realizado por Federico y Natalia Rubio, el cual incluye música de la banda sonora de Piratas del Caribe.
Roman R. Williams is an assistant professor of sociology at Calvin College. He received his PhD from Boston University in 2010. His areas of research include the sociology of religion, visual sociology, cultural sociology, and qualitative research methods. He has authored a book and several articles on these topics. His current projects involve using visual methods like photography to study congregations.
This curriculum vitae summarizes the educational and professional background of David Eck. It indicates that he received his PhD from the University of South Florida in 2015, with a dissertation titled "The Encultured Mind: From Cognitive Science to Social Epistemology." His areas of specialization are Philosophy of Science, Social and Political Theory, and Philosophy of Mind. Currently he is a Visiting Assistant Professor at Florida Gulf Coast University. The CV lists his publications, conference presentations, teaching experience, and references.
This document is a CV for Robert Bickel, summarizing his professional experience and qualifications. It outlines his positions held as a professor of educational studies at Marshall University from 1998 to 2010, as well as prior research, evaluation, teaching, and administrative roles. It also lists his publications, areas of research specialization, education, and contact information. In summary, this CV presents Robert Bickel as an experienced educational researcher and professor with extensive publications and experience evaluating educational programs.
Critical pedagogy: education in the practice of freedomAlan Carbery
Slides from a talk at the Vermont Library Association College & Special Libraries Conference, October 2015. Abstract: Our presentation focuses on the use of primary sources in library instruction to inspire students to think around issues of injustice and oppression. Following remarks on our chapter-in-progress for a book on Critical Library Instruction, the session will be devoted to introducing/discussing Critical Pedagogy and its influence on library instruction. Because Critical Pedagogy is dependent upon decentering the lecturer in favor of a participatory and community-driven style of learning, we hope this session can act as a forum for our colleagues to share ways in which they’ve incorporated facets of Critical Pedagogy into their instructional practice, ask questions about Critical Library Instruction, and offer any critiques they have of Critical Pedagogy/Critical Library Instruction. Delivered with Sean Leahy, Instruction & Learning Assessment Librarian, Champlain College.
"Everything we do is pedagogy": Critical Pedagogy, The Framework and Library ...JMcGinniss
This document discusses critical pedagogy and its application in library practice and the ACRL Framework. It defines critical pedagogy as allowing students agency to engage with and intervene in the world through literacy. Critical pedagogy is important for identity development, relationships, and educational action. The presenter argues the ACRL Framework can foster critical pedagogy by creating conversations about student learning. Potential sites for critical pedagogy in libraries include the physical library space, working with faculty, and student staff. The presentation concludes by asking how libraries as a whole can engage in pedagogy.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document lists sports and the equipment needed to play them, asking the reader to guess the sport. It mentions that horse riding requires a horse, football is played with 11 players, windsurfing is practiced in water, cycling needs a bicycle, tennis requires a racquet, and hockey uses a pair of roller-skates.
El documento habla brevemente sobre un proyecto deportivo para el colegio IBVM (Castilleja) realizado por Federico y Natalia Rubio, el cual incluye música de la banda sonora de Piratas del Caribe.
Roman R. Williams is an assistant professor of sociology at Calvin College. He received his PhD from Boston University in 2010. His areas of research include the sociology of religion, visual sociology, cultural sociology, and qualitative research methods. He has authored a book and several articles on these topics. His current projects involve using visual methods like photography to study congregations.
This curriculum vitae summarizes the educational and professional background of David Eck. It indicates that he received his PhD from the University of South Florida in 2015, with a dissertation titled "The Encultured Mind: From Cognitive Science to Social Epistemology." His areas of specialization are Philosophy of Science, Social and Political Theory, and Philosophy of Mind. Currently he is a Visiting Assistant Professor at Florida Gulf Coast University. The CV lists his publications, conference presentations, teaching experience, and references.
This document is a CV for Robert Bickel, summarizing his professional experience and qualifications. It outlines his positions held as a professor of educational studies at Marshall University from 1998 to 2010, as well as prior research, evaluation, teaching, and administrative roles. It also lists his publications, areas of research specialization, education, and contact information. In summary, this CV presents Robert Bickel as an experienced educational researcher and professor with extensive publications and experience evaluating educational programs.
This document discusses the debate around teaching evolution versus creationism in schools. It explores both sides of the issue, examining the scientific theory of evolution, religious perspectives on creationism, and research on how beliefs are formed. The author argues that while the theory of evolution has evidentiary gaps, it is still an important scientific theory that should be taught in schools to fully educate students and further research, as long as it respects the separation of church and state. Exposing young minds to the facts of evolution could increase interest in the topic and fuel future discoveries to fill in remaining gaps.
This curriculum vita summarizes Shelly J. Johnson's educational background and professional experience. It includes information about her areas of specialization, language skills, education history, awards, publications, presentations, teaching experience, and dissertation. Johnson received her Ph.D. in Philosophy from the University of Kentucky in 2016. Her dissertation was titled "A Pedagogy for Justice: Kant, Hegel, Marcuse and Freire on Education and the Good Society." She has taught various philosophy courses at the University of Kentucky and has experience in secondary education.
Bill Anelli is a tenured philosophy instructor at Modesto Junior College who has over 18 years of teaching experience. He teaches a variety of philosophy courses and helped create new programs. He is actively involved on campus through committees, presenting at conferences, and organizing film series and panels on various topics.
Selected scholarly activities and professional honors and accomplishments of the faculty and students in the College of Professional Education at Texas Woman's University.
Philosophical foundations of curriculum project week 3 finalahorne3
The document discusses the philosophical foundations of curriculum. It explores how philosophy influences curriculum workers and how different philosophical orientations like idealism, realism, pragmatism, and existentialism differ in their views of knowledge and values. The document also examines whether schools can promote both equality and excellence, and considers which philosophical orientation may most influence the future of curriculum and which appears most contrary to mainstream education.
This document provides a summary of the education and employment background of Edward (Ted) Newell. It lists his degrees from Teachers College at Columbia University, Westminster Theological Seminary, and the University of Western Ontario. It then outlines his employment history, including positions as an Associate Professor at Crandall University, pastor roles at two churches, and international teaching experiences. It also lists authored books and publications on topics related to education, theology, and worldviews.
Elisabeth Becker is a PhD candidate in Sociology at Yale University researching mosque communities in Europe. She holds two master's degrees from Oxford University and a BA from Cornell University. Her research and teaching focuses on religion, migration, culture, and qualitative methods. She has published articles and book chapters on these topics and has presented her work widely. Becker has extensive experience conducting qualitative research and training for international organizations.
"From Open Data to Open Pedagogy: An Introduction to Integrating Open Practices into the Classroom" is a hands-on workshop offered by UTA Libraries during Open Education Week 2017.
Emma Velez is a PhD candidate in philosophy at Penn State specializing in social and political philosophy, with competence in feminist philosophy, critical theory, and critical philosophy of race. She received her MA from SUNY Stony Brook in 2015 and her BA from Oklahoma City University in 2013. Her research focuses on Latina feminisms, the US-Mexico border, moral love, and subaltern voices. She has presented her work widely and received several honors and fellowships.
This document summarizes a presentation by Rosetta Eun Ryong Lee on stretching the inclusive boundaries in classrooms. The presentation covers cultural competency, increasing inclusivity with a focus on the classroom, and taking questions. It discusses recognizing different identities and experiences, increasing how students feel seen, heard, treated fairly, and protected. It provides developmental approaches, engagement strategies, and resources to increase inclusion.
This CV summarizes Rebecca Onion's education, research interests, publications, fellowships and grants, scholarly honors, and digital humanities experience. She is a doctoral candidate in American Studies at the University of Texas at Austin, with research interests in the history of science, childhood studies, and digital humanities. Her publications include journal articles, book chapters, and reviews. She has received several fellowships and awards for her work. Her digital humanities experience includes maintaining an online scholarly presence and teaching courses that incorporate digital tools and archives.
develop
How Children
Robert Siegler Judy DeLoache Nancy Eisenberg Jenny Saffran
F o u r t h E d i t i o n
This is an exciting time in the field of child development. The past decade has brought new theories, new ways
of thinking, new areas of research, and innumerable new findings to the field. We originally wrote How Children
Develop to describe this ever improving body of knowledge of children and their development and to convey our
excitement about the progress that is being made in understanding the developmental process. We are pleased to
continue this endeavor with the publication of the Fourth Edition of How Children Develop.
—From the Preface
As new research expands the field’s understanding of child and adolescent development, the authors of How Chil-
dren Develop continue their commitment to bringing the story of today’s developmental science to the classroom in
a clear and memorable way. Joined in this Fourth Edition by Jenny Saffran of the University of Wisconsin–Madison,
they maintain their signature emphasis on the “Seven Classic Themes” of development, which facilitates students’
understanding by highlighting the fundamental questions posed by investigators past and present. The new and ex-
panded coverage in the Fourth Edition spans a wide range of topics—from broad areas like the epigenetic aspects
of development, the links between brain function and behavior, and the pervasive influence of culture to specific
subjects such as the mechanisms of infants’ learning, the effects of math anxiety, and the rapidly growing influence
of social media in children’s and adolescents’ lives. This edition also features the highly anticipated debut of Launch-
Pad, an online learning system that features Worth Publishers’ celebrated video collection; the full e-Book of How
Children Develop; and the LearningCurve quizzing system, which offers students instant feedback on their learning.
Learn more about and request access at www.worthpublishers.com/launchpad.
Order How Children Develop, Fourth Edition, with LaunchPad at no additional cost by using
ISBN 10: 1-4641-8284-1 / ISBN-13: 978-1-4641-8284-6.
Coverage of contemporary developmental science is very important to me. I prefer a text that describes the relevant
research and is updated regularly. I find How Children Develop to be very good in this area, as all of the authors are
primarily researchers.
—Jeffery Gagne, University of Texas at Arlington
I highly recommend this textbook. The main strengths are up-to-date research with clear descriptions of study
methods and findings as well as excellent real-world examples that get students interested in a topic so that they are
excited enough to read about the research and evidence that support real-world developmental phenomenon. I do
not think the text has a major weakness.
—Katherine O’Doherty, Bowdoin College
Since its inception, I think that How Children Develop.
develop
How Children
Robert Siegler Judy DeLoache Nancy Eisenberg Jenny Saffran
F o u r t h E d i t i o n
This is an exciting time in the field of child development. The past decade has brought new theories, new ways
of thinking, new areas of research, and innumerable new findings to the field. We originally wrote How Children
Develop to describe this ever improving body of knowledge of children and their development and to convey our
excitement about the progress that is being made in understanding the developmental process. We are pleased to
continue this endeavor with the publication of the Fourth Edition of How Children Develop.
—From the Preface
As new research expands the field’s understanding of child and adolescent development, the authors of How Chil-
dren Develop continue their commitment to bringing the story of today’s developmental science to the classroom in
a clear and memorable way. Joined in this Fourth Edition by Jenny Saffran of the University of Wisconsin–Madison,
they maintain their signature emphasis on the “Seven Classic Themes” of development, which facilitates students’
understanding by highlighting the fundamental questions posed by investigators past and present. The new and ex-
panded coverage in the Fourth Edition spans a wide range of topics—from broad areas like the epigenetic aspects
of development, the links between brain function and behavior, and the pervasive influence of culture to specific
subjects such as the mechanisms of infants’ learning, the effects of math anxiety, and the rapidly growing influence
of social media in children’s and adolescents’ lives. This edition also features the highly anticipated debut of Launch-
Pad, an online learning system that features Worth Publishers’ celebrated video collection; the full e-Book of How
Children Develop; and the LearningCurve quizzing system, which offers students instant feedback on their learning.
Learn more about and request access at www.worthpublishers.com/launchpad.
Order How Children Develop, Fourth Edition, with LaunchPad at no additional cost by using
ISBN 10: 1-4641-8284-1 / ISBN-13: 978-1-4641-8284-6.
Coverage of contemporary developmental science is very important to me. I prefer a text that describes the relevant
research and is updated regularly. I find How Children Develop to be very good in this area, as all of the authors are
primarily researchers.
—Jeffery Gagne, University of Texas at Arlington
I highly recommend this textbook. The main strengths are up-to-date research with clear descriptions of study
methods and findings as well as excellent real-world examples that get students interested in a topic so that they are
excited enough to read about the research and evidence that support real-world developmental phenomenon. I do
not think the text has a major weakness.
—Katherine O’Doherty, Bowdoin College
Since its inception, I think that How Children Develop.
Rebecca Onion is a doctoral candidate in American Studies at the University of Texas at Austin, with research interests in the history of science, technology, and childhood. She has published articles and book chapters on these topics and has taught courses on popular culture and American childhood. Onion also has experience in digital humanities projects and maintains an active online scholarly presence.
John Dewey was an American philosopher, psychologist, and educational reformer who is considered one of the founders of functional psychology and the father of pragmatism. He founded the Laboratory School at the University of Chicago to test his educational theories in practice. Dewey believed that education should be experiential and focus on hands-on, collaborative learning centered around students' interests to promote critical thinking. His theories emphasized learning through experience and problem-solving rather than rote memorization.
The document discusses what we owe all children in terms of education based on the philosophies of John Dewey and William James. It argues that we should provide nurturing environments where children can develop their unique gifts and discover their interests through experiential learning. We should respect each child's individuality and encourage positive development of character through education rather than focusing solely on test scores.
Rebecca Onion is a PhD candidate in American Studies at the University of Texas at Austin, where she is completing her dissertation on the culture of American childhood from 1890-1970. Her research focuses on the history of science and technology, childhood studies, and environmental history. She has published articles and book chapters on these topics and has presented her work widely at academic conferences.
This CV summarizes Rebecca Onion's education and qualifications. She is a doctoral candidate in American Studies at the University of Texas at Austin, with research interests in the history of science, technology, childhood studies, and more. Her publications include peer-reviewed journal articles, book chapters, and reviews. She has taught courses in American Studies and received fellowships and grants to support her research.
Laurence D. Houlgate is a Professor Emeritus of Philosophy at California Polytechnic State University. He received his PhD in Philosophy from UCLA in 1967. His areas of specialization include Philosophy of Law, Social Ethics, and Medical Ethics. He has authored several books on family ethics and the philosophy of family law. He has also published numerous articles in journals and anthologies. Houlgate has received many honors and awards for his scholarly work, including being named Scholar of the Year by his university's College of Liberal Arts.
This document discusses the importance of teaching children's literature and the benefits of collaboration between teachers, librarians, and the community. It notes that children's literature can be subversive by expressing new perspectives. Effective teaching requires interpreting texts and understanding different experiences. School libraries can significantly increase student achievement when teachers partner with librarians. A collaborative model between schools and public libraries enhanced student skills. Media specialists are valuable instructional partners who empower learners. Research shows clear benefits from school/library partnerships on reading scores. Teaching children's literature works best as a team effort involving the entire community.
This document discusses the debate around teaching evolution versus creationism in schools. It explores both sides of the issue, examining the scientific theory of evolution, religious perspectives on creationism, and research on how beliefs are formed. The author argues that while the theory of evolution has evidentiary gaps, it is still an important scientific theory that should be taught in schools to fully educate students and further research, as long as it respects the separation of church and state. Exposing young minds to the facts of evolution could increase interest in the topic and fuel future discoveries to fill in remaining gaps.
This curriculum vita summarizes Shelly J. Johnson's educational background and professional experience. It includes information about her areas of specialization, language skills, education history, awards, publications, presentations, teaching experience, and dissertation. Johnson received her Ph.D. in Philosophy from the University of Kentucky in 2016. Her dissertation was titled "A Pedagogy for Justice: Kant, Hegel, Marcuse and Freire on Education and the Good Society." She has taught various philosophy courses at the University of Kentucky and has experience in secondary education.
Bill Anelli is a tenured philosophy instructor at Modesto Junior College who has over 18 years of teaching experience. He teaches a variety of philosophy courses and helped create new programs. He is actively involved on campus through committees, presenting at conferences, and organizing film series and panels on various topics.
Selected scholarly activities and professional honors and accomplishments of the faculty and students in the College of Professional Education at Texas Woman's University.
Philosophical foundations of curriculum project week 3 finalahorne3
The document discusses the philosophical foundations of curriculum. It explores how philosophy influences curriculum workers and how different philosophical orientations like idealism, realism, pragmatism, and existentialism differ in their views of knowledge and values. The document also examines whether schools can promote both equality and excellence, and considers which philosophical orientation may most influence the future of curriculum and which appears most contrary to mainstream education.
This document provides a summary of the education and employment background of Edward (Ted) Newell. It lists his degrees from Teachers College at Columbia University, Westminster Theological Seminary, and the University of Western Ontario. It then outlines his employment history, including positions as an Associate Professor at Crandall University, pastor roles at two churches, and international teaching experiences. It also lists authored books and publications on topics related to education, theology, and worldviews.
Elisabeth Becker is a PhD candidate in Sociology at Yale University researching mosque communities in Europe. She holds two master's degrees from Oxford University and a BA from Cornell University. Her research and teaching focuses on religion, migration, culture, and qualitative methods. She has published articles and book chapters on these topics and has presented her work widely. Becker has extensive experience conducting qualitative research and training for international organizations.
"From Open Data to Open Pedagogy: An Introduction to Integrating Open Practices into the Classroom" is a hands-on workshop offered by UTA Libraries during Open Education Week 2017.
Emma Velez is a PhD candidate in philosophy at Penn State specializing in social and political philosophy, with competence in feminist philosophy, critical theory, and critical philosophy of race. She received her MA from SUNY Stony Brook in 2015 and her BA from Oklahoma City University in 2013. Her research focuses on Latina feminisms, the US-Mexico border, moral love, and subaltern voices. She has presented her work widely and received several honors and fellowships.
This document summarizes a presentation by Rosetta Eun Ryong Lee on stretching the inclusive boundaries in classrooms. The presentation covers cultural competency, increasing inclusivity with a focus on the classroom, and taking questions. It discusses recognizing different identities and experiences, increasing how students feel seen, heard, treated fairly, and protected. It provides developmental approaches, engagement strategies, and resources to increase inclusion.
This CV summarizes Rebecca Onion's education, research interests, publications, fellowships and grants, scholarly honors, and digital humanities experience. She is a doctoral candidate in American Studies at the University of Texas at Austin, with research interests in the history of science, childhood studies, and digital humanities. Her publications include journal articles, book chapters, and reviews. She has received several fellowships and awards for her work. Her digital humanities experience includes maintaining an online scholarly presence and teaching courses that incorporate digital tools and archives.
develop
How Children
Robert Siegler Judy DeLoache Nancy Eisenberg Jenny Saffran
F o u r t h E d i t i o n
This is an exciting time in the field of child development. The past decade has brought new theories, new ways
of thinking, new areas of research, and innumerable new findings to the field. We originally wrote How Children
Develop to describe this ever improving body of knowledge of children and their development and to convey our
excitement about the progress that is being made in understanding the developmental process. We are pleased to
continue this endeavor with the publication of the Fourth Edition of How Children Develop.
—From the Preface
As new research expands the field’s understanding of child and adolescent development, the authors of How Chil-
dren Develop continue their commitment to bringing the story of today’s developmental science to the classroom in
a clear and memorable way. Joined in this Fourth Edition by Jenny Saffran of the University of Wisconsin–Madison,
they maintain their signature emphasis on the “Seven Classic Themes” of development, which facilitates students’
understanding by highlighting the fundamental questions posed by investigators past and present. The new and ex-
panded coverage in the Fourth Edition spans a wide range of topics—from broad areas like the epigenetic aspects
of development, the links between brain function and behavior, and the pervasive influence of culture to specific
subjects such as the mechanisms of infants’ learning, the effects of math anxiety, and the rapidly growing influence
of social media in children’s and adolescents’ lives. This edition also features the highly anticipated debut of Launch-
Pad, an online learning system that features Worth Publishers’ celebrated video collection; the full e-Book of How
Children Develop; and the LearningCurve quizzing system, which offers students instant feedback on their learning.
Learn more about and request access at www.worthpublishers.com/launchpad.
Order How Children Develop, Fourth Edition, with LaunchPad at no additional cost by using
ISBN 10: 1-4641-8284-1 / ISBN-13: 978-1-4641-8284-6.
Coverage of contemporary developmental science is very important to me. I prefer a text that describes the relevant
research and is updated regularly. I find How Children Develop to be very good in this area, as all of the authors are
primarily researchers.
—Jeffery Gagne, University of Texas at Arlington
I highly recommend this textbook. The main strengths are up-to-date research with clear descriptions of study
methods and findings as well as excellent real-world examples that get students interested in a topic so that they are
excited enough to read about the research and evidence that support real-world developmental phenomenon. I do
not think the text has a major weakness.
—Katherine O’Doherty, Bowdoin College
Since its inception, I think that How Children Develop.
develop
How Children
Robert Siegler Judy DeLoache Nancy Eisenberg Jenny Saffran
F o u r t h E d i t i o n
This is an exciting time in the field of child development. The past decade has brought new theories, new ways
of thinking, new areas of research, and innumerable new findings to the field. We originally wrote How Children
Develop to describe this ever improving body of knowledge of children and their development and to convey our
excitement about the progress that is being made in understanding the developmental process. We are pleased to
continue this endeavor with the publication of the Fourth Edition of How Children Develop.
—From the Preface
As new research expands the field’s understanding of child and adolescent development, the authors of How Chil-
dren Develop continue their commitment to bringing the story of today’s developmental science to the classroom in
a clear and memorable way. Joined in this Fourth Edition by Jenny Saffran of the University of Wisconsin–Madison,
they maintain their signature emphasis on the “Seven Classic Themes” of development, which facilitates students’
understanding by highlighting the fundamental questions posed by investigators past and present. The new and ex-
panded coverage in the Fourth Edition spans a wide range of topics—from broad areas like the epigenetic aspects
of development, the links between brain function and behavior, and the pervasive influence of culture to specific
subjects such as the mechanisms of infants’ learning, the effects of math anxiety, and the rapidly growing influence
of social media in children’s and adolescents’ lives. This edition also features the highly anticipated debut of Launch-
Pad, an online learning system that features Worth Publishers’ celebrated video collection; the full e-Book of How
Children Develop; and the LearningCurve quizzing system, which offers students instant feedback on their learning.
Learn more about and request access at www.worthpublishers.com/launchpad.
Order How Children Develop, Fourth Edition, with LaunchPad at no additional cost by using
ISBN 10: 1-4641-8284-1 / ISBN-13: 978-1-4641-8284-6.
Coverage of contemporary developmental science is very important to me. I prefer a text that describes the relevant
research and is updated regularly. I find How Children Develop to be very good in this area, as all of the authors are
primarily researchers.
—Jeffery Gagne, University of Texas at Arlington
I highly recommend this textbook. The main strengths are up-to-date research with clear descriptions of study
methods and findings as well as excellent real-world examples that get students interested in a topic so that they are
excited enough to read about the research and evidence that support real-world developmental phenomenon. I do
not think the text has a major weakness.
—Katherine O’Doherty, Bowdoin College
Since its inception, I think that How Children Develop.
Rebecca Onion is a doctoral candidate in American Studies at the University of Texas at Austin, with research interests in the history of science, technology, and childhood. She has published articles and book chapters on these topics and has taught courses on popular culture and American childhood. Onion also has experience in digital humanities projects and maintains an active online scholarly presence.
John Dewey was an American philosopher, psychologist, and educational reformer who is considered one of the founders of functional psychology and the father of pragmatism. He founded the Laboratory School at the University of Chicago to test his educational theories in practice. Dewey believed that education should be experiential and focus on hands-on, collaborative learning centered around students' interests to promote critical thinking. His theories emphasized learning through experience and problem-solving rather than rote memorization.
The document discusses what we owe all children in terms of education based on the philosophies of John Dewey and William James. It argues that we should provide nurturing environments where children can develop their unique gifts and discover their interests through experiential learning. We should respect each child's individuality and encourage positive development of character through education rather than focusing solely on test scores.
Rebecca Onion is a PhD candidate in American Studies at the University of Texas at Austin, where she is completing her dissertation on the culture of American childhood from 1890-1970. Her research focuses on the history of science and technology, childhood studies, and environmental history. She has published articles and book chapters on these topics and has presented her work widely at academic conferences.
This CV summarizes Rebecca Onion's education and qualifications. She is a doctoral candidate in American Studies at the University of Texas at Austin, with research interests in the history of science, technology, childhood studies, and more. Her publications include peer-reviewed journal articles, book chapters, and reviews. She has taught courses in American Studies and received fellowships and grants to support her research.
Laurence D. Houlgate is a Professor Emeritus of Philosophy at California Polytechnic State University. He received his PhD in Philosophy from UCLA in 1967. His areas of specialization include Philosophy of Law, Social Ethics, and Medical Ethics. He has authored several books on family ethics and the philosophy of family law. He has also published numerous articles in journals and anthologies. Houlgate has received many honors and awards for his scholarly work, including being named Scholar of the Year by his university's College of Liberal Arts.
This document discusses the importance of teaching children's literature and the benefits of collaboration between teachers, librarians, and the community. It notes that children's literature can be subversive by expressing new perspectives. Effective teaching requires interpreting texts and understanding different experiences. School libraries can significantly increase student achievement when teachers partner with librarians. A collaborative model between schools and public libraries enhanced student skills. Media specialists are valuable instructional partners who empower learners. Research shows clear benefits from school/library partnerships on reading scores. Teaching children's literature works best as a team effort involving the entire community.
1. JANA MOHR LONE
Curriculum Vitae
University of Washington Center for Philosophy for Children Email mohrlone@uw.edu
Department of Philosophy Phone 206-221-6297
University of Washington Box 353350 Blog http://philosophyforchildren.blogspot.com
Seattle, Washington 98195-3350
ACADEMIC EXPERIENCE
University of Washington Center for Philosophy for Children, Director.
Seattle, Washington, 1996-present.
Founder and director of leading non-profitorganization dedicated to bringingphilosophy into K-12 classrooms.Oversee
organization’s "Philosophy in theSchools"projectand have run teacher-education workshops all over the US. Teach
University of Washington graduateand undergraduate courses aboutintroducing philosophy in K-12 classrooms,which
includestudents conducting philosophy sessionsin Seattlepublic schools.Experienceteachingphilosophy to students
from kindergarten through college,including many public schoolsaswell as children livingatRyther Child Center and
children hospitalized in Seattle Children’s Hospital.Overall responsibility for the organization’s administration,including
development, fundraising,legal issues, websiteand social media management, finance, and public relations.
Department of Philosophy, University of Washington, AffiliateAssociateProfessor,Seattle, Washington.
Department of Philosophy, University of Washington, Chair of Advisory Board, 2008-present.
American Philosophical Association, Committee on Pre-College Instruction in Philosophy,Chair(2009-2015) and
Member (1997-2000).
Developed several committee projects,including founding of national organization PLATO (Philosophy Learning and
Teaching Organization) (2009) and foundingof journal Questions: Philosophy for Young People (2000).
PLATO (Philosophy Learning and Teaching Organization), Board Presidentand Chair of Development Committee, 2010-
present.
One of the founders of national organization dedicated to advocating for the introduction of philosophy in pre-college
classrooms,educatingK-12 teachers about how to teach philosophy, and connectingthe education and philosophy
communities through programs,resource-sharing and a national network of those workingin pre-college philosophy.
Questions: Philosophy for Young People, Founding Editor-in-Chief (2000-2005) and Member, Editorial Board (2005-
present) of journal illustratingK-12 students engaged in philosophical inquiry.
Center for the Advancement of Philosophy in Schools, Department of Philosophy, California State University at Long
Beach, Advisory Board Member, 2000-2010.
PUBLICATIONS
Books
Philosophy in Education: Questioning and Dialogue in Schools (with Michael D. Burroughs) (forthcoming
Publication),Rowman & Littlefield, 2015.
The Philosophical Child. Rowman & Littlefield,2012.
Philosophy and Education: Introducing Philosophy to Young People. Co-editor (with Roberta Israeloff).Cambridge
Scholars Publishing,2012.
Articles
“Philosophical Children”in Routledge Handbook on Childhood,editors Gideon Calder (University of South Wales),Jurgen
De Wispelaere(McGill University) and Anca Gheaus (Sheffield University) (forthcoming 2017).
2. Jana Mohr Lone Curriculum Vitae Page 2
“Special Issueon High School Philosophy,”co-editor (with Mitchell Green), Teaching Philosophy, vol.36:3, June 2013.
“Philosophical Sensitivity,”Metaphilosophy, vol. 44:1-2, January 2013.
“The Moral Impulse:TalkingAbout Moral Philosophy and Genocidewith Middle School Students.” In Philosophy in
School. Eds. Sara Goering, Nicholas Shudak and Thomas Wartenberg. Routledge Press,2013.
“Teaching Pre-College Philosophy:The Cultivation of Philosophical Sensitivity.”In Philosophy and Education:
Introducing Philosophy to Young People. Eds. Roberta Israeloff and Jana Mohr Lone. Cambridge Scholars
Publishing,2012.
“Questions and the Community of Philosophical Inquiry,” Childhood and Philosophy, vol. 7:13, 2011.
“Review Article: Recent Texts in Pre-College Philosophy,”vol.34:1 Teaching Philosophy,2011.
“Silence and Music:Questions about Aesthetics,” Childhood and Philosophy, vol. 6:11, 2010.
“Why Study Philosophy?”Imagine magazine, March issue2010.
“Notes from the Field,” Transcriptof Fifth Grade ClassroomDiscussion, Thinking,vol.15:3, 2001.
“Does Philosophy for Children Belongin School At All?” Analytic Teaching, vol. 21:2, 2001.
“Moral Philosophy with Children,” International Journal of Applied Philosophy,vol. 14:1, 2000.
“Making Mistakes and Thinkingfor Yourself,” Home Education Magazine, vol. 17:5, 2000.
“Philosophy and Learningat Home,” Home Education Magazine, vol. 16:6, 1999.
"Are We All Mystery Creatures? Philosophy With Children Who Are At Risk," Thinking, vol. 13:3, 1997.
"Voices in the Classroom:Girls and Philosophy for Children," Thinking,vol. 13:1, 1997.
"Poetry and the Philosophical Understandingof Children," Bookbird: World of Children's Books, vol. 3, 1996.
Other Publications
“Wondering Aloud: Philosophy with Young People,” blog(http://philosophyforchildren.blogspot.com),2008-present.
RECENT PRESENTATIONS
“Children’s Philosophical Encounters:TakingSeriously the Role of Privilegein Classrooms.” 2015 Conferences of the
International Council of Philosophical Inquiry With Children (ICPIC) and Philosophy and Teaching Learning
Organization (PLATO), Vancouver, British Columbia,and Seattle,Washington,June 2015.
“FacilitatingPhilosophical Conversations.” Pacific Meeting of the American Philosophical Association, Vancouver,
British Columbia,April 2015.
“How Philosophy MadeMe A Better Parent,” Pacific Meeting of the American Philosophical Association, San Diego,
California,April 2014.
“Response to Critics:Book Session on The Philosophical Child,” Pacific Meeting of the American Philosophical
Association, San Diego, California,April 2014.
“Raisinga Philosophical Child,”Talk atSeattle Public Library,April 2014.
“Literature and Essential Philosophical Questions,”Webinar for the National Humanities Center, March 2014.
“Was the Ugly DucklingUgly? Philosophical Tendencies in Children's Literature.” Invited presentation at Symposium on
Children’s Literature and Philosophical Wondering, University of Colorado,Boulder, Colorado,January 2014.
“Philosophy and Education:Why Philosophy for Children?”Keynote address atUniversity of Chicago Midwest Regional
Resource Network for Pre-Collegiate Philosophy Conference, Chicago,Illinois,November 2013.
“Critical Thinking:It’s Never Too Early.” Pacific Meeting of the American Philosophical Association, San Francisco,
California,March 2013.
“RaisingA Philosophical Child.”Talk atSeattle Town Hall.Seattle, Washington,January 2013.
“Philosophy and Education:A Gateway to Inquiry.”Keynote at San Diego State University Stephen L. Weber
3. Jana Mohr Lone Curriculum Vitae Page 3
Graduate Conference in Ethics, San Diego, California, May 2012.
“Thinking and Learning: Does the Concept of a Philosophy High School Entail Particular Principles of Education?” Pacific
Meeting of the American Philosophical Association, Seattle April 2012.
“Philosophical Sensitivity and the Philosophical Self.” Pacific Meeting of the American Philosophical Association, San
Diego April 2011.
“Philosophical Sensitivity,”Philosophy Outreach Conference, Columbia University,New York, October 2010.
“Moral Philosophy in MiddleSchool:Indifference,Resistanceand Bystanders.” Presentation at Keeping the Child in
Mind: University of Memphis Conference on Philosophy for Children, Memphis, Tennessee, September 2009.
SELECTED MEDIA PRESENTATIONS
“UW Philosophers Help Small Children Ponder Life’s Big Questions,” Seattle Times, 2014,
http://blogs.seattletimes.com/educationlab/2014/03/13/helping-small-children-answer-lifes-big-questions/
“At Seattle Elementary, Philosopher Helps Kids ExploreThe 'Why' Questions,” Seattle NPR station KPLU, 2014,
http://www.kplu.org/post/seattle-elementary-philosopher-helps-kids-explore-why-questions
“Someone You Should Know,” Parent Map Magazine, 2013,
http://www.parentmap.com/article/someone-you-should- know-jana-mohr-lone
“Raisinga Philosophical Child,”talk given at Seattle Town Hall,2013,
http://www.youtube.com/watch?v=LEm7BXdprAk&feature=youtu.be
“Philosophy for Children,”television interview, UW 360 on UWTV, University of Washington,2011,
http://www.youtube.com/watch?v=1T8TqpRz_a4
“Philosophy for Children,”radio interview, The Conversation on Seattle NPR station KUOW, 2011,
http://depts.washington.edu/nwcenter/resourcestalkradio2.html
“Philosophy for Children,”Philosophy Talk radio show,2010
http://philosophytalk.org/shows/philosophy-children
EDUCATION
Ph.D. Philosophy, University of Washington,Seattle, Washington, 1996.
Title of Dissertation: The Ideals of Law: Judging and the Constitution.
Dissertation Committee: Ronald Moore (Chair),Laurence BonJour, WilliamTalbott, Kenneth
Clatterbaugh, and Arval Morris (University of Washington Law School).
Areas of Academic Specialization: Pre-college philosophy,philosophy of childhood,philosophy of education,
ethics and applied ethics,philosophy of law.
American Fellow, American Association of University Women Educational Foundation. 1993-1994.
M.A. Philosophy, University of Washington,Seattle, Washington,1990.
J.D., George Washington University Law School,Washington,D.C., 1985.
Graduated cum laude Notes Editor, Journal of International Law and Economics.
B.A. Philosophy Honors Program, University of Massachusetts,Amherst, Massachusetts,1982.
Graduated magna cum laude Certificatein Women's Studies.
PROFESSIONAL ASSOCIATIONS
American Philosophical Association
American Association of Philosophy Teachers
4. Jana Mohr Lone Curriculum Vitae Page 4
PLATO (Philosophy Learningand TeachingOrganization)
International Council of Philosophical Inquiry with Children
LEGAL EXPERIENCE
Cody & Mohr, Partner, Seattle, Washington.1988-1991
Litigation family lawpractice.Expertisein children's issues and laws concerningfamily violence.
Perkins Coie, AssociateAttorney, Seattle, Washington.1986-1987
General litigation practicein stateand federal courts.
New Hampshire Supreme Court, Law Clerk, Concord, New Hampshire.1985-1986
Assisted in drafting opinions in proceedings beforethe state's highest court
COMMUNITY ACTIVITIES AND AWARDS
Path with Art, Member of Board of Directors,2015-Present.
Board member of organization dedicated to transforming the lives of people recovering from homelessness,addiction,
and other trauma through engagement in the arts and cultural access.
Washington Women’s Foundation, Member, 2014-Present.
Member, Emerging Issues Partner Grant Committee, 2015.
Timeless Award, University of Washington, Seattle, Washington. 2012.
Recipient of one of the Distinguished Alumni awards given in celebration of university’s 150th anniversary.
Public School Funding Alliance, Winthrop,Washington. 2003-2013.
Founder and president of Board of Directors of organization dedicated to raisingfunds to supportpublic schools.
Recipient, Educational Service District “Friend of Children” Award, Wenatchee, Washington. 2007.
Methow Valley Education Foundation, Winthrop,Washington. 2006-2008.
Member of Board of Directors of organization providingpost-secondary scholarships.
Little Star Montessori School, Winthrop,Washington. President and member of Board of Directors, 2001-2004.
Business and Professional Women's Cabinet Member, Jewish Federation of Greater Seattle, 1997-1999.
Member of cabinetdedicated to development on behalf of the Seattle Jewish community.
Legal Voice (formerly Northwest Women's Law Center), Seattle, Washington. 1987-1997.
President (1990-91),Legal Committee Member (1988-91,1995-97), Personnel Committee Chair (1991-95),Major Gift
Campaign Ambassador (1989-94),and LegislativeCommittee Member (1988-90) of women’s rights organization.
Cooperating attorney on various litigation and legislativeissues,and involved in development and governance issues.
Vashon Island Domestic Violence Task Force, Vashon Island,Washington. FoundingBoard Member, 1998-1999.
Vashon Island Connections Mentorship Program, Vashon Island,Washington. Mentor, 1994-1997.
Vashon-Maury Island Public Health and Safety Network, Board Member, Vashon Island,Washington. 1994-1995.
Founding board member of state network formed to develop long-term plan to serve children and families.
Children's Alliance, Seattle, Washington. 1992-1994.
Member of Public Policy Committee of organization devoted to statewide advocacy for children.
Books for Kids, Seattle, Washington. 1992-1994.
Member of founding Advisory Board of Directors and Chair of Development Committee of literacy organization.
Seattle Jewish Family Service, Seattle, Washington. Big Sister,1987-1994.
Shelters for Battered Women and Their Children, Board Member and Volunteer. 1981-1991.
5. Jana Mohr Lone Curriculum Vitae Page 5
Worked with four domestic violenceshelters,in Massachusetts,Washington,D.C., New Hampshire,and Washington
State. As a directservicevolunteer and board member, involved in many facets of these shelters, includinghuman
services,advocacy,development, personnel and governance.