A shared relationship to the city of Paterson, New Jersey, provided common ground for Ginsberg and William Carlos Williams. A key figure in modernist poetry, Williams helped to modernize Ginsberg’s verse through both example and personal instruction. The influence is especially notable in the early work collected in Ginsberg’s Empty Mirror and in poems of the mid 1950s, leading up to Howl, published with an introduction by Williams. Eventually, the two diverged over the structure of the poetic line and the relation of the poet to popular culture. Nevertheless, both in his poetry and in his teaching, Ginsberg continued to honor Williams as one of his masters.

The chapter addresses: What Is a Motion Picture?; What Is an Instructional Video?; What Is the Role of Instructional Video in Education and Training?; Are Instructional Videos Effective? And How Can We Design Effective Instructional Videos?

The chapter addresses: 1. Three Types of Research on Instructional Video. 2. Taking a Closer Look at Value-Added Research on Instructional Video. 3. How to Tell If an Instructional Method Has an Effect on Learning Outcomes. 4. How to Tell If an Instructional Method Has an Effect on Learning Processes. 5. How to Tell If Instructional Effects Depend on Individual Differences and/or Other Boundary Conditions

This chapter addresses one of the most important areas of philosophy – ethics – and uses it to examine aspects of the role of the law in education. Of all the areas of philosophy, more has probably been written about ethics, and over a longer period, than any other. In addition, all cultures are structured around a fundamental ethical system: the law. However, irrespective of their importance, both subjects are currently notable for their lowly status within the teacher education curriculum.

This chapter argues that even though we all have a pretty good idea of what is meant by the term ‘social class’, it is far from being a straightforward matter. After all, there is only tenuous agreement about exactly what it is, how prevalent it is, how it organises the life opportunities of our citizens and how best to study it. To make it more difficult still, this is a subject that many feel uncomfortable discussing, let alone applying to themselves or anyone else.

It is likely that you have experienced the impact of place on your education without even thinking about it. Maybe you’ve had a class on a boiling hot day, with bad lighting and no aircon. Maybe you’ve had to sit in traffic on the way to class, and thought ‘Wow, I wish I didn’t have to be at school by 8 am!’. Maybe you’ve accessed your education online, and felt the differences (good and bad), between in-person and online learning. Or perhaps you’ve sat under a lovely tree after class and chatted with your friends. Maybe you’ve experienced traditional ways of learning on Country, and connectedness to the environment around you. Whatever it may be, you get the drift – if you’ve had an education, it’s happened somewhere.

It is argued here that the modern school isn’t just about ‘education’ in some abstract, humanist sort of way; rather, schools have an essential role to play in how we govern our society. It is tempting to think that the process of teaching children has always been pretty much the same, and that mass schooling emerged as a result of greater concern for the wellbeing of the young. The evidence paints a somewhat different picture, wherein mass schooling formed a crucial component of a new form of social regulation based upon an increasing focus on individuality, where the school subtly conforms to the requirements of the state and where the disciplinary management of the population is made possible through continual surveillance and the close regulation of space, time and conduct.

We are living in a time when many teachers say they are feeling burnt out, and many others have left the profession altogether. Even new teachers who might start out feeling enthusiastic are likely to leave the profession after a few years. Teachers say the pressures they feel don’t match their view of what teaching is supposed to be all about – caring for, and teaching, children and young people. So, what do teachers do? What does the public (and, for that matter, Hollywood movie producers) think teachers do? This chapter argues that we have a bit of a mismatch between what people outside the profession think, and the experiences of teachers themselves. It also argues that broader changes in education, such as the use of data to govern teachers’ work has created extra pressure on teachers.

This chapter argues that our subjective experiences – how we experience the world and understand ourselves within it – are just as closely governed as our objective conduct, discussed in Chapter 5. Whether they realise it or not, contemporary teachers are expected to play a significant role in this form of regulation. After all, teachers are now not simply responsible for transmitting a given curriculum and keeping children in line; they are de facto psychologists, responsible for the mental health, regulation and development of their pupils.

Barbara Strozzi and Francesca Caccini enjoyed distinguished musical careers in their respective cities of Venice and Florence. Both received acclaim for their abilities as performers and composers. Yet while Barbara Strozzi performed mainly in the academy and private settings first established by her adoptive father, Francesca Caccini was an employee of the ruling Medici family. And unlike Strozzi’s situation as an independent musician, the conditions of Caccini’s employment necessitated her participation in a variety of musical genres and contexts, ranging from theatrical and chamber works performed at court to sacred music sung as part of liturgical services. Her responsibilities also included providing music and musical instruction for Medici princesses and other court ladies. Archival documents confirm that female musicians surrounded Caccini throughout her life, serving as role models, colleagues, and students. Caccini similarly emerges as the centerpiece and narrative goal of Cristofano Bronzini’s contemporary account of women’s musical contributions.

This is the fifth edition of Making Sense of Mass Education. It offers a nuanced discussion of emerging problems in an ever-changing world. Changes to the field of education have not slowed since the publication of the fourth edition. Of course, this edition offers an updated contemporary assessment of all the topics addressed in the book, but it also provides an extensive discussion of the important and rapidly changing areas that impact mass education and the professional lives of teachers.

Of all the ways humans have chosen to divide themselves, none has a history as problematic as race. This concept has significant implications for almost every aspect of contemporary human conduct, irrespective of what ‘race’ we identify with, or even are deemed to belong to. This is particularly so for the field of education. This chapter looks at the complicated history of race as well as some of the current challenges that exist. In order to describe the complex issues within this important area, a wide range of interrelated terms are used. Probably the most important is the underpinning notion of ‘othering’; that is, thinking about a certain person or group as not ‘one of us’, as the ‘other’.

This chapter examines the impact of education policy on students, parents, caregivers, and teachers. This chapter argues that ‘big policy’ in education tends to operate under a market-based logic that has been described as ‘neoliberal’. Adopting a more nuanced and ‘problematising’ approach to policy, this chapter explores the nature and effects of policy in education in relation to its valorisation of market principles such as ‘choice’ and ‘competition’. It also explores the nature and effects of such policy as it seeks to regulate the performance of teachers and schools. Underpinning the discussion is the philosophical notion that policy not only addresses and solves ‘problems’ in education and schooling as it does ‘produce’ those problems in the first place. In this respect, policy can be understood as implicitly linked to programs of governance.

This introduction offers an overview of the volume’s variety of literary critical approaches to reading William James, and its account of James’s equally various approaches to literature. We draw out some of the generative through-lines among these approaches and spell out some of their broader implications for how we read, teach, and respond to literature. In outlining the three sections of the book – Style, Influence, and Method – we show how James historically informs and prospectively transforms the way we think about the bedrock premises of literary study. As we contend, the persistent richness of James’s work and the ongoing relevance of literary study itself are rooted in similar commitments: For both, any critical investigation must synchronously value expression, edification, and application. Our volume foregrounds these stakes – the aesthetic, the transmissive, the practical – because together they comprise an ideal bridge between James and literary study, a mutual paradigm that we contend is fundamentally pedagogical in nature.

Describes first two years as Fellow, including postgraduate year in Cambridge.

This concluding dialogue seeks to convert James’s discursive ideas about education into scenes of lived encounter – between teachers and students, bodies and minds, thinking and feeling – while honoring the possibilities for surprise that such encounters open. In this endeavor, we are also extending Stephanie Hawkins’s work, which reminds us of how James uses the term conversion – meaning “to turn with” or “turn together” – to describe the process through which we come into transformative relation with someone or something other than ourselves. James’s dialectical, often gradual process of “educational” conversion seems to us to offer useful correctives to many incumbent histories of the discipline that would rely on entrenched and reductive genealogies of authority. By reconnecting James’s understanding of conversion with his commitment to conversation, we aim to give living voice to the cluster of deeply felt relations that constitute the life practices we call “teaching” and “learning.”

In this chapter, Jane Thrailkill aligns the instructive aims and literary effects of Jamesian style to underline the broader pedagogical purpose of literary criticism. Her reading of The Principles of Psychology analyzes what she describes as James’s “troping devices,” special literary tools intended to catalyze in his audience a process of “experiential, tactile, sensory education.” In this key early work, Thrailkill argues, James’s stylistic play seeks to “capture the mind in action” – to make the text itself into the kind of experience from which we learn, rather than a static description of that experience. As this essay establishes, James’s experiments in thinking and writing are everywhere motivated by his commitment to pedagogy, combined with his knowledge of how learning actually occurs.

In this chapter, Angela Duckworth, Elisa New, and Ross Weissman reflect on William James’s ongoing influence on their work in the fields of psychology, literature, and education. This dialogue presents James not only as a subject of historical interest, but as a thinker relevant for a contemporary audience and their questions – whether a graduate student, professor, or educational leader. As such, Duckworth, New, and Weissman discuss how James’s writings have informed different stages of their own careers and their approaches to classroom pedagogy, scholarship, work beyond the academy, and much more. Central to this chapter is Talks to Teachers and how James’s psychological insights remain relevant, informing their engagement with students in the twenty-first century. In Talks, Duckworth, New, and Weissman find a model for teaching, interdisciplinarity, and the importance and means of reaching wider audiences.