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| danielle allen what is education for: Education and Equality Danielle Allen, 2018-02-09 American education as we know it today—guaranteed by the state to serve every child in the country—is still less than a hundred years old. It’s no wonder we haven’t agreed yet as to exactly what role education should play in our society. In these Tanner Lectures, Danielle Allen brings us much closer, examining the ideological impasse between vocational and humanistic approaches that has plagued educational discourse, offering a compelling proposal to finally resolve the dispute. Allen argues that education plays a crucial role in the cultivation of political and social equality and economic fairness, but that we have lost sight of exactly what that role is and should be. Drawing on thinkers such as John Rawls and Hannah Arendt, she sketches out a humanistic baseline that re-links education to equality, showing how doing so can help us reframe policy questions. From there, she turns to civic education, showing that we must reorient education’s trajectory toward readying students for lives as democratic citizens. Deepened by commentaries from leading thinkers Tommie Shelby, Marcelo Suárez-Orozco, Michael Rebell, and Quiara Alegría Hudes that touch on issues ranging from globalization to law to linguistic empowerment, this book offers a critical clarification of just how important education is to democratic life, as well as a stirring defense of the humanities. |
| danielle allen what is education for: Education, Justice & Democracy Danielle Allen, Rob Reich, 2013-03-04 Education is a contested topic, and not just politically. For years scholars have approached it from two different points of view: one empirical, focused on explanations for student and school success and failure, and the other philosophical, focused on education’s value and purpose within the larger society. Rarely have these separate approaches been brought into the same conversation. Education, Justice, and Democracy does just that, offering an intensive discussion by highly respected scholars across empirical and philosophical disciplines. The contributors explore how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual. Then the authors evaluate constraints on achieving the goals of democracy and justice in the educational arena and identify strategies that we can employ to work through or around those constraints. More than a thorough compendium on a timely and contested topic, Education, Justice, and Democracy exhibits an entirely new, more deeply composed way of thinking about education as a whole and its importance to a good society. |
| danielle allen what is education for: Talking to Strangers Danielle Allen, 2009-08-01 Don't talk to strangers is the advice long given to children by parents of all classes and races. Today it has blossomed into a fundamental precept of civic education, reflecting interracial distrust, personal and political alienation, and a profound suspicion of others. In this powerful and eloquent essay, Danielle Allen, a 2002 MacArthur Fellow, takes this maxim back to Little Rock, rooting out the seeds of distrust to replace them with a citizenship of political friendship. Returning to the landmark Brown v. Board of Education decision of 1954 and to the famous photograph of Elizabeth Eckford, one of the Little Rock Nine, being cursed by fellow citizen Hazel Bryan, Allen argues that we have yet to complete the transition to political friendship that this moment offered. By combining brief readings of philosophers and political theorists with personal reflections on race politics in Chicago, Allen proposes strikingly practical techniques of citizenship. These tools of political friendship, Allen contends, can help us become more trustworthy to others and overcome the fossilized distrust among us. Sacrifice is the key concept that bridges citizenship and trust, according to Allen. She uncovers the ordinary, daily sacrifices citizens make to keep democracy working—and offers methods for recognizing and reciprocating those sacrifices. Trenchant, incisive, and ultimately hopeful, Talking to Strangers is nothing less than a manifesto for a revitalized democratic citizenry. |
| danielle allen what is education for: Our Declaration: A Reading of the Declaration of Independence in Defense of Equality Danielle Allen, 2014-06-23 “A tour de force.... No one has ever written a book on the Declaration quite like this one.” —Gordon Wood, New York Review of Books Winner of the Zócalo Book Prize Winner of the Society of American Historians’ Francis Parkman Prize Winner of the Chicago Tribune’s Heartland Prize (Nonfiction) Finalist for the Zora Neale Hurston/Richard Wright Foundation Hurston Wright Legacy Award Shortlisted for the PEN/John Kenneth Galbraith Award for Nonfiction Shortlisted for the Phi Beta Kappa Society’s Ralph Waldo Emerson Award A New York Times Book Review Editors Choice Selection Featured on the front page of the New York Times, Our Declaration is already regarded as a seminal work that reinterprets the promise of American democracy through our founding text. Combining a personal account of teaching the Declaration with a vivid evocation of the colonial world between 1774 and 1777, Allen, a political philosopher renowned for her work on justice and citizenship reveals our nation’s founding text to be an animating force that not only changed the world more than two-hundred years ago, but also still can. Challenging conventional wisdom, she boldly makes the case that the Declaration is a document as much about political equality as about individual liberty. Beautifully illustrated throughout, Our Declaration is an “uncommonly elegant, incisive, and often poetic primer on America’s cardinal text” (David M. Kennedy). |
| danielle allen what is education for: Difference without Domination Danielle Allen, Rohini Somanathan, 2020-11-30 Around the globe, democracy appears broken. With political and socioeconomic inequality on the rise, we are faced with the urgent question of how to better distribute power, opportunity, and wealth in diverse modern societies. This volume confronts the dilemma head-on, exploring new ways to combat current social hierarchies of domination. Using examples from the United States, India, Germany, and Cameroon, the contributors offer paradigm-changing approaches to the concepts of justice, identity, and social groups while also taking a fresh look at the idea that the demographic make-up of institutions should mirror the make-up of a populace as a whole. After laying out the conceptual framework, the volume turns to a number of provocative topics, among them the pernicious tenacity of implicit bias, the logical contradictions inherent to the idea of universal human dignity, and the paradoxes and problems surrounding affirmative action. A stimulating blend of empirical and interpretive analyses, Difference without Domination urges us to reconsider the idea of representation and to challenge what it means to measure equality and inequality. |
| danielle allen what is education for: Cuz Danielle Allen, 2017-11-09 'Unbearably moving' Chimamanda Ngozi Adichie The story of a young man's coming of age, a tender tribute to a life lost, and a devastating analysis of a broken system. Aged 15 and living in LA, Michael Allen was arrested for a botched carjacking. He was tried as an adult and sentenced to thirteen years behind bars. After growing up in prison Michael was then released aged 26, only to be murdered three years later. In this deeply personal yet clear-eyed memoir, Danielle Allen reconstructs her cousin's life to try and understand how this tragedy came to pass. We get to know Michael himself through the eyes of a devoted relative, moving from his first steps to his first love through to the day of his arrest, his coming of age in prison, and his attempts to make up for lost time after his release. We learn what it's like to grow up in a city carved up by invisible gang borders; and we learn how a generation has been lost. With honesty and insight, Cuz circles around its subject, exposing it from all angles to reveal the shocking reality of a broken system. The result is a devastatingly powerful yet reasoned tribute to a life lost too soon. 'The book pleads with us to find the moral imagination to break the American pattern of racial abuse. Allen's ambitious, breathtaking book challenges the moral composition of the world it inhabits by telling all who listen: I loved my cousin and he loved me, and I know he'd be alive if you loved him, too' Kiese Laymon |
| danielle allen what is education for: The World of Prometheus Danielle S. Allen, 2003 The common view is that democratic legal processes moved away from the emotional and personal to the rational and civic, but Allen shows that anger, honor, reciprocity, spectacle, and social memory constantly prevailed in Athenian law and politics.--Jacket. |
| danielle allen what is education for: Why Plato Wrote Danielle S. Allen, 2010-11-15 Why Plato Wrote argues that Plato was not only the world’s first systematic political philosopher, but also the western world’s first think-tank activist and message man. Shows that Plato wrote to change Athenian society and thereby transform Athenian politics Offers accessible discussions of Plato’s philosophy of language and political theory Selected by Choice as an Outstanding Academic Title for 2011 |
| danielle allen what is education for: A Political Economy of Justice Danielle Allen, Yochai Benkler, Leah Downey, Rebecca Henderson, Josh Simons, 2022-04-29 Defining a just economy in a tenuous social-political time. If we can agree that our current social-political moment is tenuous and unsustainable—and indeed, that may be the only thing we can agree on right now—then how do markets, governments, and people interact in this next era of the world? A Political Economy of Justice considers the strained state of our political economy in terms of where it can go from here. The contributors to this timely and essential volume look squarely at how normative and positive questions about political economy interact with each other—and from that beginning, how to chart a way forward to a just economy. A Political Economy of Justice collects fourteen essays from prominent scholars across the social sciences, each writing in one of three lanes: the measures of a just political economy; the role of firms; and the roles of institutions and governments. The result is a wholly original and urgent new benchmark for the next stage of our democracy. |
| danielle allen what is education for: From Voice to Influence Danielle Allen, Jennifer S. Light, 2015-06-19 How have online protests—like the recent outrage over the Komen Foundation’s decision to defund Planned Parenthood—changed the nature of political action? How do Facebook and other popular social media platforms shape the conversation around current political issues? The ways in which we gather information about current events and communicate it with others have been transformed by the rapid rise of digital media. The political is no longer confined to the institutional and electoral arenas, and that has profound implications for how we understand citizenship and political participation. With From Voice to Influence, Danielle Allen and Jennifer S. Light have brought together a stellar group of political and social theorists, social scientists, and media analysts to explore this transformation. Threading through the contributions is the notion of egalitarian participatory democracy, and among the topics discussed are immigration rights activism, the participatory potential of hip hop culture, and the porous boundary between public and private space on social media. The opportunities presented for political efficacy through digital media to people who otherwise might not be easily heard also raise a host of questions about how to define “good participation:” Does the ease with which one can now participate in online petitions or conversations about current events seduce some away from serious civic activities into “slacktivism?” Drawing on a diverse body of theory, from Hannah Arendt to Anthony Appiah, From Voice to Influence offers a range of distinctive visions for a political ethics to guide citizens in a digitally connected world. |
| danielle allen what is education for: Democracy in the Time of Coronavirus Danielle Allen, 2022-02-16 Democracy in crisis -- Pandemic resilience -- Federalism is an asset -- A transformed peace: an agenda for healing our social contract. |
| danielle allen what is education for: The Race between Education and Technology Claudia Goldin, Lawrence F. Katz, 2009-07-01 This book provides a careful historical analysis of the co-evolution of educational attainment and the wage structure in the United States through the twentieth century. The authors propose that the twentieth century was not only the American Century but also the Human Capital Century. That is, the American educational system is what made America the richest nation in the world. Its educational system had always been less elite than that of most European nations. By 1900 the U.S. had begun to educate its masses at the secondary level, not just in the primary schools that had remarkable success in the nineteenth century. The book argues that technological change, education, and inequality have been involved in a kind of race. During the first eight decades of the twentieth century, the increase of educated workers was higher than the demand for them. This had the effect of boosting income for most people and lowering inequality. However, the reverse has been true since about 1980. This educational slowdown was accompanied by rising inequality. The authors discuss the complex reasons for this, and what might be done to ameliorate it. |
| danielle allen what is education for: Forensics of Capital Michael Ralph, 2015-07-08 As one of Africa’s few democracies, Senegal has long been thought of as a leader of moral, political, and economic development on the continent. We tend to assume that any such nation has achieved favorable international standing due to its own merits. In Forensics of Capital, Michael Ralph upends this kind of conventional thinking, showing how Senegal’s diplomatic standing was strategically forged in the colonial and postcolonial eras at key periods of its history and is today entirely contingent on the consensus of wealthy and influential nations and international lending agencies. Ralph examines Senegal’s crucial and pragmatic decisions related to its development and how they garnered international favor, decisions such as its opposition to Soviet involvement in African liberation—despite itself being a socialist state—or its support for the US-led war on terror—despite its population being predominately Muslim. He shows how such actions have given Senegal an inflated political and economic position and status as a highly credit-worthy nation even as its domestic economy has faltered. Exploring these and many other aspects of Senegal’s political economy and its interface with the international community, Ralph demonstrates that the international reputation of any nation—not just Senegal—is based on deep structural biases. |
| danielle allen what is education for: Handbook of Teaching with Technology in Management, Leadership, and Business Stuart Allen, Kim Gower, Danielle K. Allen, 2020-09-25 Ever-evolving technological innovation creates both opportunities and challenges for educators aiming to achieve meaningful and effective learning in the classroom and to equip students with a well-honed set of technology skills as they enter the professional world. The Handbook of Teaching with Technology in Management, Leadership, and Business is written by experienced instructors using technology in novel and impactful ways in their undergraduate and graduate courses, as well as researchers reporting and reflecting on studies and literature that can guide them on the how and why of teaching with technology. |
| danielle allen what is education for: How Schools Really Matter Douglas B. Downey, 2020-12-07 Most of us assume that public schools in America are unequal—that the quality of the education varies with the location of the school and that as a result, children learn more in the schools that serve mostly rich, white kids than in the schools serving mostly poor, black kids. But it turns out that this common assumption is misplaced. As Douglas B. Downey shows in How Schools Really Matter, achievement gaps have very little to do with what goes on in our schools. Not only do schools not exacerbate inequality in skills, they actually help to level the playing field. The real sources of achievement gaps are elsewhere. A close look at the testing data in seasonal patterns bears this out. It turns out that achievement gaps in reading skills between high- and low-income children are nearly entirely formed prior to kindergarten, and schools do more to reduce them than increase them. And when gaps do increase, they tend to do so during summers, not during school periods. So why do both liberal and conservative politicians strongly advocate for school reform, arguing that the poor quality of schools serving disadvantaged children is an important contributor to inequality? It’s because discussing the broader social and economic reforms necessary for really reducing inequality has become too challenging and polarizing—it’s just easier to talk about fixing schools. Of course, there are differences that schools can make, and Downey outlines the kinds of reforms that make sense given what we know about inequality outside of schools, including more school exposure, increased standardization, and better and fairer school and teacher measurements. ? How Schools Really Matter offers a firm rebuke to those who find nothing but fault in our schools, which are doing a much better than job than we give them credit for. It should also be a call to arms for educators and policymakers: the bottom line is that if we are serious about reducing inequality, we are going to have to fight some battles that are bigger than school reform—battles against the social inequality that is reflected within, rather than generated by—our public school system. |
| danielle allen what is education for: The Future of Affirmative Action Richard D. Kahlenberg, 2014 As the United States experiences dramatic demographic change--and as our society's income inequality continues to rise--promoting racial, ethnic, and economic inclusion at selective colleges has become more important than ever. At the same time, however, many Americans--including several members of the U.S. Supreme Court--are uneasy with explicitly using race as a factor in college admissions. The Court's decision in Fisher v. University of Texas emphasized that universities can use race in admissions only when necessary, and that universities bear the ultimate burden of demonstrating, before turning to racial classifications, that available, workable race-neutral alternatives do not suffice. With race-based admission programs increasingly curtailed, The Future of Affirmative Action explores race-neutral approaches as a method of promoting college diversity after Fisher decision. The volume suggests that Fisher might on the one hand be a further challenge to the use of racial criteria in admissions, but on the other presents a new opportunity to tackle, at long last, the burgeoning economic divisions in our system of higher education, and in society as a whole. Contributions from: Danielle Allen (Princeton); John Brittain (University of the District of Columbia) and Benjamin Landy (MSNBC.com); Nancy Cantor and Peter Englot (Rutgers-Newark); Anthony P. Carnevale, Stephen J. Rose, and Jeff Strohl (Georgetown University); Dalton Conley (New York University); Arthur L. Coleman and Teresa E. Taylor (EducationCounsel LLC); Matthew N. Gaertner (Pearson); Sara Goldrick-Rab (University of Wisconsin-Madison); Scott Greytak (Campinha Bacote LLC); Catharine Hill (Vassar); Richard D. Kahlenberg (The Century Foundation); Richard L. McCormick (Rutgers); Nancy G. McDuff (University of Georgia); Halley Potter (The Century Foundation); Alexandria Walton Radford (RTI International) and Jessica Howell (College Board); Richard Sander (UCLA School of Law); and Marta Tienda (Princeton). |
| danielle allen what is education for: Architecture for Teens Danielle Willkens, 2021-03-23 A practical introduction to architecture for aspiring teen architects Architecture is a fascinating, diverse field that blends technology, creativity, engineering, and even psychology. Discover the possibilities with this in-depth choice in architecture books for teens. Delve into the world of architecture, learn about recent innovations in sustainability and inclusivity, and uncover the details behind real architectural projects. Explore an overview of architectural movements and designers from prehistory to modern-day, and check out inspiring interviews with working professionals. With tons of practical advice for pursuing a career, you'll find out how you can become an architect and help build an environmentally responsible world from the ground up! Go beyond other architecture books for teens with: Architecture essentials—Get to know the five basic elements of architecture: structure, program, economics, aesthetics, and region. Creative career options—Learn what it means to work in residential or industrial architecture, specialize in historic preservation, create landscapes, innovate in urban planning, and more. Real-world examples—Go behind the scenes on real architectural projects with colorful illustrations, breakdowns of the design process, and thoughtful examinations of their impact. Learn all about the role of an architect with this comprehensive selection in architecture books for teens. |
| danielle allen what is education for: Reclaiming Patriotism in an Age of Extremes Steven B. Smith, 2021-02-23 A rediscovery of patriotism as a virtue in line with the core values of democracy in an extremist age The concept of patriotism has fallen on hard times. What was once a value that united Americans has become so politicized by both the left and the right that it threatens to rip apart the social fabric. On the right, patriotism has become synonymous with nationalism and an “us versus them” worldview, while on the left it is seen as an impediment to acknowledging important ethnic, religious, or racial identities and a threat to cosmopolitan globalism. Steven B. Smith reclaims patriotism from these extremist positions and advocates for a patriotism that is broad enough to balance loyalty to country against other loyalties. Describing how it is a matter of both the head and the heart, Smith shows how patriotism can bring the country together around the highest ideals of equality and is a central and ennobling disposition that democratic societies cannot afford to do without. |
| danielle allen what is education for: Safe Enough Spaces Michael S. Roth, 2019-08-20 From the president of Wesleyan University, a compassionate and provocative manifesto on the crises confronting higher education In this bracing book, Michael S. Roth stakes out a pragmatist path through the thicket of issues facing colleges today to carry out the mission of higher education. With great empathy, candor, subtlety, and insight, Roth offers a sane approach to the noisy debates surrounding affirmative action, political correctness, and free speech, urging us to envision college as a space in which students are empowered to engage with criticism and with a variety of ideas. Countering the increasing cynical dismissal—from both liberals and conservatives—of the traditional core values of higher education, this book champions the merits of different diversities, including intellectual diversity, with a timely call for universities to embrace boldness, rigor, and practical idealism. |
| danielle allen what is education for: Realizing Educational Rights Anne Newman, 2013-10-28 In Realizing Educational Rights, Anne Newman examines two educational rights questions that arise at the intersection of political theory, educational policy, and law: What is the place of a right to education in a participatory democracy, and how can we realize this right in the United States? Tracking these questions across both philosophical and pragmatic terrain, she addresses urgent moral and political questions, offering a rare, double-pronged look at educational justice in a democratic society. Newman argues that an adequate K–12 education is the right of all citizens, as a matter of equality, and emphasizes that this right must be shielded from the sway of partisan and majoritarian policy making far more than it currently is. She then examines how educational rights are realized in our current democratic structure, offering two case studies of leading types of rights-based activism: school finance litigation on the state level and the mobilization of citizens through community-based organizations. Bringing these case studies together with rich philosophical analysis, Realizing Educational Rights advances understanding of the relationships among moral and legal rights, education reform, and democratic politics. |
| danielle allen what is education for: Integrations Lawrence Blum, Zoë Burkholder, 2021-05-12 Education plays a central part in the history of racial inequality in America, with people of color long advocating for equal educational rights and opportunities. Though school desegregation initially was a boon for educational equality, schools began to resegregate in the 1980s, and schools are now more segregated than ever. In Integrations, historian Zoë Burkholder and philosopher Lawrence Blum set out to shed needed light on the enduring problem of segregation in American schools. From a historical perspective, the authors analyze how ideas about race influenced the creation and development of American public schools. Importantly, the authors focus on multiple marginalized groups in American schooling: African Americans, Native Americans, Latinxs, and Asian Americans. In the second half of the book, the authors explore what equal education should and could look like. They argue for a conception of educational goods (including the development of moral and civic capacities) that should and can be provided to every child through schooling--including integration itself. Ultimately, the authors show that in order to grapple with integration in a meaningful way, we must think of integration in the plural, both in its multiple histories and the many possible meanings of and courses of action for integration-- |
| danielle allen what is education for: Rethinking School-University Partnerships Prentice T. Chandler, Lisa Barron, 2021-05-01 Rethinking School-University Partnerships: A New Way Forward provides educational leaders in K-12 schools and colleges of education with insight, advice, and direction into the task of creating partnerships. In current times, colleges of education and local school districts need each other like never before. School districts struggle with pipeline, recruitment, and retention issues. Colleges of education face declining enrollment and a shifting educational landscape that fundamentally changes the way that teachers are trained and what local school districts expect their teachers to be able to do. It is with these overlapping constraints and converging interests that partnerships emerge as a foundational strategy for strengthening the education of our teachers. With nearly 80 contributors from 16 states (and Jamaica) representing 39 educational institutions, the partnerships described in this book are different from the ways in which colleges of education and school districts have traditionally worked with one another. In the past, these loose relationships centered primarily on student teaching and/or field experience placements. In this arrangement, the relationship was directed towards ensuring that the local schools were amenable to hosting students from the college of education so that the student/candidate could complete the requirements to earn a teaching license. In our view, this paradigm needs to be enlarged and shifted. |
| danielle allen what is education for: Despite the Best Intentions Amanda E. Lewis, John B. Diamond, 2015-08-04 On the surface, Riverview High School looks like the post-racial ideal. Serving an enviably affluent, diverse, and liberal district, the school is well-funded, its teachers are well-trained, and many of its students are high achieving. Yet Riverview has not escaped the same unrelenting question that plagues schools throughout America: why is it that even when all of the circumstances seem right, black and Latino students continue to lag behind their peers? Through five years' worth of interviews and data-gathering at Riverview, John Diamond and Amanda Lewis have created a rich and disturbing portrait of the achievement gap that persists more than fifty years after the formal dismantling of segregation. As students progress from elementary school to middle school to high school, their level of academic achievement increasingly tracks along racial lines, with white and Asian students maintaining higher GPAs and standardized testing scores, taking more advanced classes, and attaining better college admission results than their black and Latino counterparts. Most research to date has focused on the role of poverty, family stability, and other external influences in explaining poor performance at school, especially in urban contexts. Diamond and Lewis instead situate their research in a suburban school, and look at what factors within the school itself could be causing the disparity. Most crucially, they challenge many common explanations of the 'racial achievement gap,' exploring what race actually means in this situation, and why it matters. An in-depth study with far-reaching consequences, Despite the Best Intentions revolutionizes our understanding of both the knotty problem of academic disparities and the larger question of the color line in American society. |
| danielle allen what is education for: Thomas Jefferson's Education Alan Taylor, 2019-10-15 “Taylor… probes [Jefferson’s] ambitious mission in clear prose and with great insight and erudition.” —Annette Gordon-Reed, Atlantic By turns entertaining and tragic, this elegant history reveals the origins of a great university in the dilemmas of Virginia slavery. Thomas Jefferson shares center stage with his family and fellow planters, but at the crux are the enslaved black families on whom they depend. Taylor’s account of Jefferson’s campaign to save Virginia by building the university is dramatic, a contest for power and resources rich in political maneuver and eccentricities comic and cruel. |
| danielle allen what is education for: Occupy the Future David Grusky, Doug McAdam, Rob Reich, Debra Satz, 2013-01-18 How the Occupy movement has challenged the gap between American principles and American practice—and how we can realize our most cherished ideals. The Occupy Wall Street movement has ignited new questions about the relationship between democracy and equality in the United States. Are we also entering a moment in history in which the disjuncture between our principles and our institutions is cast into especially sharp relief? Do new developments—most notably the rise of extreme inequality—offer new threats to the realization of our most cherished principles? Can we build an open, democratic, and successful movement to realize our ideals? Occupy the Future offers informed and opinionated essays that address these questions. The writers—including Nobel Laureate in Economics Kenneth Arrow and bestselling authors Paul and Anne Ehrlich—lay out what our country's principles are, whether we're living up to them, and what can be done to bring our institutions into better alignment with them. Contributers: David Grusky, Doug McAdam, Rob Reich, Erin Cumberworth, Debra Satz, Kenneth J. Arrow, Kim A. Weeden, Sean F. Reardon, Prudence L. Carter, Shelley J. Correll, Gary Segura, David D. Laitin, Cristobal Young, Charles Varner, Doug McAdam, Paul R. Ehrlich, Anne H. Ehrlich, Paul R. Ehrlich and Anne H. Ehrlich, Donald A. Barr, Michele Elam, Jennifer DeVere Brody, H. Samy Alim and David Palumbo-Liu. |
| danielle allen what is education for: Maker-Centered Learning Edward P. Clapp, Jessica Ross, Jennifer O. Ryan, Shari Tishman, 2016-12-05 The Agency by Design guide to implementing maker-centered teaching and learning Maker-Centered Learning provides both a theoretical framework and practical resources for the educators, curriculum developers, librarians, administrators, and parents navigating this burgeoning field. Written by the expert team from the Agency by Design initiative at Harvard's Project Zero, this book Identifies a set of educational practices and ideas that define maker-centered learning, and introduces the focal concepts of maker empowerment and sensitivity to design. Shares cutting edge research that provides evidence of the benefits of maker-centered learning for students and education as a whole. Presents a clear Project Zero-based framework for maker-centered teaching and learning Includes valuable educator resources that can be applied in a variety of design and maker-centered learning environments Describes unique thinking routines that foster the primary maker capacities of looking closely, exploring complexity, and finding opportunity. A surge of voices from government, industry, and education have argued that, in order to equip the next generation for life and work in the decades ahead, it is vital to support maker-centered learning in various educational environments. Maker-Centered Learning provides insight into what that means, and offers tools and knowledge that can be applied anywhere that learning takes place. |
| danielle allen what is education for: The Case against Education Bryan Caplan, 2019-08-20 Why we need to stop wasting public funds on education Despite being immensely popular—and immensely lucrative—education is grossly overrated. Now with a new afterword by Bryan Caplan, this explosive book argues that the primary function of education is not to enhance students' skills but to signal the qualities of a good employee. Learn why students hunt for easy As only to forget most of what they learn after the final exam, why decades of growing access to education have not resulted in better jobs for average workers, how employers reward workers for costly schooling they rarely ever use, and why cutting education spending is the best remedy. Romantic notions about education being good for the soul must yield to careful research and common sense—The Case against Education points the way. |
| danielle allen what is education for: The New PhD Leonard Cassuto, Robert Weisbuch, 2021-01-19 By fixing the PhD, we can benefit the entire educational system and the life of our society along with it. |
| danielle allen what is education for: The Aims of Higher Education Harry Brighouse, Michael McPherson, 2015-05-04 This book features a group of top-notch philosophers tackling some of the biggest questions in higher education: What role should the liberal arts have in a college education? Should colleges orient themselves to the educational demands of the business sector? What is the role of highly selective colleges in the public sphere? To what extent should they be subsidized directly, or indirectly, by the public? Should they simply teach students skills and academic knowledge, or should they play a role in shaping character, and if so to what end? Should highly selective colleges admissions practices give an edge to racial minorities, or legacies, or poor students? How much should the public purse subsidize disadvantaged students attending such institutions? These questions are fundamentally about moral and political valuesquestions of distributive justice and of what constitutes valuable education. Philosophers are trained to identify value considerations in great detailindeed, often with more precision than is ever needed for practical purposes!but most disagreements about policy and practice proceed with minimal attention to the values assumed on either side, and all sides can benefit from more clarity about exactly what moral values are at play. The philosophers here, then, address some of the fundamental questions underlying debates about higher educationand in ways that are interesting and accessible to others. |
| danielle allen what is education for: Moving Up Without Losing Your Way Jennifer M. Morton, 2021-04-20 Upward mobility through the path of higher education has been an article of faith for generations of working-class, low-income, and immigrant college students. While we know this path usually entails financial sacrifices and hard work, very little attention has been paid to the deep personal compromises such students have to make as they enter worlds vastly different from their own. Measuring the true cost of higher education for those from disadvantaged backgrounds, Moving Up without Losing Your Way looks at the ethical dilemmas of upward mobility--the broken ties with family and friends, the severed connections with former communities, and the loss of identity--faced by students as they strive to earn a successful place in society--Dust jacket. |
| danielle allen what is education for: Conflict in Ukraine Rajan Menon, Eugene B. Rumer, 2015-02-06 One of The New York Times’ “6 Books to Read for Context on Ukraine” “A short and insightful primer” to the crisis in Ukraine and its implications for both the Crimean Peninsula and Russia’s relations with the West (New York Review of Books) The current conflict in Ukraine has spawned the most serious crisis between Russia and the West since the end of the Cold War. It has undermined European security, raised questions about NATO's future, and put an end to one of the most ambitious projects of U.S. foreign policy—building a partnership with Russia. It also threatens to undermine U.S. diplomatic efforts on issues ranging from terrorism to nuclear proliferation. And in the absence of direct negotiations, each side is betting that political and economic pressure will force the other to blink first. Caught in this dangerous game of chicken, the West cannot afford to lose sight of the importance of stable relations with Russia. This book puts the conflict in historical perspective by examining the evolution of the crisis and assessing its implications both for the Crimean Peninsula and for Russia’s relations with the West more generally. Experts in the international relations of post-Soviet states, political scientists Rajan Menon and Eugene Rumer clearly show what is at stake in Ukraine, explaining the key economic, political, and security challenges and prospects for overcoming them. They also discuss historical precedents, sketch likely outcomes, and propose policies for safeguarding U.S.-Russia relations in the future. In doing so, they provide a comprehensive and accessible study of a conflict whose consequences will be felt for many years to come. |
| danielle allen what is education for: Just Giving Rob Reich, 2020-05-05 The troubling ethics and politics of philanthropy Is philanthropy, by its very nature, a threat to today’s democracy? Though we may laud wealthy individuals who give away their money for society’s benefit, Just Giving shows how such generosity not only isn’t the unassailable good we think it to be but might also undermine democratic values. Big philanthropy is often an exercise of power, the conversion of private assets into public influence. And it is a form of power that is largely unaccountable and lavishly tax-advantaged. Philanthropy currently fails democracy, but Rob Reich argues that it can be redeemed. Just Giving investigates the ethical and political dimensions of philanthropy and considers how giving might better support democratic values and promote justice. |
| danielle allen what is education for: Broke Laura T. Hamilton, Kelly Nielsen, 2021-02-16 Public research universities were previously able to provide excellent education to white families thanks to healthy government funding. However, that funding has all but dried up in recent decades as historically underrepresented students have gained greater access, and now less prestigious public universities face major economic challenges. In Broke, Laura T. Hamilton and Kelly Nielsen examine virtually all aspects of campus life to show how the new economic order in public universities, particularly at two campuses in the renowned University of California system, affects students. For most of the twentieth century, they show, less affluent families of color paid with their taxes for wealthy white students to attend universities where their own offspring were not welcome. That changed as a subset of public research universities, some quite old, opted for a “new” approach, making racially and economically marginalized youth the lifeblood of the university. These new universities, however, have been particularly hard hit by austerity. To survive, they’ve had to adapt, finding new ways to secure funding and trim costs—but ultimately it’s their students who pay the price, in decreased services and inadequate infrastructure. ? The rise of new universities is a reminder that a world-class education for all is possible. Broke shows us how far we are from that ideal and sets out a path for how we could get there. |
| danielle allen what is education for: Relationship-Rich Education Peter Felten, Leo M. Lambert, 2020-11-03 A mentor, advisor, or even a friend? Making connections in college makes all the difference. What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions. In Relationship-Rich Education, Felten and Lambert demonstrate that for relationships to be central in undergraduate education, colleges and universities do not require immense resources, privileged students, or specially qualified faculty and staff. All students learn best in an environment characterized by high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education. Emphasizing the centrality of the classroom experience to fostering quality relationships, Felten and Lambert focus on students' influence in shaping the learning environment for their peers, as well as the key difference a single, well-timed conversation can make in a student's life. They also stress that relationship-rich education is particularly important for first-generation college students, who bring significant capacities to college but often face long-standing inequities and barriers to attaining their educational aspirations. Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country, Relationship-Rich Education provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation—and a challenge—for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education. |
| danielle allen what is education for: No Morality, No Self James Doyle, 2018-01-01 Elizabeth Anscombe’s “Modern Moral Philosophy” and “The First Person” have become touchstones of analytic philosophy but their significance remains controversial or misunderstood. James Doyle offers a fresh interpretation of Anscombe’s theses about ethical reasoning and individual identity that reconciles seemingly incompatible points of view. |
| danielle allen what is education for: America: The Farewell Tour Chris Hedges, 2019-08-27 Chris Hedges’s profound and unsettling examination of America in crisis is “an exceedingly…provocative book, certain to arouse controversy, but offering a point of view that needs to be heard” (Booklist), about how bitter hopelessness and malaise have resulted in a culture of sadism and hate. America, says Pulitzer Prize–winning reporter Chris Hedges, is convulsed by an array of pathologies that have arisen out of profound hopelessness, a bitter despair, and a civil society that has ceased to function. The opioid crisis; the retreat into gambling to cope with economic distress; the pornification of culture; the rise of magical thinking; the celebration of sadism, hate, and plagues of suicides are the physical manifestations of a society that is being ravaged by corporate pillage and a failed democracy. As our society unravels, we also face global upheaval caused by catastrophic climate change. All these ills presage a frightening reconfiguration of the nation and the planet. Donald Trump rode this disenchantment to power. In his “forceful and direct” (Publishers Weekly) America: The Farewell Tour, Hedges argues that neither political party, now captured by corporate power, addresses the systemic problem. Until our corporate coup d’état is reversed these diseases will grow and ravage the country. “With sharply observed detail, Hedges writes a requiem for the American dream” (Kirkus Reviews) and seeks to jolt us out of our complacency while there is still time. |
| danielle allen what is education for: Payback Thane Rosenbaum, 2013-04-10 We call it justice—the assassination of Osama bin Laden, the incarceration of corrupt politicians or financiers like Rod Blagojevich and Bernard Madoff, and the climactic slaying of cinema-screen villains by superheroes. But could we not also call it revenge? We are told that revenge is uncivilized and immoral, an impulse that individuals and societies should actively repress and replace with the order and codes of courtroom justice. What, if anything, distinguishes punishment at the hands of the government from a victim’s individual desire for retribution? Are vengeance and justice really so very different? No, answers legal scholar and novelist Thane Rosenbaum in Payback: The Case for Revenge—revenge is, in fact, indistinguishable from justice. Revenge, Rosenbaum argues, is not the problem. It is, in fact, a perfectly healthy emotion. Instead, the problem is the inadequacy of lawful outlets through which to express it. He mounts a case for legal systems to punish the guilty commensurate with their crimes as part of a societal moral duty to satisfy the needs of victims to feel avenged. Indeed, the legal system would better serve the public if it gave victims the sense that vengeance was being done on their behalf. Drawing on a wide range of support, from recent studies in behavioral psychology and neuroeconomics, to stories of vengeance and justice denied, to revenge practices from around the world, to the way in which revenge tales have permeated popular culture—including Hamlet, The Godfather, and Braveheart—Rosenbaum demonstrates that vengeance needs to be more openly and honestly discussed and lawfully practiced. Fiercely argued and highly engaging, Payback is a provocative and eye-opening cultural tour of revenge and its rewards—from Shakespeare to The Sopranos. It liberates revenge from its social stigma and proves that vengeance is indeed ours, a perfectly human and acceptable response to moral injury. Rosenbaum deftly persuades us to reconsider a misunderstood subject and, along the way, reinvigorates the debate on the shape of justice in the modern world. |
| danielle allen what is education for: Policing the Black Man Angela J. Davis, 2017-07-11 A comprehensive, readable analysis of the key issues of the Black Lives Matter movement, this thought-provoking and compelling anthology features essays by some of the nation’s most influential and respected criminal justice experts and legal scholars. “Somewhere among the anger, mourning and malice that Policing the Black Man documents lies the pursuit of justice. This powerful book demands our fierce attention.” —Toni Morrison Policing the Black Man explores and critiques the many ways the criminal justice system impacts the lives of African American boys and men at every stage of the criminal process, from arrest through sentencing. Essays range from an explication of the historical roots of racism in the criminal justice system to an examination of modern-day police killings of unarmed black men. The contributors discuss and explain racial profiling, the power and discretion of police and prosecutors, the role of implicit bias, the racial impact of police and prosecutorial decisions, the disproportionate imprisonment of black men, the collateral consequences of mass incarceration, and the Supreme Court’s failure to provide meaningful remedies for the injustices in the criminal justice system. Policing the Black Man is an enlightening must-read for anyone interested in the critical issues of race and justice in America. |
| danielle allen what is education for: Not in Our Lifetimes Michael C. Dawson, 2019-10-25 Reflects on black politics in America and what it will take to to see equality. |
| danielle allen what is education for: Teacher Education and Black Communities Chance W. Lewis, Yolanda Sealey-Ruiz, Ivory Toldson, 2014-05-01 The field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America’s classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise—currently over 16% of students in America’s schools are Black (NCES, 2010)—there is an urgent need to increase the presence of Black educators. The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation’s schools, and to provide evidence-based strategies to expand our nation’s pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate. |
Danielle... what do we think? - Girl Names - Nameberry
Feb 10, 2024 · Danielle has many fun nickname options that you can play around with like Dani, Dana, Dania, Anie, Elle, Ellie, Della, Delle, Dellie, Didi, Nielle and Nini. The fact that Danielle is …
Middle name for Danielle - Girl Names - Nameberry
Sep 23, 2011 · [name]Hi[/name] all, I’m on the hunt for a middle name to pair with [name]Danielle[/name]. We’re set on using it as a first name, but it’s more common as a …
Like Dani but not Danielle or Daniella...other options?
Jan 23, 2012 · I like the name [name]Dani[/name] as a nickname but I don’t like [name]Danielle[/name] or [name]Daniella[/name]; I’m trying to think of other girl’s names that …
Middle names for Danielle (nickname Dani) - Nameberry
Jul 15, 2013 · Having a hard time coming up for middle names for [name]Danielle [/name]. It’s hard finding something that flows with that and [name]Dani [/name], which we will be calling her.
Masc Derivations of Fem Names - Boy Names - Nameberry
Feb 26, 2023 · We all know there are plenty of girl names derived from boy names (Charles > Charlotte, Daniel > Danielle, Joseph > Josephine, etc.) What about names in the …
CAF with family photo #140 - Create a Family - Nameberry
Apr 24, 2025 · DM(26): [name_f]Danielle[/name_f], [name_f]Nathalie[/name_f], [name_f]Rosalind[/name_f], [name_f]Ines[/name_f], [name_f]Aline[/name_f], …
Feminine variation of Howard? - Girl Names - Nameberry
Mar 11, 2025 · I like the associations with the name Howard and I was wondering if there is a female version? Like a Daniel → Danielle equivalent for Howard
Lucy's Random CAF 2! - Create a Family - Nameberry
Jun 8, 2025 · Last name: starts with L DGF (61): Rex, Zebedee, Herbert, Buford, Pierre, Pablo, Dennis DGM (59): Maple, Kinga, Grace, Xenia, Chiquita, Diane, Jessica (MN: George ...
Name the families CAF with pics - Create a Family - Nameberry
May 29, 2025 · LN: Bauer, Gorman, Boutwell DH 31: Ryan, Michael, Eric, James, Jordan, Cameron DW 29: Brenna, Danielle, Amanda, Elizabeth, Kenna, Whitney (LN: Roberts, Larson, …
Old-Fashioned Aussie Names CAF - Create a Family - Nameberry
Sep 20, 2024 · DW: Stacey, Janice, Vicki, Debbie, Charlene, Michelle, Sue, Pamela DH: Keith, Alan, Geoffry, Gary, Jason, Darryl, Shannon, Stuart DD1: Tracey, Susan, Kim, Sheree ...
Danielle... what do we think? - Girl Names - Nameberry
Feb 10, 2024 · Danielle has many fun nickname options that you can play around with like Dani, Dana, Dania, Anie, Elle, Ellie, Della, Delle, Dellie, Didi, Nielle and Nini. The fact that Danielle is less …
Middle name for Danielle - Girl Names - Nameberry
Sep 23, 2011 · [name]Hi[/name] all, I’m on the hunt for a middle name to pair with [name]Danielle[/name]. We’re set on using it as a first name, but it’s more common as a middle …
Like Dani but not Danielle or Daniella...other options?
Jan 23, 2012 · I like the name [name]Dani[/name] as a nickname but I don’t like [name]Danielle[/name] or [name]Daniella[/name]; I’m trying to think of other girl’s names that …
Middle names for Danielle (nickname Dani) - Nameberry
Jul 15, 2013 · Having a hard time coming up for middle names for [name]Danielle [/name]. It’s hard finding something that flows with that and [name]Dani [/name], which we will be calling her.
Masc Derivations of Fem Names - Boy Names - Nameberry
Feb 26, 2023 · We all know there are plenty of girl names derived from boy names (Charles > Charlotte, Daniel > Danielle, Joseph > Josephine, etc.) What about names in the opposite …
CAF with family photo #140 - Create a Family - Nameberry
Apr 24, 2025 · DM(26): [name_f]Danielle[/name_f], [name_f]Nathalie[/name_f], [name_f]Rosalind[/name_f], [name_f]Ines[/name_f], [name_f]Aline[/name_f], …
Feminine variation of Howard? - Girl Names - Nameberry
Mar 11, 2025 · I like the associations with the name Howard and I was wondering if there is a female version? Like a Daniel → Danielle equivalent for Howard
Lucy's Random CAF 2! - Create a Family - Nameberry
Jun 8, 2025 · Last name: starts with L DGF (61): Rex, Zebedee, Herbert, Buford, Pierre, Pablo, Dennis DGM (59): Maple, Kinga, Grace, Xenia, Chiquita, Diane, Jessica (MN: George ...
Name the families CAF with pics - Create a Family - Nameberry
May 29, 2025 · LN: Bauer, Gorman, Boutwell DH 31: Ryan, Michael, Eric, James, Jordan, Cameron DW 29: Brenna, Danielle, Amanda, Elizabeth, Kenna, Whitney (LN: Roberts, Larson, Mehl ...
Old-Fashioned Aussie Names CAF - Create a Family - Nameberry
Sep 20, 2024 · DW: Stacey, Janice, Vicki, Debbie, Charlene, Michelle, Sue, Pamela DH: Keith, Alan, Geoffry, Gary, Jason, Darryl, Shannon, Stuart DD1: Tracey, Susan, Kim, Sheree ...
