Health and Social Change in International Perspective brings together an unprecedented interdisciplinary series of approaches to understanding the social dimensions of health change around the world. The seventeen contributors—demographers, epidemiologists, economists, anthropologists, public health scientists—are among the intellectual leaders of efforts to respond to the world’s health challenges.
Moving beyond the limits of established theories about demographic and epidemiologic transition, this book offers broad explorations of the social causes and consequences of health change. Consensus is reached on some matters, but critical debate and controversy predominate in others. The authors address several critical questions: What are the forms and structures of health transitions? Do these changes assume universally consistent patterns, or are health transitions particularistic, reflecting space, time, and community? What are the methodological issues in definition and measurement? And how can understanding improve health policy, interventions, and the research agenda?
Exploring new frontiers of a vital topic, Health and Social Change in International Perspective is an invaluable resource for social and health scientists working to understand world health change.
John Dewey’s Educational Philosophy in International Perspective brings together eleven experts from around the globe to examine the international legacy of the famous philosopher. Placing special emphasis on Dewey’s theories of education, Larry A. Hickman and Giuseppe Spadafora have gathered some of the world’s most noted scholars of educational philosophy to present a thorough exploration of Dewey’s enduring relevance and potential as a tool for change in twenty-first-century political and social institutions.
This collection offers close examinations of the global impact of Dewey’s philosophies, both in his time and our own. Included are discussions of his reception as a much-respected yet criticized philosopher among European Catholics both before and after World War I; the utilization of his pragmatic theories in Italian education and the continuing quest to reinterpret them; his emergence as a source of inspiration to new democracies in Central and Eastern Europe; and his recently renewed popularity in the Hispanic world, particularly in South America and Spain. In addition, authors delve into Dewey’s notion of democracy as a personal way of life and his views on the important ties between education and the democratic state.
Also discussed are Dewey’s philosophies regarding school and society, including the understanding of educational trends as reflections of their social context; the contrast between his methods of applying intelligence to ethical problems and the theory of orthodox utilitarianism; responses to criticisms of Dewey’s controversial belief that the sciences can be applied directly to educational practices; and incisive queries into how he would have responded to the crucial role the Internet now plays in primary and secondary education.
This well-rounded volume provides international insight into Dewey’s philosophies and contains a wealth of information never before published in English, resulting in an indispensable resource for anyone interested in John Dewey and his lasting role in education around the world.
Contributors
Viviana Burza
Franco Cambi
Giorgio Chiosso
Jim Garrison
Jaime Nubiola
Hilary Putnam
Ruth Anna Putnam
Giuseppe Spadafora
Emil Višnovský
Leonard J. Waks
Krystyna Wilkoszewska
The eight case studies in this book -- each a synthesis of available knowledge about the origins of agriculture in a specific region of the globe -- enable scholars in diverse disciplines to examine humanity's transition to agricultural societies. Contributors include: Gary W. Crawford, Robin W. Dennell, and Jack R. Harlan.
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