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Educating the Whole Child for the Whole World: The Ross School Model and Education for the Global Era
An examination of new approaches to educating children in a globalized world
At the dawn of the twenty-first century, we are living in a global era, yet schooling systems remain generally reactive and slow to adapt to shifting economic, technological, demographic, and cultural terrains. There is a growing urgency to create, evaluate, and expand new models of education that are better synchronized with the realities of today's globally linked economies and societies.
Educating the Whole Child for the Whole World examines one such model: the ethos and practices of the Ross Schools and their incubation, promotion, and launching of new ideas and practices into public education. Over the last two decades Ross has come to articulate a systematic approach to education consciously tailored for a new era of global interdependence.
In this volume, world-renowned scholars from a variety of disciplines, as well as veteran teachers, administrators, and students, come together to examine some of the best practices in K-12 education in the context of an increasingly interconnected world. Together they explore how the Ross model of education, which cultivates in students a global perspective, aligns with broader trends in the arts, humanities, and sciences in the new millennium.
Contributors: Nick Appelbaum, Ralph Abraham, Antonio M. Battro, Sally Booth, Michele Clays, Elizabeth M. Daley, Antonio Damasio, Hanna Damasio, Kurt W. Fischer, Howard Gardner, Vartan Gregorian, Christina Hinton, Hideaki Koizumi, Debra McCall, Carolyn Sattin-Bajaj, John Sexton, Carola Su�rez-Orozco, Marcelo M. Su�rez-Orozco, William Irwin Thompson, and Sherry Turkle
At the dawn of the twenty-first century, we are living in a global era, yet schooling systems remain generally reactive and slow to adapt to shifting economic, technological, demographic, and cultural terrains. There is a growing urgency to create, evaluate, and expand new models of education that are better synchronized with the realities of today's globally linked economies and societies.
Educating the Whole Child for the Whole World examines one such model: the ethos and practices of the Ross Schools and their incubation, promotion, and launching of new ideas and practices into public education. Over the last two decades Ross has come to articulate a systematic approach to education consciously tailored for a new era of global interdependence.
In this volume, world-renowned scholars from a variety of disciplines, as well as veteran teachers, administrators, and students, come together to examine some of the best practices in K-12 education in the context of an increasingly interconnected world. Together they explore how the Ross model of education, which cultivates in students a global perspective, aligns with broader trends in the arts, humanities, and sciences in the new millennium.
Contributors: Nick Appelbaum, Ralph Abraham, Antonio M. Battro, Sally Booth, Michele Clays, Elizabeth M. Daley, Antonio Damasio, Hanna Damasio, Kurt W. Fischer, Howard Gardner, Vartan Gregorian, Christina Hinton, Hideaki Koizumi, Debra McCall, Carolyn Sattin-Bajaj, John Sexton, Carola Su�rez-Orozco, Marcelo M. Su�rez-Orozco, William Irwin Thompson, and Sherry Turkle
- GenresEducation
221 pages, Paperback
First published October 6, 2010
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March 19, 2016
This book is a collection of essays from various authors describing the ideas and methodology behind the Ross School model. It describes its history and motivations, the values and scientific knowledge it is based on, the operational difficulties it encountered and the results it got. I found the first half of the book really interesting, as it describes how the ideas of experts from different disciplines (history, mathematics, anthropology, psychology, neuroscience, art...) were woven into a coherent curriculum that aims to provide students with a holistic view of the world, encouraging creativity, curiosity, and respect.
There's much more in this book than what I just described, and I encourage anyone interested in education to read it. I decided to give it "only" 3 stars because the second half of the book felt a bit tedious to me, "showing off" its good results (which I do not deny, but yet...) and lacking the very inspiring ideas the reader finds in the first half. This said, many chapters throughout the book deserve 4 or 5 starts in my opinion as they are full of erudition, interesting references to other resources and good will.
There's much more in this book than what I just described, and I encourage anyone interested in education to read it. I decided to give it "only" 3 stars because the second half of the book felt a bit tedious to me, "showing off" its good results (which I do not deny, but yet...) and lacking the very inspiring ideas the reader finds in the first half. This said, many chapters throughout the book deserve 4 or 5 starts in my opinion as they are full of erudition, interesting references to other resources and good will.
Displaying 1 of 1 review