Books: 'Cultural education of free time'

1

Harris, Pam. Mathematics in a cultural context: Aboriginal perspectives on space, time and money. Geelong, Vic: Deakin University, 1991.

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Zapata, Antonio. Cultura, diversidad y conocimientos ante los Tratados de libre comercio: Hacia un diálogo nacional. Lima, Perú: Secretaría Nacional del Convenio Andrés Bello, 2005.

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3

Rojek, Chris. The labour of leisure: The culture of free time. Los Angeles: Sage Publications, 2010.

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4

The labour of leisure: The culture of free time. Los Angeles: Sage Publications, 2010.

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5

A running start: How play, physical activity, and free time create a successful child. New York: Marlowe & Company, 2007.

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6

Office, New Zealand Education Review. In time for the future: A comparative study of mathematics and science education. Wellington, N.Z: Education Review Office, 2000.

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7

Neoliberalism, pedagogy, and human development: Exploring time, mediation, and collectivity in contemporary schools. New York, NY: Routledge, 2012.

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8

Stone, Tanya Lee. Girl rising: Changing the world one girl at a time. New York, NY: Wendy Lamb Books, 2017.

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9

Giroux, Henry A. La inocencia robada: Juventud, multinacionales y poli tica cultural. Madrid: Ediciones Morata, 2003.

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10

Cassi, Laura, Margherita Azzari, and Monica Meini, eds. Cultural Itineraries in Tuscany. Florence: Firenze University Press, 2004. http://dx.doi.org/10.36253/88-8453-215-9.

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In the conviction that cultural itineraries must assume a growing importance in a tourism based on the criteria of sustainability, three examples of the valorisation of local culture have been elaborated. This is effectively an important component of sustainable development, one of the fundamental aspects of which is the historic memory of the territory. The growth of the tourist and free time market provides an efficacious stimulus for the development of proposals aimed at prospecting new itineraries and alleviating the more consolidated tourist flows, inserting a vast heritage of landscape and cultural resources within significant territorial fabrics. This is also true from the point of view of growing synergies between economy and culture. The three proposed itineraries unwind through areas of great interest in terms of historical traditions and of specific territorial resources which deserve cultural valorisation, particularly in view of the fact that Tuscany offers an enormous wealth distributed in a capillary manner, but much of which is little known.

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11

Bandini, Gianfranco, and Stefano Oliviero, eds. Public History of Education: riflessioni, testimonianze, esperienze. Florence: Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-5518-009-2.

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This volume represents the founding act of a proposal for training, didactic, study and research work which aims at enhancing historical knowledge in the field of education and educational professionalism. The contributions intend to highlight the identity and usefulness of history and, in particular, of the history of education, not only for every education level, but for the life of local communities itself. At the same time, the authors aim at suggesting a desirable development of the history of education by adopting a Public History approach. This way, academic knowledge can actually be brought into contact with educational contexts, much more so than it has been done so far, in order to respond, together with other disciplines, to the emerging social needs. The Public History of Education, intended this way, can create new profitable relationships between formal and informal education, between the past and present of educators and teachers, between the world of research, cultural institutes (above all, museums) and society.

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12

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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13

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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14

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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15

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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16

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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17

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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18

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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19

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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20

Dippel, Tieman H. The language of conscience: Using enlightened conservatism to build cooperative capital and character : with case studies of private sector, nonprofit leadership. Brenham, Tex: Texas Peacemaker Publications, 2002.

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21

Sang-in, Chŏn, ed. Hanʼguk hyŏndaesa: Chinsil kwa haesŏk. Kyŏnggi-do Pʻaju-si: Nanam Chʻulpʻan, 2005.

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22

Sevost'yanov, Dmitriy. Motivation and stimulation of labor activity. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1171967.

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The textbook discusses general issues of motivation and analyzes existing theories. The article presents information about financial incentives, moral incentives for personnel, organizational incentives and incentives for free time, as well as on a number of other topics that are practically important in the professional activity of a personnel manager. Special attention is paid to errors and errors in the motivation and stimulation of labor activity. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students studying in the direction of training 38.03.03 "Personnel Management".

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23

Meskin, Vladimir, Oksana Gavril'chenko, and Nina Trofimova. History of Russian literature: from the middle Ages to modernism (propaedeutic course). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1058837.

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The textbook introduces Russian fine literature from the era of its origin to the beginning of the XX century, with historical factors that influenced the processes that took place in it. Its authors are experts in each of the stated theme. Acquaintance with each historical and literary stage begins with its cultural review, followed by pages devoted to the work of the most prominent artists of the word of the period under review. At the same time, one chronological review follows from another, so that the history of culture and literature is presented not dotted, but chronologically linear, in the dynamics of interrelated processes. Meets the requirements of the Federal state educational standards of higher education of the latest generation. The textbook is written in the genre of propaedeutics and is intended primarily for foreign students studying at preparatory departments and faculties. it will be useful for students of non-philological profile, students of secondary special educational institutions, as well as for anyone interested in Russian literature.

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24

Grandin, Karl, Nils Olander, Piero Mazzinghi, and Giuseppe Pelosi, eds. A Wireless World. One Hundred Years since the Nobel Prize to Guglielmo Marconi. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-91-7190-179-8.

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The volume is dedicated to the one hundred years since Guglielmo Marconi was awarded the Nobel Prize (1909). The choice of honoring Marconi in this centennial occasion stems from the huge impact that wireless communications had on society. The book is divided into four parts covering the life of Marconi and his environment up to the Nobel Prize: "Part I – Documents," comprehends four contributions tightly linked to the Nobel Prize awarding to Marconi in 1909. "Part II - Marconi road to the Nobel Prize," proposes some deepening on the work of Marconi before his Nobel Prize, relevant to his scientific education and to particular and not well known events in the years of his first experiments. "Part III - Marconi's contemporary and later related scientists," presents Ferdinand Braun, who shared the Nobel Prize with Marconi, as well as other scientists related to wireless communications. "Part IV - Devices and collections in Sweden and Italy," shows a selection of the cultural heritage, Italian and Swedish, about the history of telecommunications engineering. The book presents several images and illustrations, some of which published here for the first time.

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25

Sapogova, Elena. Developmental psychology and age psychology. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/997107.

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The textbook contains systematized information about psychological, socio-cultural, historical-ethnographic, psychobiological and other aspects of the development of a person changing over time. The first section is devoted to general theoretical problems of developmental psychology, the second to the analysis of different ages. The comprehensive nature of the manual makes it possible to solve the problems of formation in the professional consciousness of a stable complex of scientific categories and concepts, with the help of which the factual diversity of manifestations of the mental life of a developing person is described in psychology; familiarization with classical and modern interpretations of human development, with different variants of psychological interpretation of its essence, nature, mechanisms, driving forces and contradictions; disclosure of dialectics and phenomenology of the formation of a person as a cultural and historical subject; formation of ideas about the complexity and ambiguity of the evolution of a child as a human being; understanding the basic laws of the formation of personality and individuality of a person at each stage of its development. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for the study of the discipline "Developmental psychology, age psychology" during the professional training of psychologists in universities and is aimed at students of bachelor's and master's degrees in psychology faculties of classical and pedagogical universities, humanities and medical universities, as well as graduate students, psychology teachers and practical psychologists who are improving their qualifications in the field of age psychology.

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26

Shir-Wise, Michelle. Time, Freedom and the Self: The Cultural Construction of “Free” Time. Palgrave Macmillan, 2019.

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27

Free Time and Leisure Participation: International Perspectives. CABI, 2005.

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28

Grant, Cushman, Veal Anthony James, and Zuzanek Jiri, eds. Free time and leisure participation: International perspectives. Wallingford, Oxfordshire, UK: CABI Pub., 2005.

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29

Ceylan, Rauf. Cultural Time Lag: Moscheekatechese und islamischer Religionsunterricht im Kontext von Säkularisierung. Springer VS, 2014.

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30

Anna, Olszewska, and Roberts Kenneth 1940-, eds. Leisure and life-style: A comparative analysis of free time. London: Sage Publications, 1989.

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31

(Editor), G. Cushman, A. J. Veal (Editor), and J. Zuzanek (Editor), eds. World Leisure Participation: Free Time in the Global Village (Cabi Publishing). CABI, 1996.

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32

Doyle, William. Conclusion. Edited by William Doyle. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199291205.013.0032.

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In cultural terms the Ancien Régime began with the Renaissance and the Reformation. The monolithic authority of the medieval Catholic Church had gone, and the next three centuries were a time when extensive energies were devoted by anxious established churches to maintaining some authority by monopolizing education and persecuting dissent. By the eighteenth century, irreligion and “free thought” were coming to be seen as even more dangerous than the latter. Partly this was because the spread of literacy, and the growing desire of moneyed elites to invest in expensive education, gave increasing numbers access to media that might subvert faith or obedience if uncontrolled. The revolutionaries of 1789 condemned censorship and religious intolerance as cardinal vices of the Ancien Régime. They looked back on the growth of free thought or “philosophy” as the source of their reforming agenda.

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33

M, Jenlink Patrick, and Townes Faye Hicks 1952-, eds. The struggle for identity in today's schools: Cultural recognition in a time of increasing diversity. Lanham: Rowman & Littlefield Education, 2009.

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34

Pica, Rae. A Running Start: How Play, Physical Activity and Free Time Create a Successful Child. Marlowe & Company, 2006.

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35

Creating Culturally Responsive Schools: One Classroom at a Time. Rowman & Littlefield Publishers, Incorporated, 2015.

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36

Wages, Michele. Creating Culturally Responsive Schools: One Classroom at a Time. Rowman & Littlefield Publishers, Incorporated, 2015.

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37

Kontopodis, Michalis. Neoliberalism, Pedagogy and Human Development: Exploring Time, Mediation and Collectivity in Contemporary Schools. Taylor & Francis Group, 2014.

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38

Fung, C. Victor. Liberation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190234461.003.0008.

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Liberation is an ultimatum after handling a series of constant changes and maintaining a continuous balance within and outside the world of music and music education. The four complementary bipolar continua, the three musical zones, and a musical experience typology are used as frameworks for discussion. Musical liberation is achievable after extended practice in balancing acts and spending a substantial amount of time in the zone of musical proactivity. As individuals begin to feel a sense of liberation, they are able to unleash their creativity; to deal with multiple musical roles, genres, cultures, values, and meanings; and to be so flexible that barriers for musical possibilities are dissolved. They can stretch to include any musical possibilities in their experiences. Music and music education becomes an open world, free of worries and conflicts, but filled with curiosity, respect, understanding, and satisfaction.

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39

Stone, Tanya Lee. Girl Rising: Changing the World One Girl at a Time. Wendy Lamb Books, 2017.

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40

Grant, Cushman, Veal Anthony James, Zuzanek Jiri, and World Leisure and Recreation Association. Commission on Research., eds. World leisure participation: Free time in the global village : a project of the World Leisure and Recreation Association, Commission on Research. Wallingford: CAB International, 1996.

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41

(Editor), Anna Olszewska, and Kenneth Roberts (Editor), eds. Leisure and Life-Style: A Comparative Analysis of Free Time (SAGE Studies in International Sociology). SAGE Publications, 1990.

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42

(Editor), Richard Edwards, and Robin Usher (Editor), eds. Space, Curriculum and Learning (PB) (International Perspectives on Curriculum). Information Age Publishing, 2000.

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43

Dooley, Brendan, ed. The Continued Exercise of Reason. The MIT Press, 2018. http://dx.doi.org/10.7551/mitpress/9780262535007.001.0001.

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George Boole (1815–1864), remembered by history as the developer of an eponymous form of algebraic logic, can be considered a pioneer of the information age not only because of the application of Boolean logic to the design of switching circuits but also because of his contributions to the mass distribution of knowledge. In the classroom and the lecture hall, Boole interpreted recent discoveries and debates in a wide range of fields for a general audience. This collection of lectures, many never before published, offers insights into the early thinking of an innovative mathematician and intellectual polymath. Bertrand Russell claimed that “pure mathematics was discovered by Boole,” but before Boole joined a university faculty as professor of mathematics in 1849, advocacy for science and education occupied much of his time. He was deeply committed to the Victorian ideals of social improvement and cooperation, arguing that “the continued exercise of reason” joined all disciplines in a common endeavor. In these talks, Boole discusses the genius of Isaac Newton; ancient mythologies and forms of worship; the possibility of other inhabited planets in the universe; the virtues of free and open access to knowledge; the benefits of leisure; the quality of education; the origin of scientific knowledge; and the fellowship of intellectual culture. The lectures are accompanied by a substantive introduction that supplies biographical and historical context.

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44

International Conference on the History of Adult Education 2000 Pecs and INTERNATIONAL CONFERENCE ON THE HISTORY. Ethics, Ideals And Ideologies In The History Of Adult Education (Studies in Pedagogy, Andragogy and Gerontagogy). Peter Lang Publishing, 2002.

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45

(Editor), Balazs Nemeth, and Franz Poggeler (Editor), eds. Ethics, Ideals and Ideologies in the History of Adult Education (Studies in Pedagogy, Andragogy and Gerontagogy). Peter Lang Publishing, 2002.

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46

Kotzmann, Jane. Theoretical Approaches to Higher Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863494.003.0003.

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This chapter explores two general theoretical models that are used to frame higher education policy. Under the market-based approach to higher education teaching and learning, higher education is provided through the free market. This approach is based on the principles of competition, privitisation, and absence of government intervention. In contrast, a human rights-based approach to higher education seeks to translate the human right to higher education and operationalise it. The principles of a human rights-based approach include integration and mainstreaming of human rights norms, accountability, non-discrimination and equality, participation, dignity, interdependence and indivisibility, and cultural sensitivity. The chapter evaluates the theoretical effectiveness of these two models.

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47

Mülling Gomez, Valéria. Inspire, pare de fumar, expire: reflexões psicossociais sobre tabagismo. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-681-8.

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Psychosocial reflections about tobaccoism allows us to go beyond the personal process, this approach also challenges us to combat tobaccoism by the promotion of public health. When looking at the history and geographically contextualizing, you will meet protagonists, who, in a certain time and space, sought to achieve freedom. It is possible for you to identify yourself in the battle to overcome nicotine dependency, and you may come to feel more active, freer, and happier. The book's proposal embraces the prevention and treatment of people who want or need to quit smoking. It reflects with clarity, showing aspects to upgrade in our culture and provides resources the professionals working in areas of education and health, recognizing the importance of a multidisciplinary approach, as smoking is the principal preventable cause of illness and death in the world. Breathe in, stop, breathe out… Breathing is a vital process for all of us! Taking care of the respiratory system is potentializing integral health. Breathe in, stop smoking, breathe out… The result of achieving this purpose is health and quality of life.

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48

Bartie, Susan, and David Sandomierski, eds. American Legal Education Abroad. NYU Press, 2021. http://dx.doi.org/10.18574/nyu/9781479803583.001.0001.

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Throughout the twentieth century, elite US law schools have been presented as sites of power, admiration, influence and envy. Robert Stevens, in the opening of his seminal 1983 work Law School, suggested that foreign lawyers looked wistfully at elite US law schools. At a time when US political institutions—and even law schools—seem to have lost much of their former global luster, this book investigates whether in reality the elite US models ever proved so attractive to foreigners. Collectively the contributions cast doubt on traditional narratives that point toward the globalization or homogenization of legal education. They challenge the idea that many educators beyond the United States believed that the adoption of American models would lead to better legal education and scholarship, better legal systems, better lawyers, and better governance. And they illuminate the cultural and political significance of attempts to transplant US models. The book consists of historical examinations of American contacts within legal education in fourteen countries: China, Japan, Israel, the Philippines, Nigeria, Kenya, Ghana, France, Brazil, Sweden, Estonia, England, Australia, and Canada. And it includes critical commentary from two leading American law professors, along with a founding chapter from Bruce Kimball, the leading historian of Harvard Law School.

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49

Kotzmann, Jane. The Human Right to Higher Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190863494.003.0002.

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This chapter explores the meaning of the human right to higher education. The chapter identifies the various sources of the right to higher education in international law and outlines the scope and content of the right to higher education. In particular, it focuses on the scope and content of the right to higher education as set out in Article 13 of the International Covenant on Economic, Social and Cultural Rights, including an analysis of whether the right includes a right to certification, what constitutes acceptable limitations on access to higher education, and the requirement to progressively introduce free higher education.

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50

Houston, R. A. Scottish Literacy and the Scottish Identity: Illiteracy and Society in Scotland and Northern England, 16001800 (Cambridge Studies in Population, Economy and Society in Past Time). Cambridge University Press, 2002.

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Books on the topic 'Cultural education of free time'

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