Lehman College Lincoln Center Institute

Sources of Chinese Tradition: Volume II

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Sources of Chinese Tradition: Volume II

Columbia University Press l964

DS 703 .D4

Leading authorities on Chinese thought share their view of the contemporary world in this, the second volume of Sources of Chinese Tradition. Topics such as nationalism, socialism, communism, economics and social questions are addressed. The second volume ranges from the first reactions to the challenge of the West to the present, as illustrated by such people as the Republican leader Sun Yat-sen, the Christian Confucianist Chiang Kai-shek, the pragmatist reformer Hu, Shih, the technician of the Communist revolution Mao Tse-tung, and many others. (NK)
De Bono, Edward
Lateral Thinking: Creativity Step by Step

Perennial Library, 1990

BF408 .D4 1990b

Edward de Bono coined the phrase “lateral thinking,” which he defines as a method of reasoning that requires shifting perceptions and concepts, rather than step-by-step logic. When one thinks laterally, they resist and challenge the obvious; they seek to move from the known and accepted to the creation of something new. De Bono believes that development of lateral thinking supports creativity and allows the individual the room and tools to generate many ideas. He argues in favor of lateral thinking, in contrast to vertical thinking, in which thought must progress logically from one idea to the next. De Bono believes that this book can teach his techniques to individuals and serve as a guide for teachers to use with their students. He intends for the activities and skills presented to be applied to, and developed for, various life situations. According to De Bono, this collection of tools should be appropriate, in one form or another, for people ranging from elementary school age through adulthood. He divides the book into twenty-six chapters, each of which focuses on a theme, tool, or concept. Black-and-white images help to illuminate some of his activities and concepts. De Bono writes that the teacher or student should work through a specific section for quite a while, becoming fully familiar with its process before moving on to explore the next idea. The third chapter, “Use of this book,” lays out these suggestions for the reader.

Dewey, John

Art as Experience

Perigee Books/Berkeley Publishing 1959

N 66 .D4

This book derives from a series of lectures entitled “Philosophy of Art” given at Harvard by the author. He examines the formal structures and characteristic effects of all of the arts: architecture, sculpture, painting, music and literature. The text brings the arts down from a remote pedestal into our daily life experience and offers insights into the aesthetics of human existence. It is a source of useful theory and practical materials for any teacher of the arts. (HFP)

Dewey, John

Democracy and Education

The Free Press

LB 875 .D35 1966

In this book Dewey connects the growth of democracy with the development of the experimental method in the sciences, evolutionary ideas in biological science and industrial reorganization. It is concerned with the changes in subject matter and method of education required by these developments. Dewey examines education in its many aspects–as a necessity of life, as social function, as growth and as a political concept, among others. He addresses in detail the nature of educational methods, subject matters and curriculum. Also included are chapters on theories of knowledge and morals. (FMB)

Dewey, John

The Child and the Curriculum & the School and Society

University of Chicago Press

LB 1119 .D42 c.1956, 1990

Written and first published almost one hundred years ago, two of the most widely read, highly acclaimed, twentieth century educational treatises present an educational vision extending to the whole of society. Using the experimental laboratory school at the University of Chicago as the example, John Dewey developed an idea that was to serve as a guide for action. These two essays provide a model against which to measure today's educational philosophy and are invaluable for information, stimulation and evaluation.

Diamond, C.T. Patrick

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