An ambitious and well-argued approach to redesigning the educational environment to better respond to student needs.



An educator proposes a research-based teaching method that incorporates broad aspects of the human mind and personal development.

In this second edition of his debut book, Watagodakumbura makes a case for what he calls “authentic” education, a holistic practice that maximizes learning by being more responsive to students’ needs and concentrates on deep lessons rather than rote memorization. The work guides readers through research on brain development, learning styles, and the creation of knowledge (Daniel Goleman, Jon Kabat-Zinn, Daniel Siegel, and Rick Hanson make appearances in the text, as do frequent mentions of Bloom’s taxonomy and Maslow’s hierarchy), delivering a greater understanding of what it means to be educated. The author establishes the many ways in which contemporary educational environments do not meet student needs and keep pupils from reaching their maximum potentials, and he shows how many aspects of modern life could be improved by a wider approach to the learning process. He then provides readers with examples of how authentic techniques can be used in the classroom while acknowledging the difficulty of implementing these strategies within the current education milieus. The book is aimed at students of pedagogy and classroom teachers who deal with the practical applications of education research, and it stays focused on its specialist audience throughout the text. Watagodakumbura is passionate about the potential benefits of authentic education. The work serves as a generally compelling argument for revisiting the traditional approach to teaching and learning, acknowledging that it represents a substantial change from the status quo: “Authentic education per se is a catalyst for a holistic transformation our societies need in the educational forefront, not a patch to be applied, to be swayed in the presence of economic or market changes with a narrow perspective or to suppress one problem until we encounter another, much bigger one.” The arguments are based on solid and substantial research, with full citations. While the volume skillfully addresses the conceptual aspects of the education system’s shortcomings, it is particularly effective in identifying concrete, accepted practices that limit students’ potential development, such as the use of multiple-choice questions and the imposition of artificial time limits. The book also does an excellent job of explaining why adapting to the neurodiversity and varied needs of the student population is a benefit both to individual pupils (who are not marginalized by rigid definitions of learning and achievement) and society (which gains the talents of more productive folks while isolating fewer who do not conform). The author presents a strong case for the dramatic changes he advocates and the benefits of “an integrated human development-focused sustainable system.” The prose is occasionally awkward (“Many students, especially in teenage and early adulthood, may feel the learning environment in a more neutral manner”; “Under prevailed social contexts”). But there are also plenty of vivid metaphors and imagery that will draw readers’ attention and make the complex topic manageable.

An ambitious and well-argued approach to redesigning the educational environment to better respond to student needs.

Pub Date: Aug. 1, 2019

ISBN: 978-1-0721-1375-1

Page Count: 250

Publisher: Time Tunnel Media

Review Posted Online: Aug. 28, 2019

Kirkus Reviews Issue: Oct. 15, 2019

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Stricter than, say, Bergen Evans or W3 ("disinterested" means impartial — period), Strunk is in the last analysis...



Privately published by Strunk of Cornell in 1918 and revised by his student E. B. White in 1959, that "little book" is back again with more White updatings.

Stricter than, say, Bergen Evans or W3 ("disinterested" means impartial — period), Strunk is in the last analysis (whoops — "A bankrupt expression") a unique guide (which means "without like or equal").

Pub Date: May 15, 1972

ISBN: 0205632645

Page Count: 105

Publisher: Macmillan

Review Posted Online: Oct. 28, 2011

Kirkus Reviews Issue: May 1, 1972

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Noted jazz and pop record producer Thiele offers a chatty autobiography. Aided by record-business colleague Golden, Thiele traces his career from his start as a ``pubescent, novice jazz record producer'' in the 1940s through the '50s, when he headed Coral, Dot, and Roulette Records, and the '60s, when he worked for ABC and ran the famous Impulse! jazz label. At Coral, Thiele championed the work of ``hillbilly'' singer Buddy Holly, although the only sessions he produced with Holly were marred by saccharine strings. The producer specialized in more mainstream popsters like the irrepressibly perky Teresa Brewer (who later became his fourth wife) and the bubble-machine muzak-meister Lawrence Welk. At Dot, Thiele was instrumental in recording Jack Kerouac's famous beat- generation ramblings to jazz accompaniment (recordings that Dot's president found ``pornographic''), while also overseeing a steady stream of pop hits. He then moved to the Mafia-controlled Roulette label, where he observed the ``silk-suited, pinky-ringed'' entourage who frequented the label's offices. Incredibly, however, Thiele remembers the famously hard-nosed Morris Levy, who ran the label and was eventually convicted of extortion, as ``one of the kindest, most warm-hearted, and classiest music men I have ever known.'' At ABC/Impulse!, Thiele oversaw the classic recordings of John Coltrane, although he is the first to admit that Coltrane essentially produced his own sessions. Like many producers of the day, Thiele participated in the ownership of publishing rights to some of the songs he recorded; he makes no apology for this practice, which he calls ``entirely appropriate and without any ethical conflicts.'' A pleasant, if not exactly riveting, memoir that will be of most interest to those with a thirst for cocktail-hour stories of the record biz. (25 halftones, not seen)

Pub Date: May 1, 1995

ISBN: 0-19-508629-4

Page Count: 224

Publisher: Oxford Univ.

Review Posted Online: May 20, 2010

Kirkus Reviews Issue: March 1, 1995

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