James Arthur

Within the Langlands programme, endoscopy is a fundamental process for relating automorphic representations of one group with those of another. In this book, Arthur establishes an endoscopic classification of automorphic representations of orthogonal and symplectic groups G. The representations are shown to occur in families (known as global L-packets and A-packets), which are parametrised by certain self-dual automorphic representations of an associated general linear group GL(N). The central result is a simple and explicit formula for the multiplicity in the automorphic discrete spectrum of G for any representation in a family. The results of the volume have already had significant applications: to the local Langlands correspondence, the construction of unitary representations, the existence of Whittaker models, the analytic behaviour of Langlands L-functions, the spectral theory of certain locally symmetric spaces, and to new phenomena for symplectic epsilon-factors. One can expect many more. In fact, it is likely that both the results and the techniques of the volume will have applications to almost all sides of the Langlands programme. The methods are by comparison of the trace formula of G with its stabilisation (and a comparison of the twisted trace formula of $GL(N) with its stabilisation, which is part of work in progress by Moeglin and Waldspurger). This approach is quite different from methods that are based on L-functions, converse theorems, or the theta correspondence. The comparison of trace formulas in the volume ought to be applicable to a much larger class of groups. Any extension at all will have further important implications for the Langlands programme.

That feeling of becoming a new person in a different place, even if it's an illusion, is intoxicating to me, and always has been. I love writing about places, but only places where I don't belong.--James ArthurAwakening is the theme of this fiery debut about the ghost world of shadows and personae. A sense of history, politics, and place is an integrated and integral part of the whole, alive with stirring accounts of travel, intimate moments of solitude, and encounters with the ineffable. Romantic in spirit and contemporary in outlook, James Arthur writes exciting, rhythmical, elastic poems. Charms against LightningAgainst meningitis and poisoned milk, flash floods and heartwreck, against daydreamsAgainst losing your fingers, drinking detergent, earthquakes, baldness, divorce, againstfalling in love with a childAgainst lupus and lawsuits, lying stranded between nations, against secrets and frostbite, the burring of trainsthat never arriveAgainst songlessness, your mother's depression, the death of the cedars, Siberian craneAgainst these talismans against lightning;the shutters swing, and clack their yellow teeth;the deep sky welters and the windows quiverJames Arthur's poems have appeared in The New Yorker, The New Republic, Poetry, and Narrative. Born in New Haven, Connecticut, and raised in Toronto, Ontario, he earned degrees from the University of Toronto, the University of New Brunswick, and the University of Washington. He is a recent recipient of the Hodder Fellowship from Princeton University and lives in Princeton, New Jersey.

There has been across the world a resurgence of interest in 'values education' (values education is known internationally by a number of names) at school education, research and policy levels. In Australia the Australian Values Education projects led to the government initiating a number of large scale curriculum developments and resources projects as part of its expressed policy to introduce values education programmes in all schools. UNESCO has its own values education programme, entitled Living Values that functions in 84 countries. In the United Kingdom, the introduction of the National Curriculum in England has led to a major effort to develop what is variously described as a ‘moral’ or ‘ethical’ perspective. In England, the education of the moral child has been both an underpinning aspiration of the National Curriculum and a focus of particular curricular subjects, most notably citizenship education. The purpose of this book is to make a contribution to this emerging field, and to do so in two ways. First, it presents a substantial body of empirical evidence, the results of the largest UK study to date of what parents, pupils and teachers are thinking and doing in the area of moral education and, more specifically, ‘character education’. Second, it seeks to elucidate more clearly what those involved in the debate mean by the terms used. The terms used in relation to moral and character education are not fixed, and are sometimes used apparently in different senses, by different contributors, and for different purposes. As a result of these two features, the present work offers some suggestions about possible ways forward in developing concrete proposals for moral education, in particular in identifying an appropriate language that can be used by practitioners in situations ‘on the ground’.

In recent years a number of popular books have savaged religion arguing it is a dangerous delusion that poisons human societies and relationships. This is but the most recent manifestation of a secularising agenda that has been sweeping contemporary democratic societies since the Enlightenment. This book pushes back against that agenda, examining its key assumptions and arguing that the exclusion of religious people and ideas from education and the public square is both undemocratic and unwise. For the most part the book draws arguments and examples from Christianity, the religious tradition of the authors, but it recognises that many religions share the concerns and possibilities examined. The book examines contemporary expressions of the secularising agenda in Western democracies with particular focus on how that is played out in education. It demonstrates how republican theory understood within a faith perspective provides a shared understanding and substantive basis for education within a Western democracy. It explores the historical connections and disconnections between religion and civic life in the West from ancient to contemporary times and examines religiously based civic action and pedagogical approaches contending both have the potential to contribute greatly to democracy. It will be of value to any who are interested in exploring how democracies can include the voices of all their citizens: the religious and the secular.

In recent years a number of popular books have savaged religion arguing it is a dangerous delusion that poisons human societies and relationships. This is but the most recent manifestation of a secularising agenda that has been sweeping contemporary democratic societies since the Enlightenment. This book pushes back against that agenda, examining its key assumptions and arguing that the exclusion of religious people and ideas from education and the public square is both undemocratic and unwise. For the most part the book draws arguments and examples from Christianity, the religious tradition of the authors, but it recognises that many religions share the concerns and possibilities examined. The book examines contemporary expressions of the secularising agenda in Western democracies with particular focus on how that is played out in education. It demonstrates how republican theory understood within a faith perspective provides a shared understanding and substantive basis for education within a Western democracy. It explores the historical connections and disconnections between religion and civic life in the West from ancient to contemporary times and examines religiously based civic action and pedagogical approaches contending both have the potential to contribute greatly to democracy. It will be of value to any who are interested in exploring how democracies can include the voices of all their citizens: the religious and the secular.

John Henry Newman is indisputably a major thinker in education. James Arthur and Guy Nicholls' volume offers the most coherent account of Newman's educational thought. This work is divided into: Intellectual biography; Critical exposition of Newman's work; and, The reception, influence and relevance of Newman's work today. This is a major international reference series providing comprehensive accounts of the work of seminal educational thinkers from a variety of periods, disciplines and traditions. It is the most ambitious and prestigious such project ever published - a definitive resource for at least a generation. The thinkers include: Aquinas, Aristotle, Bourdieu, Bruner, Dewey, Foucault, Freire, Holt, Kant, Locke, Montessori, Neill, Newman, Owen, Peters, Piaget, Plato, Rousseau, Steiner, Vygotsky, West, and Wollstonecraft.

This book is a detailed study of higher education institutions affiliated to particular religions. It considers the debates surrounding academic freedom, institutional governance, educational policy, mission and identity together with institutions’ relations with the state and their wider communities. A wide range of institutions are examined, including: Christian, Islamic and Jewish universities in the US, Europe and the Middle East. Essentially, this volume questions whether such institutions can be both religious and a ‘university’ and also considers the appropriate role of religious faith within colleges and universities.

The professional code of the General Teaching Council lists eight new standards, each of them analysed here in detail using questions and activities to describe what trainee teachers need to know, understand and demonstrate as they work towards Qualified Teacher Status. Each of the eight standards cover the following issues:expectations, diversity and achievementpersonal and professional valuesvalues in the classroomvalues, rights and responsibilities in the wider communitythe community of the schoolprofessional relationshipspersonal and professional developmentprofessional responsibility. This practical and jargon-free guide features an extensive range of examples and suggestions for further reading, designed to help those in their early professional development.

The professional code of the General Teaching Council lists eight new standards, each of them analysed here in detail using questions and activities to describe what trainee teachers need to know, understand and demonstrate as they work towards Qualified Teacher Status. Each of the eight standards cover the following issues:expectations, diversity and achievementpersonal and professional valuesvalues in the classroomvalues, rights and responsibilities in the wider communitythe community of the schoolprofessional relationshipspersonal and professional developmentprofessional responsibility. This practical and jargon-free guide features an extensive range of examples and suggestions for further reading, designed to help those in their early professional development.

The establishment of citizenship education as a compulsory subject has recently been accompanied by the government's policy of 'promoting education with character.' Schools are identified as having a crucial role to play in helping to shape and reinforce basic character traits that will ultimately lead to a better society. This radical new policy is explicitly linked to raising academic standards and to the needs of the emerging new economy. This book provides an introduction to character education within the British context by exploring its meanings, understandings, and rationale, through the perspective of a number of academic disciplines. The author examines character education from a philosophical, religious, psychological, political, social and economic perspective to offer a more detailed understanding of character education and what it can offer. He also considers how British schools can implement character education successfully and what lessons we can draw from the American experience. This book will be of interest to academics, researchers, policy makers and teachers with responsibility for citizenship education in their schools.

The establishment of citizenship education as a compulsory subject has recently been accompanied by the government's policy of 'promoting education with character.' Schools are identified as having a crucial role to play in helping to shape and reinforce basic character traits that will ultimately lead to a better society. This radical new policy is explicitly linked to raising academic standards and to the needs of the emerging new economy. This book provides an introduction to character education within the British context by exploring its meanings, understandings, and rationale, through the perspective of a number of academic disciplines. The author examines character education from a philosophical, religious, psychological, political, social and economic perspective to offer a more detailed understanding of character education and what it can offer. He also considers how British schools can implement character education successfully and what lessons we can draw from the American experience. This book will be of interest to academics, researchers, policy makers and teachers with responsibility for citizenship education in their schools.

Citizenship through Secondary History reveals the potential of history to engage with citizenship education and includes:a review of the links between citizenship education and the teaching and learning of historyan analysis of how citizenship education is characterised, raising key issues about what could and should be achieveda critique of the discipline and the pitfalls to avoid in teaching citizenship through historycase studies offering practical teaching suggestions. History teaching is at the vanguard of citizenship education - the past is the springboard from which citizens learn to think and act. This book offers positive and direct ways to get involved in the thinking that must underpin any worthwhile citizenship education, for all professional teachers, student teachers in history, policy-makers, heads of department and principals.

This text supports student teachers, NQTs and practitioners in implementing the Citizenship Order in secondary schools - to be introduced in September 2002. With a practical, clear focus, the authors provide an intellectual challenge; argument and evidence to help the reader come to an informed view on the complex and controversial issues in each chapter; well-focused examples; and strategies for use in the classroom.

This timely book looks at social literacy within the revised National Curriculum which places an obligation on schools and teachers to promote social cohesion, community involvement and a sense of social responsibility among young people. Social Literacy, Citizenship Education and the National Curriculum is an introduction to the social purposes and aims contained in the revised National Curriculum. It provides the theory behind the movement for social literacy as well as providing information for teachers, lecturers and policy makers on putting the government's ideas into practice.

This timely book looks at social literacy within the revised National Curriculum which places an obligation on schools and teachers to promote social cohesion, community involvement and a sense of social responsibility among young people. Social Literacy, Citizenship Education and the National Curriculum is an introduction to the social purposes and aims contained in the revised National Curriculum. It provides the theory behind the movement for social literacy as well as providing information for teachers, lecturers and policy makers on putting the government's ideas into practice.

For thousands of years on our planet, humanity has been involved in a symbiotic relationship with plants. Not only have plants supplied mankind with a never-ending food source, the necessary nourishment for our bodies, and life itself, but they have also served us in another way: an extremely important and intricate one, yet an often overlooked one. This book uncovers the natural link between man, consciousness, and God. This discovery may at first seem abstract, wishful thinking, or even impossible; yet as evidence presented on these pages unfolds, you may find that its understanding does not require as much of a leap of faith as you might think. It is a bold claim, but if the pioneering reseach in this book turns out to be true, this may be one of the most significant discoveries in the entire field of religious knowledge ever to happen in the history of mankind. Should people use the knowledge found in this work, it would allow many on this planet to put their differences aside and join in the understanding that each and every one of us may now experience that which has been, until this time, hidden away in the recesses of our spiritual history. We may at last be able to open ourselves to an entirely new and valuable consciousness.