Archaeological Depth and Anthropology
This book series is oriented toward publishing full-length, peer-reviewed investigations in archaeology and anthropology, including ethnoarchaeological and ethnographic studies. It offers a platform for sharing analytical approaches and the results of in-depth multidisciplinary material studies integrated to larger research questions with the aim of better understanding ancient society at large. A holistic approach, however, goes beyond the object to recognize the artisan. Craft people form communities of practices with technological traditions operating within particular socio-cultural, economic and ideological settings. Highlighting their work by way of detailed mineral and chemical analysis is one way to apprehend and give credit to the human dimension behind materiality. Authors wishing to publish in English, Spanish, French or German are welcome.
This book series is oriented toward publishing full-length, peer-reviewed investigations in archaeology and anthropology, including ethnoarchaeological and ethnographic studies. It offers a platform for sharing analytical approaches and the results of in-depth multidisciplinary material studies integrated to larger research questions with the aim of better understanding ancient society at large. A holistic approach, however, goes beyond the object to recognize the artisan. Craft people form communities of practices with technological traditions operating within particular socio-cultural, economic and ideological settings. Highlighting their work by way of detailed mineral and chemical analysis is one way to apprehend and give credit to the human dimension behind materiality. Authors wishing to publish in English, Spanish, French or German are welcome.
Deep Activism
Deep politics could challenge the status quo. Examining everyday politics and reconceptualizing the position of the citizen, consider that acting on social representations might help the change process to address social hierarchies and inequalities. Our institutional systems do not tolerate critical examination but rather support conformity, norms, standards and obedience. The goal of a deep activism is to “removing ourselves from mental slavery…and enter into a humanist inquiry project that employs imagination to foster change” (Andrew Gitlin, p.22, in the Educational Researcher). Everyday politic is grounded in ruled relations, it shapes “how we see people, our relations with those different from ourselves, and the conclusions that we draw about those relationships” (p.15). Deep activism, rather than focusing on resisting the reproduction of hierarchies, centers on a freedom quest. It uses “imagination to redefine normative categories” (p.16), thereby initiating a process that can create a new terrain for equality. Thus deep activism links aesthetics with inquiry as a living process. Its commitment to social justice manifests through aesthetics to envision and create alternative imaginaries. Moral imagination provides the mythic ferment of the future, its inquiry process paints the new possibilities. Dream/critique forms political humanism and stimulates “our ethical potential to separate ourselves from the seduction of everyday politics” (p.17). It moves in the direction described by Marcuse to create “a revolutionary language that can break the spell of the established and the establishment of everyday politics” (p.18). In this process, what appears crucial is to step for a while outside one’s culture to establish an ethical distance vis-à-vis everyday judgment, as conformism is imposed by a culture that uses the instruments of assertiveness to make its claim and produce authority, social hierarchies, power centralization, and delineate the margins of cultural acceptability. Deep activism, then, fits with “the effort to break the power of facts over the world, and to speak the language of those who establish, enforce and benefit from the facts” (Marcuse, 1960, p.x, in Gitlin, p. 18). It defines a new relationship with the world. It goes together with new, more interactional and open ways of expression. In this process, hope and love constitute non-foundational (i.e. non-universalist) foundations “at the heart and soul of humanness” (p.23).
Deep politics could challenge the status quo. Examining everyday politics and reconceptualizing the position of the citizen, consider that acting on social representations might help the change process to address social hierarchies and inequalities. Our institutional systems do not tolerate critical examination but rather support conformity, norms, standards and obedience. The goal of a deep activism is to “removing ourselves from mental slavery…and enter into a humanist inquiry project that employs imagination to foster change” (Andrew Gitlin, p.22, in the Educational Researcher). Everyday politic is grounded in ruled relations, it shapes “how we see people, our relations with those different from ourselves, and the conclusions that we draw about those relationships” (p.15). Deep activism, rather than focusing on resisting the reproduction of hierarchies, centers on a freedom quest. It uses “imagination to redefine normative categories” (p.16), thereby initiating a process that can create a new terrain for equality. Thus deep activism links aesthetics with inquiry as a living process. Its commitment to social justice manifests through aesthetics to envision and create alternative imaginaries. Moral imagination provides the mythic ferment of the future, its inquiry process paints the new possibilities. Dream/critique forms political humanism and stimulates “our ethical potential to separate ourselves from the seduction of everyday politics” (p.17). It moves in the direction described by Marcuse to create “a revolutionary language that can break the spell of the established and the establishment of everyday politics” (p.18). In this process, what appears crucial is to step for a while outside one’s culture to establish an ethical distance vis-à-vis everyday judgment, as conformism is imposed by a culture that uses the instruments of assertiveness to make its claim and produce authority, social hierarchies, power centralization, and delineate the margins of cultural acceptability. Deep activism, then, fits with “the effort to break the power of facts over the world, and to speak the language of those who establish, enforce and benefit from the facts” (Marcuse, 1960, p.x, in Gitlin, p. 18). It defines a new relationship with the world. It goes together with new, more interactional and open ways of expression. In this process, hope and love constitute non-foundational (i.e. non-universalist) foundations “at the heart and soul of humanness” (p.23).
Deep Early Childhood Education
The Deep Early Childhood Education Book Series seeks publications that examine and apply deep research methodologies, theory, praxis and policy for children and professionals working with children in early childhood settings from birth to eight. While a focus on process in an open curriculum would allow deeper learning, outcomes-based education that is narrowly constructed on developmental norms and standards is increasingly implemented in early childhood programs. Children are natural transdisciplinary learners who engage deeply with every aspect of their environment to create coherence from their daily experiences. A standardized approach results in loss of a deeper form of self-knowledge in which children are able to form and follow their own patterns of thinking and a natural learning flow in order to gain a sense of their own competence as learners. In addition, child care providers and teachers are unable to maintain an authentic connection to children and families due to these increasing demands. Ultimately, the outcomes-based approach reduces, if not eliminates potential for teachers to apply a Deep Education approach that could better support children’s integration of knowledge. The series seeks to highlight innovative understandings of children’s experiences to inform teaching, learning, and policy in early education programs and classrooms and broader understanding of children’s developmental processes.
The Deep Early Childhood Education Book Series seeks publications that examine and apply deep research methodologies, theory, praxis and policy for children and professionals working with children in early childhood settings from birth to eight. While a focus on process in an open curriculum would allow deeper learning, outcomes-based education that is narrowly constructed on developmental norms and standards is increasingly implemented in early childhood programs. Children are natural transdisciplinary learners who engage deeply with every aspect of their environment to create coherence from their daily experiences. A standardized approach results in loss of a deeper form of self-knowledge in which children are able to form and follow their own patterns of thinking and a natural learning flow in order to gain a sense of their own competence as learners. In addition, child care providers and teachers are unable to maintain an authentic connection to children and families due to these increasing demands. Ultimately, the outcomes-based approach reduces, if not eliminates potential for teachers to apply a Deep Education approach that could better support children’s integration of knowledge. The series seeks to highlight innovative understandings of children’s experiences to inform teaching, learning, and policy in early education programs and classrooms and broader understanding of children’s developmental processes.
Deep Education
The concept of “depth” in education emerged from a variety of disciplines, with the recognition that continuing business as usual didn’t make sense within the current state of affaires in Education. Current shallow teaching and learning practices need to be interrupted. New formats should be explored for Education at large. There are certainly new, more profound ways of understanding each discipline, and teaching and learning them. Disciplinary fields such as philosophy and educational philosophy, ecology, economy, cultural studies, psychology, ecopsychology and educational psychology have gone through a drastic revision of their curriculum approaches—not to speak of various other disciplines—in terms of depth of knowledge and deep reading (Roberts & Roberts, 2008). The time is ripe to introduce a new approach to Education. For more, see HERE.
The concept of “depth” in education emerged from a variety of disciplines, with the recognition that continuing business as usual didn’t make sense within the current state of affaires in Education. Current shallow teaching and learning practices need to be interrupted. New formats should be explored for Education at large. There are certainly new, more profound ways of understanding each discipline, and teaching and learning them. Disciplinary fields such as philosophy and educational philosophy, ecology, economy, cultural studies, psychology, ecopsychology and educational psychology have gone through a drastic revision of their curriculum approaches—not to speak of various other disciplines—in terms of depth of knowledge and deep reading (Roberts & Roberts, 2008). The time is ripe to introduce a new approach to Education. For more, see HERE.
Deep Professional Development
The Deep Professional Development Series Book intends to disseminate the texts resulting from research and reflection about the educational practice among educators and teachers as an aid for educational intervention and professional development. This series approaches present-day topics in the field of: teaching competences, education planning and organization, intervention models or professional development evaluation among others. The texts can be used in Higher Education teaching as well as in continuing education to train new education professionals introducing case studies and good practice examples with a high potential to be transferred. The interest for a wide range of readers is guaranteed since all the texts published will be submitted to a review process before being accepted by the editorial and an evaluation process by a group of experts of high international standing. The selected authors follow our editorial principles: clear and enjoyable writing, content applicability, coherent structure, practice based, abundance of examples and proposals, research based theory, reflection about the practice and if possible, a comparative perspective.
The Deep Professional Development Series Book intends to disseminate the texts resulting from research and reflection about the educational practice among educators and teachers as an aid for educational intervention and professional development. This series approaches present-day topics in the field of: teaching competences, education planning and organization, intervention models or professional development evaluation among others. The texts can be used in Higher Education teaching as well as in continuing education to train new education professionals introducing case studies and good practice examples with a high potential to be transferred. The interest for a wide range of readers is guaranteed since all the texts published will be submitted to a review process before being accepted by the editorial and an evaluation process by a group of experts of high international standing. The selected authors follow our editorial principles: clear and enjoyable writing, content applicability, coherent structure, practice based, abundance of examples and proposals, research based theory, reflection about the practice and if possible, a comparative perspective.
Inclusive Education and Partnerships
This collection aims at developing an in-depth understanding of inclusive education as well as its related practices. Inclusive education main principle is anchored in the right to education each citizen, coming from democratic societies, is endowed with. This person can develop to its full potential and live a better life. Biological, psychological, cultural, racial, social differences are not seen as problems meant to exclude but as resources and a wealth for the living together. Inclusive education is conceived so to emphasize the notions of sharing and partnerships. Sharing of ideas, sharing of research results, sharing of practices from partners coming from various fields and various perspectives, all those are seen as most helpful in the understanding of inclusion linked problems, thanks to a systemic perspective. Such a rich understanding will encourage the emergence of innovative solutions most susceptible to adequately meet growingly complex and technologically advanced societies needs.
This collection aims at developing an in-depth understanding of inclusive education as well as its related practices. Inclusive education main principle is anchored in the right to education each citizen, coming from democratic societies, is endowed with. This person can develop to its full potential and live a better life. Biological, psychological, cultural, racial, social differences are not seen as problems meant to exclude but as resources and a wealth for the living together. Inclusive education is conceived so to emphasize the notions of sharing and partnerships. Sharing of ideas, sharing of research results, sharing of practices from partners coming from various fields and various perspectives, all those are seen as most helpful in the understanding of inclusion linked problems, thanks to a systemic perspective. Such a rich understanding will encourage the emergence of innovative solutions most susceptible to adequately meet growingly complex and technologically advanced societies needs.
Language Education Policy
Language Education Policy (LEP) is the process through which the ideals, goals, and contents of a language policy can be realized in education practices. Language policies express ideological processes. Their analysis reveals the perceptions of realities proper to certain sociocultural contexts. LEPs further their ideologies by defining and disseminating the values of policymakers. Because Language Education Policies are related to status, ideology, and vision of what society should be and traditions of thoughts, such issues are complex, quickly evolving, submitted to trends and political views, and they need to be studied calmly. The way to approach them is to get comparative information on what has been done in many settings, which are working or not, which are their flaws and merits, and try to grasp the contextual variables that might apply in specific locations, without generalizing too fast. Policy discourses and curricula reveal the ideological framing of the constructs that they encode and create, project, enact, and enforce aspects such as language status, power and rights through projective texts generated to forward and describe the contexts of their enactments. Policy documents are therefore socially transformative through their evaluative function that frames and guides action in order to achieve language reforms. While temperance and reflection are required to address such complex issues, because moving to fast may create trouble, nonetheless the absence of action in this domain may lead to systemic intolerance, injustice, inequity, mass discrimination and even, genocidal crimes. For more, see HERE.
Language Education Policy (LEP) is the process through which the ideals, goals, and contents of a language policy can be realized in education practices. Language policies express ideological processes. Their analysis reveals the perceptions of realities proper to certain sociocultural contexts. LEPs further their ideologies by defining and disseminating the values of policymakers. Because Language Education Policies are related to status, ideology, and vision of what society should be and traditions of thoughts, such issues are complex, quickly evolving, submitted to trends and political views, and they need to be studied calmly. The way to approach them is to get comparative information on what has been done in many settings, which are working or not, which are their flaws and merits, and try to grasp the contextual variables that might apply in specific locations, without generalizing too fast. Policy discourses and curricula reveal the ideological framing of the constructs that they encode and create, project, enact, and enforce aspects such as language status, power and rights through projective texts generated to forward and describe the contexts of their enactments. Policy documents are therefore socially transformative through their evaluative function that frames and guides action in order to achieve language reforms. While temperance and reflection are required to address such complex issues, because moving to fast may create trouble, nonetheless the absence of action in this domain may lead to systemic intolerance, injustice, inequity, mass discrimination and even, genocidal crimes. For more, see HERE.
Deep Language Learning
Language learning needs to be reconceptualized in two ways: first, as an expression of dynamic planning prototypes that can be activated through self-directed projects. Second, integrating structure and agency to meet deeper, humane aims. The dynamism of human exchange is meaning-producing through multiple connected intentions among language task domains. Language-learning tasks have a cross-cultural purpose which then become meaningful within broader projects that meet higher values and aims such as deep ecology, deep culture, deep politics and deep humane economics. Applied semiotics will be a tool beyond the linguistic in favor of value-loaded projects that are chosen in order to revolutionize the current state of affairs, in increasing our sense of responsibility for our actions as humans vis-à-vis our fellow humans and our home planet. In this respect, deep instructional planning offers a grammar for action. Understanding adaptive and complex cross-cultural situations is the prime focus of such a hermeneutic inquiry. For more, see HERE.
Language learning needs to be reconceptualized in two ways: first, as an expression of dynamic planning prototypes that can be activated through self-directed projects. Second, integrating structure and agency to meet deeper, humane aims. The dynamism of human exchange is meaning-producing through multiple connected intentions among language task domains. Language-learning tasks have a cross-cultural purpose which then become meaningful within broader projects that meet higher values and aims such as deep ecology, deep culture, deep politics and deep humane economics. Applied semiotics will be a tool beyond the linguistic in favor of value-loaded projects that are chosen in order to revolutionize the current state of affairs, in increasing our sense of responsibility for our actions as humans vis-à-vis our fellow humans and our home planet. In this respect, deep instructional planning offers a grammar for action. Understanding adaptive and complex cross-cultural situations is the prime focus of such a hermeneutic inquiry. For more, see HERE.
Deep Research Methodologies
Researching depth implies approaches that do not reify subjects and take complexity into account. Deep research may integrate qualitative approaches such as ethnography and autoethnogaphy, narrative and phenomenological inquiry, as well as quantitative approaches such as data mining, trees of implications based on conditional probability, complex surveys with intricated multivariates, and non-parametric measures of correspondences.
Researching depth implies approaches that do not reify subjects and take complexity into account. Deep research may integrate qualitative approaches such as ethnography and autoethnogaphy, narrative and phenomenological inquiry, as well as quantitative approaches such as data mining, trees of implications based on conditional probability, complex surveys with intricated multivariates, and non-parametric measures of correspondences.
A Life in Signs and Symbols
The analysis of signs and symbols pertains to the field of semiotics, the science of signs. Semiotics is the study of semiosis or sign action; it can describe any process that includes the production of meaning, whether linguistic or not. Thus semiosis defines the process of making meaning as mediated by signs and the interpretation of those signs. Curricula constitute applied semiotics for the purpose of Education; their enactments lead to educational semiosis. Significantly, teachers’ awareness of semiosis generates metasemiosis, as their engagement in such deep reflection stimulates conceptual reframing, which can be qualified itself as a trans-semiotic process. Semiotics becomes educational when it is used for a purpose.
The analysis of signs and symbols pertains to the field of semiotics, the science of signs. Semiotics is the study of semiosis or sign action; it can describe any process that includes the production of meaning, whether linguistic or not. Thus semiosis defines the process of making meaning as mediated by signs and the interpretation of those signs. Curricula constitute applied semiotics for the purpose of Education; their enactments lead to educational semiosis. Significantly, teachers’ awareness of semiosis generates metasemiosis, as their engagement in such deep reflection stimulates conceptual reframing, which can be qualified itself as a trans-semiotic process. Semiotics becomes educational when it is used for a purpose.