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There is much more to learn from reading the biographical and philosophical writings of leaders in higher education about what education for librarianship was and should be than from the literature of library education itself. This article contains an alphabetical list with annotations of 23 books on exploring the issues and problems of higher education. The list started as 12 and was referred to as "Shera's Twelve Apostles," and has now expanded to 23. The article concludes with a few titles that do not fall within the self-imposed limits of the bibliography, but ought to be mentioned as being important to anyone concerned with library education. [For the commentary on this article, "The Four Rightly Guided Caliphs. Commentary on Shera, J. (1969). Twelve Apostles and a Few Heretics," see EJ1073513. This article was originally published in the "Journal of Education for Librarianship."]

Edgar Allan Poe's life was plagued by melancholy and disaster, which is evident in all of his writings. Among the many other poets of his generation, his solitude and individuality set him apart from the rest. He gave the Gothic genre a completely new meaning, making it both dark and significant at the same time. First, as an overview is given, of the 19th century, Edgar Allan Poe, and the tragedies that influenced his poetry. This study employs a comprehensive methodology focusing on the close reading of three of Poe's well-known poems: "The Raven," "A Dream within a Dream," and "Alone." By analyzing how sadness and sorrow are portrayed in these poems, the paper investigates the extent to which these emotions impacted Poe's writing. The analytical approach involves delving into the thematic and stylistic nuances of the selected poems, shedding light on the intricate ways in which Poe articulates his emotions. The purpose of this study is to tackle the sense of gloominess and sadness by employing textual and analytical approaches. The significance of the feelings of loss and sorrow in Poe's writings is addressed, drawing connections to Poe's life story. The findings demonstrate that Poe's writings occasionally converge with personal catastrophes, tragedies from his own life, and stories about death sadness, and grief come together on multiple occasions over the course of his demanding career. Concluding that sadness, sorrow, and everything that comes with it were indeed lurking in every one ofhis statements, this paper contributes to the existing literature by portraying the semi-autobiographical image of the author within the realm of his poetry. The textual and analytical approaches used in this study provide a nuanced understanding of how personal experiences influenced Poe's poetic expression, enriching our comprehension of the intricate relationship between his life and art.

The subject of the annual Presidential address of Phi Kappa Phi, presented on May 8, 1962, was John Dewey. Dewey is identified in the public mind chiefly as an educational philosopher. In this address, the author describes the life and work of John Dewey as an indefatigable student of life whose interests ranged, like those of Aristotle, over the spectrum of human experience and whose curiosity and incisive intelligence led him into analyses of an almost incredible variety of human problems.

A method is described for incorporating student papers based on published biographies or autobiographies into an upper-division undergraduate personality theory course. Students are required to submit a term paper analyzing their selected target person, using concepts from a variety of theories presented in the course. (Author/RM)

Probes the logistical problems of assigning a term paper to large history classes. Proposes a solution that asks students to write a biographical sketch of a notable individual in western civilization. Describes paper requirements and student responses to the assignment. Stresses the importance of developing writing skills in the liberal arts. (RW)

Reports on college freshman research unit in biography that suits writing level of students and incorporates library research as integral part of course. The freshman research paper unit, advantages of biography as topic, freshman library instruction program, and strengths of biography research are covered. Useful topics and worksheets are appended. (EJS)

The purpose of this paper is to explore if the learning of biographical writing contributes to the positive views and attitudes towards others of different groups. The paper used the Research and Development approach by designing and implementing a learning model of biographical writing. The subjects of this study were 200 seventh-grade students having different ethnic and religious backgrounds from nine junior high schools. The data-collecting method was pretest-posttest. The results of the study demonstrated that the average scores of the aspects of student empathy, student positive attitudes towards ethnic differences, and student positive attitudes towards religious differences increased in all the schools investigated. The increase of average score in the aspect of student empathy, positive attitudes towards ethnic differences, and positive attitudes towards religious differences could be classified into three categories: high, medium, and low. Most of the schools under study experienced medium and low increases of average score in all aspects.

The author believes that happiness equals success. Which is why, at age 50, the author fears retirement. The author believes that he may have found the fountain of youth for his spirit: the joy of teaching children, living in his community, and getting to witness learning. The author loves what he does. By asking he got to this point, he hopes the joy he feels can be shared. All teachers deserve to feel this good. Thousands of factors shape every teacher. This article presents the story of the author from childhood to now, divided into five narratives: (1) The Foundation; (2) Creative and Confused; (3) The Whole Teacher; (4) Poverty or Purpose; and (5) Educator for Life. None is all that unusual, but a lot can be gleaned from them.

Describes a two-part approach to teaching the student research paper that encourages students to make a science of developing research gathering techniques and an art of blending the gathered materials with a perspective that will make the paper more than just a summary of facts. The approach uses biography as a model for research. (HTH)

Gives a brief overview of the 20th century history of Black civil rights and Black education in the United States, as charted in the recently released correspondence and papers of Horace Mann Bond, educator, social scientist, and activist. (GC)

In this article, I will discuss a collective research project that I designed for my History of Mathematics course. My students, who are by and large pre-service teachers, explored online, digital versions of 18th-century British almanacs that contained question-and-answer sections for mathematics. In a multi-stage research process, they explored the primary sources, investigated selected mathematical problems from the almanacs, conducted prosopographies of the contributors to the almanacs, and finally surveyed secondary sources. They then presented their results in pairs to their classmates. Through these presentations, as well as the prosopographies and notes they shared on our online classroom management system, the working pairs of students wrote research papers that placed their findings within the context of the research of the whole class. This collective research project allowed my students to begin focused and purposeful research within the first week of classes. Moreover, this project encouraged them to become highly engaged with their primary sources and enabled them to work as a team. This collective research project framework could be applied to a variety of groups of primary sources from the history of mathematics (such as textbooks and journals), now widely available online, to a variety of mathematics courses.

En el setanta-cinquè aniversari de la mort d'Eduard Toda, que va ser diplomàtic, egiptòleg, escriptor i historiador, que va redescobrir i divulgar l'alguerès, que va reconstruir i restaurar Escornalbou i Poblet, que va compilar bibliografies i va ser un bibliòfil i un mecenes exemplar, s'analitza en primer lloc aquest darrer aspecte de la seva activitat que va contribuir a enriquir les biblioteques i els arxius del país. A continuació es presenta la seva relació amb l'Escola de Bibliotecàries que es va iniciar gràcies al lligam que havia establert amb la Biblioteca de Catalunya amb les seves generoses donacions de materials bibliogràfics. A partir de la documentació conservada a l'arxiu de l'antiga Escola de Bibliotecàries, es mostren les distintes facetes d'aquella relació: les excursions a Escornalbou que es complementen amb tot un recorregut cultural, les estades de les alumnes a Poblet on col·laboren en l'organització de la biblioteca pobletana, la introducció de les classes de restauració en el pla d'estudis de la carrera, la posada en marxa d'un laboratori de restauració que, per moltes dècades, compartiran l'Escola i la Biblioteca de Catalunya, etc. Certament, els vincles de Toda amb l'Escola es van caracteritzar per un afecte mutu i algunes de les activitats que va promoure amb les alumnes van contribuir a donar a l'Escola aquell toc d' Diplomat, Egyptologist, writer and historian, Eduard Toda is remembered as the man who rescued the Algherese dialect of Catalan from oblivion and who helped rebuild the monastery libraries of Escornalbou and Poblet. On the occasion of the seventy-fifth anniversary of his death, this paper reviews Toda’s book collecting activities, his general love of books and his outstanding work as a benefactor of libraries, which together contributed to enriching our country’s book heritage. The paper then turns to Toda’s relationship with the school for librarians the Escola de Bibliotecàries, which was founded thanks to his donation of a number of book collections to the Library of Catalonia. As recorded in the archives of the old Escola, this relationship was based on a number of different activities: Toda’s trips to Escornalbou, which also provided an opportunity for cultural study; his organization of periods of residence for student librarians at Poblet to help rebuild the monastery’s library; his creation of classes in book restoration in degree courses in librarianship; and the creation of a workshop for restoring library materials, which for many decades helped to link the Escola and the Library of Catalonia. Finally, as the article shows, Toda’s ties with the Escola de Bibliotecàries were reinforced by the mutual affection existing between him and the school as well as by the activities he organized with its students, which gave the school its singular nature as a place of study during the 1930s.

American government educational policy and leading advocacy groups commonly espouse independence as a primary goal for young people with intellectual disabilities. An extensive philosophical literature of autonomy has focused mostly on analyses of cognition that achieve individual self-governance. But the loosely defined concept of independence used by disability policymakers and advocates provides a more malleable, social understanding that involves someone actively relying on the assistance of others. The purpose of this paper is to examine the cultural, historical origins of the notion of independence for disabled persons through an exploration of the biography of Ed Roberts, the father of the independent living movement, and the cultural context of Berkeley, California, in the 1960s and 1970s, where the movement began. The paper applies those cultural concepts to the life situations of persons with intellectual disabilities, asking how well independence serves as a useful goal for the group.

This paper aims to raise awareness of the relevance of the philosophy of Charlotte Mason to primary school education today. First a biography of Mason, tracing her development from an orphaned pupil apprentice to an internationally influential figure, puts her philosophy in context. This is followed by an overview of her philosophy, with a focus on outdoor learning and on learning in history. Then three case studies of outdoor history investigations are analysed to explore the ways in which they reflect both the English National Curriculum and Mason's philosophy. First, eight-nine-year-old children visit Stone Age sites, then five-to-seven-year-olds visit a medieval castle and finally a group of primary school teachers investigate a seventeenth-century farmhouse during a residential weekend. The paper explores how Mason's philosophy and practice can enrich the teaching of history within contexts of the English Curriculum.

In this article a cadre of Daryl's former doctoral students and/or close colleagues from The Ohio State University offer their personal descriptions/interpretations of Daryl's vision for physical education, physical education teacher education (PETE) and doctoral programming (D-PETE). Daryl mentored over 80 doctoral students at Ohio State, many of whom went on to be productive researchers, teachers, scholars and doctoral mentors themselves, allowing many of his seminal ideas to endure for more than four decades, and which are still considered "best practice" today in physical education and physical education teacher education around the world.

What do we do with emotion in biographical research: is it an end in itself, a symptom to be explained, a thread to be pulled? This paper presents an experiment in methodology within a field of biographical methods that involved revisiting a single qualitative interview after the elapse of thirty years. The interview with 22 year old Stacey was troubling at the time it was generated (as captured in fieldnotes and interview transcript) and was still troubling when these documents were reprised. Naming sadness as an emotion at play in the material took teamwork and emotionally engaged methods of analysis and interpretation. Working with psychoanalytically informed theories we show how a curiosity about emotion and a willingness to follow feelings can help connect individual stories to collective histories. The paper presents group based analyses and writing methods as a way of tracing the psychic logics of story through scenic material (what we call 'emotional bombshells'). We consider the difference that time might make to an analysis, considering the possibility that more time might produce more perspective through allowing the original context to be rendered (more) visible. We also suggest that clock time can be transcended when considering unconscious processes and experiences that resist narrative. Recontextualising research materials can enrich meaning and further realise the value of qualitative interviews that always contain more to be heard, resituated in new times and relationships. This is not simply an exercise in nostalgia but is offered as a method in its own right, reanimation as a route to the generation of new intergenerational knowledge of a thick present in which past, present and future co-exist.

Purpose: The purpose of this paper is to explore the clubs and club memberships of 491 elite women in three eastern Australian states in the 1930s. It is the second part of a descriptive analysis of these women's biographical sketches in Who's Who-type collections, now out of copyright, published in Australia in the 1930s: Victoria (1934), New South Wales (1936) and Queensland (1939). Design/methodology/approach: Using mixed methods within a prosopographical approach, described fully in the first paper on these data, this is mainly a quantitative analysis. After the numbers of club memberships of the women are given and compared on a state-by-state basis, a taxonomy of five main types of clubs was created and the clubs and club memberships listed for each of them. The five types are: (1) social and cultural clubs; (2) sporting clubs; (3) imperial, national and patriotic clubs; (4) professional clubs; and (5) service and educational clubs. The paper then explores the similarities and variations at the state level in the women's club memberships across the five types. It should be noted that the article does not include charities to which the women contributed because they required a separate typology and analysis to be taken up elsewhere. Findings: The paper frames women's clubs as informal educative networks where women were able to acquire the knowledge and skills in modernity for effective participation in the public sphere. The analysis shows that three-quarters of the 491 women were members of one club or more. Overall, the women listed 340 separate clubs with 1,029 memberships across the five types. The state-by-state analysis giving lists of clubs, and numbers of memberships per club in each type, enumerated variations of women's clubs at the state level. Overall, the analysis suggests that the "club habit" for such women was a substantial historical phenomenon at this time. Originality/value: This is the first study to encompass women's club memberships across three Australian states. Quantification of women's involvement in clubs has proved difficult, however, by using a prosopographical approach, this study creates a unique quantitative picture of the club data contained in 491 elite women's biographical sketches from the 1930s.

Friedrich Fröbel is known as the founder of the modern kindergarten and for his development of novel learning materials called Gifts and Occupations. One of the foci of Fröbel's programme was mathematical education, which he addressed and taught through various activities that encouraged the largely implicit transmission of mathematical principles. Based on a historical analysis of Fröbel's background in mathematics and crystallography and drawing on Fröbel's notes, the first part of this paper proposes that the mathematics and the various Gifts taught and used in Fröbelian kindergartens have their roots in two traditions, both of which intersected in Fröbel's thought: first, a visual tradition, influenced by drawings of crystals; second, a tradition influenced implicitly by German Idealism consisting of geometric methods and conceptions as well as notions derived from crystallography used to analyse the structure of crystals and mainly developed by Christian Samuel Weiß. The second part of this paper will inspect these influences drawing on Fröbel's previously unpublished notes.

In this paper, the authors review life stories in learning disability research and practice since the 1960s. Although there is consistent evidence of their value in giving people a voice and an identity beyond the service label, they are not widely used in the provision of health and social care. This is despite long-standing policy commitments to person-centred practice. The paper explores possible barriers to the use of life story work and what further research is needed if they are to be more widely and effectively used in practice.

Although automation is not a novelty, high hopes are currently pinned on more and more ingenious devices built with Artificial Intelligence (AI). AI has become a key discussion point in the agendas of governments and multinational agencies, with particular interest in educational applications. This article explores parallels between ideas surrounding AI in education and conceptions proposed in the 17th century by Jan Amos Comenius, known as the father of modern education. Drawing upon illustrations from ongoing research that takes metaphor as its core analytical category, the piece assumes that metaphors are not mere stylistic elements, but strategic persuasive devices. Comenius' "didachography," a portmanteau coined in his 1657 "Didactica Magna" to describe an inclusive educational system, relies heavily on metaphors that suggest remarkable similarities with contemporary EdTech rhetoric, especially on AI-related developments. Whilst exemplifying that ideas and premises entailed in current discourses on EdTech may hark back to centuries-old ideas, the paper argues that, despite taking on varying, contextually situated linguistic expressions, underlying metaphors appear to have endured from Comenius' time to support the advent of an educational system poised to automate teaching and, thus, dispense with a key part of his scheme: the teacher. In closing, the piece suggests that we may need to acknowledge the contingent nature of teaching and learning, perhaps accepting that key aspects of what makes us human may always resist engineering.

James P. Lantolf is George and Jane Greer Professor Emeritus of Language Acquisition and Applied Linguistics and former director of the Center for Advanced Language Proficiency Education and Research at the Pennsylvania State University, USA. He is currently Adjunct Professor of Applied Linguistics in the same academic unit at Xi'an Jiaotong University. He is founder of the Sociocultural Theory and Second Language Learning research group, which has been holding an annual meeting to discuss research in progress on second language acquisition from the perspective of sociocultural theory since 1993. He is founding editor of "Language and Sociocultural Theory" (Equinox Press, 2013 to present) and was co-editor of "Applied Linguistics" (Oxford University Press, 1993-1998). He served as President of the American Association for Applied Linguistics (AAAL) in 2004 and was recipient of the AAAL Distinguished Scholarship and Service Award in 2016. He has co-authored or co-edited nine books and has published more than 140 articles and book chapters. His seminal book entitled "Sociocultural Theory and the Genesis of Second Language Development" (2006, coauthored with Steven L. Thorne) published by Oxford University Press coupled with a co-edited volume "Vygotskian Approaches to Second Language Research" (1994, coedited with Gabriela Appel) ushered in a new upswing of research on language development and teaching from the sociocultural theory vantage point. His latest co-edited book "The Routledge Handbook of Sociocultural Theory and Second Language Development" was published in 2018. The following is a written interview with James P. Lantolf conducted by Saeed Karimi-Aghdam. Dr. Karimi Aghdam is Associate Professor of English Language and Didactics in the Faculty of Education and Arts at Nord University, Norway. He is a member of the editorial board of "Language and Sociocultural Theory" and serves on the advisory board of the "Journal of Applied Linguistics and Applied Literature: Dynamics and Advances."

Each year, the author's school district, North Syracuse (New York) Central School District, requires teachers to identify and work on specific professional development goals. She relates how she identified assessment as the area she wanted to work on during the 2005-2006 school year. For several years she had been wondering if the students were really synthesizing what she was teaching, and she came to realize that most of her lessons didn't assess what her students had learned. In articles and workshops she'd been hearing about the importance of assessing student learning, and she became convinced that she needed evidence that what she was doing was actually making a difference. She had developed many collaborative lessons, but the assessment and the evaluation were always done by the teacher. In this article, the author describes a biography project she has successfully implemented for her students. The project required students to investigate a famous New York state person, focusing their reports around the essential question, "What was the person's contribution to his or her community, state, country, or world?" She relates how the project gave her students an opportunity to practice self-assessment about their work. (Contains 1 table.)