Anthropology Fieldwork — I believe — Force Yourself — Act — Videos

Posted on September 17, 2019. Filed under: American History, Anthropology, Blogroll, British History, College, Culture, Documentary, Economics, Education, Enlightenment, European History, Freedom, history, Investments, Language, Law, Life, People, Philosophy, Photos, Psychology, Science, Social Sciences, Sociology, Wealth, Wisdom, Work, Writing | Tags: , , , , , , , , , , , , |

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Doing Anthropology

Anthropology: 25 Concepts in Anthropology:

What is Cultural Anthropology? An Introduction by Jack David Eller

Why Cultural Anthropology is important

Anthropology Careers

Jobs for Cultural Anthropology Majors : Career Counseling

Cultural Anthropologist: Why Girls Should Consider a Career in Anthropology – Joanna Davidson Career

Why I chose to major in Anthropology

Is an Anthropology Major Worth It?

What should I do with my life? | Charlie Parker | TEDxHeriotWattUniversity

Why your major will never matter | Megan Schwab | TEDxFSU

An introduction to the discipline of Anthropology

Ethnography: Ellen Isaacs at TEDxBroadway

What is Ethnography and how does it work?

Understanding Ethnography

Ethnography and Theory with Didier Fassin – Conversations with History

Critique of Humanitarian Reason | Didier Fassin

How Culture Drives Behaviours | Julien S. Bourrelle | TEDxTrondheim

Everything you always wanted to know about culture | Saba Safdar | TEDxGuelphU

Corporate Anthropology: Michael Henderson at TEDxAuckland

Franz Boas – The Shackles of Tradition

What is ETHNOGRAPHIC FILM? What does ETHNOGRAPHIC FILM mean? ETHNOGRAPHIC FILM meaning & explanation

Seeing Anthropology – An Ethnographic Film

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Tales From The Jungle Malinowski Part 1 of 6

Tales From The Jungle Malinowski Part 2 of 6

Tales From The Jungle Malinowski Part 3 of 6

Tales From The Jungle Malinowski Part 4 of 6

Tales From The Jungle Malinowski Part 5 of 6

Tales From The Jungle Malinowski Part 6 of 6

Nanook of the North (1922) – Classic Documentary

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Coming of Age: Margaret Mead – IMPROVED COPY

Margaret Mead and Samoa – A difference of opinion

Tales from the Jungle: Margaret Mead

Margaret Mead, Herman Khan, William Irwin Thompson – nuclear power

Margaret Mead Interview

An interview of the anthropologist Sir Edmund Leach

Start with why — how great leaders inspire action | Simon Sinek | TEDxPugetSound

TEDxMaastricht – Simon Sinek – “First why and then trust”

The Skill of Humor | Andrew Tarvin | TEDxTAMU

Trust at Work: An Anthropological Approach: Joel Lesley Rozen at TEDxCarthage

Anthropological fieldwork in a Gurung village

The Men Who Hunted Heads

John Barker. Film 1. Childhood, Education and Anthropology in the Pacific

John Barker. Film 2. Fieldwork among the Maisin people and the Study of Christianity

Anthropological fieldwork; a personal account in Nepal

Marshall Sahlins: Anthropology

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Full interview with Clifford Geertz – part one

Interview with Clifford Geertz, part two

Introducing Anthropology: Development and Culture Change – Associate Professor Greg Downey

Jim Freedman. Film 1. Loving New Worlds. Childhood and Education

Jim Freedman. Film 2. Doing a PhD in Anthropology in the United States and Fieldwork in Rwanda

Jim Freedman. Film 3. Exploring Localities of the World as a Consultant in Development Issues

Jim Freedman.Film 4. Quebec Anthropology and Black Communities of Nova Scotia

Jim Freedman. Film 5. Key issues in Development and Anthropology

Jim Freedman. Film 6. The World has changed. Anthropology, Development and Justice

How to escape education’s death valley | Sir Ken Robinson

Do schools kill creativity? | Sir Ken Robinson

V.O. Complete. “Teaching is an art”. Ken Robinson, educator and writer

In this video, the British educator and writer Ken Robinson talks about the importance of teachers. He thinks of teaching as an art and ensures that it is one of the most demanding professions that exist. Robinson, calls for conversation and dialogue as a fundamental part of the learning process. “The great teachers are students, and the great students are teachers,” he concludes.

Sir Ken Robinson Keynote Speaker at the 2018 Better Together: California Teachers Summit

At the 2018 Better Together: California Teachers Summit, Sir Ken Robinson, a leading education and creativity expert, delivered the keynote address from the Summit’s headquarters at Cal State Fullerton. Sir Ken’s thought-provoking speech challenged California’s teachers to transform our education system by building personal relationships and developing the appetite and curiosity of learners. Because, as he put it, “when the conditions are right, miracles happen everywhere.”

Marshall Sahlins talk on ‘The culture of Material Value and the Cosmography of Difference’

Cargo Cult

Anthropological fieldwork in Papua New Guinea, Part I: Moral and Scientific Considerations

Anthropological Fieldwork in Papua New Guinea, Part II: Moral and Scientific Considerations

Cultures of the World – 04 – Fieldwork And The Anthropological Method

How to stop screwing yourself over | Mel Robbins | TEDxSF

David Young. Film 1. Childhood, Education, Religion and Anthropology

Jason Paling

Introduction to Cultural Anthropology – Course Overview

Lecture 1 – Introduction to Anthropology

lecture 2

lecture 3

Lecture 4 Part 1-Language and Communication

Lecture 4 part 2

Lecture 6 – Getting Food

Lecture 7- Economics

Lecture 8 Sex and Marriage

Lecture 9 – Social Stratification

Lecture 10 – Family, Kinship, and Descent

lecture 11 – Grouping by Gender, Age, Common Interest, and Social Class

Lecture 12 – Politics, Power, and Violence

Lecture 13 – Religion and Magic

Lecture 14 – The Arts

Lecture 15 – The Processes of Change

lecture 16

Marshall Sahlins

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Marshall Sahlins
Marshall David Sahlins.jpg
Born December 27, 1930 (age 88)

Citizenship American
Alma mater University of Michigan
Columbia University
Scientific career
Fields Anthropology
Institutions University of Chicago
Doctoral students David GraeberSherry Ortner
Influences Karl PolanyiClaude Lévi-StraussMorton Fried

Marshall David Sahlins (/ˈsɑːlɪnz/ SAH-linz; born December 27, 1930) is an American anthropologist best known for his ethnographic work in the Pacific and for his contributions to anthropological theory. He is currently Charles F. Grey Distinguished Service Professor Emeritus of Anthropology and of Social Sciences at the University of Chicago.[1]

Contents

Biography

Sahlins was born in Chicago. He was of Russian Jewish descent but grew up in a secular, non-practicing family. His family claims to be descended from Baal Shem Tov, a mystical rabbi considered to be the founder of Hasidic Judaism. Sahlin’s mother admired Emma Goldman and was a political activist as a child in Russia.[2]

Sahlins received his Bachelor of Arts and Master of Arts degrees at the University of Michigan where he studied with evolutionary anthropologist Leslie White. He earned his PhD at Columbia University in 1954. There his intellectual influences included Eric WolfMorton FriedSidney Mintz, and the economic historian Karl Polanyi.[3] After receiving his PhD, he returned to teach at the University of Michigan. In the 1960s he became politically active, and while protesting against the Vietnam War, Sahlins coined the term for the imaginative form of protest now called the “teach-in,” which drew inspiration from the sit-in pioneered during the civil rights movement.[4] In 1968, Sahlins signed the “Writers and Editors War Tax Protest” pledge, vowing to refuse tax payments in protest against the Vietnam War.[5] In the late 1960s, he also spent two years in Paris, where he was exposed to French intellectual life (and particularly the work of Claude Lévi-Strauss) and the student protests of May 1968. In 1973, he took a position in the anthropology department at the University of Chicago, where he is currently the Charles F. Grey Distinguished Service Professor of Anthropology Emeritus. His commitment to activism has continued throughout his time at Chicago, most recently leading to his protest over the opening of the University’s Confucius Institute[6][7] (which later closed in the fall of 2014).[8] On February 23, 2013, Sahlins resigned from the National Academy of Sciences to protest the call for military research for improving the effectiveness of small combat groups and also the election of Napoleon Chagnon. The resignation followed the publication in that month of Chagnon’s memoir and widespread coverage of the memoir, including a profile of Chagnon in the New York Times magazine.[9][10]

Alongside his research and activism, Sahlins trained a host of students who went on to become prominent in the field. One such student, Gayle Rubin, said: “Sahlins is a mesmerizing speaker and a brilliant thinker. By the time he finished the first lecture, I was hooked.”[11]

In 2001, Sahlins became publisher of Prickly Pear Pamphlets, which was started in 1993 by anthropologists Keith Hart and Anna Grimshaw, and was renamed Prickly Paradigm Press. The imprint specializes in small pamphlets on unconventional subjects in anthropology, critical theory, philosophy, and current events.[12]

His brother was the writer and comedian Bernard Sahlins (1922–2013).[13] His son, Peter Sahlins, is a historian.[14]

Work

Sahlins is known for theorizing the interaction of structure and agency, his critiques of reductive theories of human nature (economic and biological, in particular), and his demonstrations of the power that culture has to shape people’s perceptions and actions. Although his focus has been the entire Pacific, Sahlins has done most of his research in Fiji and Hawaii.

“The world’s most ‘primitive’ people have few possessions, but they are not poor. Poverty is not a certain small amount of goods, nor is it just a relation between means and ends; above all it is a relation between people. Poverty is a social status. As such it is the invention of civilization. It has grown with civilization, at once as an invidious distinction between classes and more importantly as a tributary relation.”

Sahlins (1972)[15]

Early work

Sahlins’s training under Leslie White, a proponent of materialist and evolutionary anthropology at the University of Michigan, is reflected in his early work. In his Evolution and Culture (1960), he touched on the areas of cultural evolution and neoevolutionism. He divided the evolution of societies into “general” and “specific”. General evolution is the tendency of cultural and social systems to increase in complexity, organization and adaptiveness to environment. However, as the various cultures are not isolated, there is interaction and a diffusion of their qualities (like technological inventions). This leads cultures to develop in different ways (specific evolution), as various elements are introduced to them in different combinations and on different stages of evolution.[1] Moala, Sahlins’s first major monograph, exemplifies this approach.

Contributions to economic anthropology

Stone Age Economics (1972) collects some of Sahlins’s key essays in substantivist economic anthropology. As opposed to “formalists,” substantivists insist that economic life is produced through cultural rules that govern the production and distribution of goods, and therefore any understanding of economic life has to start from cultural principles, and not from the assumption that the economy is made up of independently acting, “economically rational” individuals. Perhaps Sahlins’s most famous essay from the collection, “The Original Affluent Society,” elaborates on this theme through an extended meditation on “hunter-gatherer” societies. Stone Age Economics inaugurated Sahlins’s persistent critique of the discipline of economics, particularly in its Neoclassical form.

Contributions to historical anthropology

After the publication of Culture and Practical Reason in 1976, his focus shifted to the relation between history and anthropology, and the way different cultures understand and make history. Of central concern in this work is the problem of historical transformation, which structuralist approaches could not adequately account for. Sahlins developed the concept of the “structure of the conjuncture” to grapple with the problem of structure and agency, in other words that societies were shaped by the complex conjuncture of a variety of forces, or structures. Earlier evolutionary models, by contrast, claimed that culture arose as an adaptation to the natural environment. Crucially, in Sahlins’s formulation, individuals have the agency to make history. Sometimes their position gives them power by placing them at the top of a political hierarchy. At other times, the structure of the conjuncture, a potent or fortuitous mixture of forces, enables people to transform history. This element of chance and contingency makes a science of these conjunctures impossible, though comparative study can enable some generalizations.[16] Historical Metaphors and Mythical Realities (1981), Islands of History (1985), Anahulu (1992), and Apologies to Thucydides (2004) contain his main contributions to historical anthropology.

Islands of History sparked a notable debate with Gananath Obeyesekere over the details of Captain James Cook’s death in the Hawaiian Islands in 1779. At the heart of the debate was how to understand the rationality of indigenous people. Obeyesekere insisted that indigenous people thought in essentially the same way as Westerners and was concerned that any argument otherwise would paint them as “irrational” and “uncivilized”. In contrast Sahlins argued that each culture may have different types of rationality that make sense of the world by focusing on different patterns and explain them within specific cultural narratives, and that assuming that all cultures lead to a single rational view is a form of eurocentrism.[1]

Centrality of culture

Over the years, Sahlins took aim at various forms of economic determinism (mentioned above) and also biological determinism, or the idea that human culture is a by-product of biological processes. His major critique of sociobiology is contained in The Use and Abuse of Biology. His recent book, What Kinship Is—And Is Not picks up some of these threads to show how kinship organizes sexuality and human reproduction rather than the other way around. In other words, biology does not determine kinship. Rather, the experience of “mutuality of being” that we call kinship is a cultural phenomenon.[17]

Selected publications

  • Social Stratification in Polynesia. Monographs of the American Ethnological Society, 29. Seattle: University of Washington Press, 1958. (ISBN 9780295740829)
  • Evolution and Culture, edited with Elman R Service. Ann Arbor: University of Michigan Press, 1960. (ISBN 9780472087754)
  • Moala: Culture and Nature on a Fijian Island. Ann Arbor: University of Michigan Press, 1962.
  • Tribesman. Foundations of American Anthropology Series. Englewood Cliffs, N.J.: Prentice-Hall, 1968.
  • Stone Age Economics. New York: de Gruyter, 1972. (ISBN 9780415330077)
  • The Use and Abuse of Biology: An Anthropological Critique of Sociobiology. Ann Arbor: University of Michigan Press, 1976. (ISBN 9780472766000)
  • Culture and Practical Reason. Chicago : University of Chicago Press, 1976. (ISBN 9780226733616)
  • Historical Metaphors and Mythical Realities: Structure in the Early History of the Sandwich Islands Kingdom. Ann Arbor: University of Michigan Press, 1981. (ISBN 9780472027217)
  • Islands of History. Chicago: University of Chicago Press, 1985. (ISBN 9780226733586)
  • Anahulu: The Anthropology of History in the Kingdom of Hawaii, with Patrick Vinton Kirch. Chicago: University of Chicago Press, 1992. (ISBN 9780226733654)
  • How “Natives” Think: About Captain Cook, for Example. Chicago: University of Chicago Press, 1995. (ISBN 9780226733685)
  • Culture in Practice: Selected Essays. New York: Zone Books, 2000. (ISBN 9780942299380)
  • Waiting for Foucault, Still. Chicago: Prickly Paradigm Press, 2002. (ISBN 9780971757509)
  • Apologies to Thucydides: Understanding History as Culture and Vice Versa. Chicago: University of Chicago Press, 2004. (ISBN 9780226734002)
  • The Western Illusion of Human Nature. Chicago: Prickly Paradigm Press, 2008. (ISBN 9780979405723)
  • What Kinship Is–and Is Not. Chicago: University of Chicago Press, 2012. (ISBN 9780226925127)
  • Confucius Institute: Academic Malware. Chicago: Prickly Paradigm Press, 2015. (ISBN 9780984201082)
  • On Kings, with David Graeber, HAU, 2017 (ISBN 9780986132506)

Awards

  • Chevalier des Arts et des Lettres (Knight in the Order of Arts and Letters), awarded by the French Ministry of Culture
  • honorary doctorates from the Sorbonne and the London School of Economics
  • Gordon J. Laing Prize for Culture and Practical Reason, awarded by the University of Chicago Press
  • Gordon J. Laing Prize for How “Natives” Think, awarded by the University of Chicago Press
  • J. I. Staley Prize for Anahulu, awarded by the School of American Research

See also

References

  1. Jump up to:abc Moore, Jerry D. 2009. “Marshall Sahlins: Culture Matters” in Visions of Culture: an Introduction to Anthropological Theories and Theorists, Walnut Creek, California: Altamira, pp. 365-385.
  2. ^ “Interview with Marshall Sahlins”. Anthropological Theory8 (3): 319–328. 2008. doi:10.1177/1463499608093817ISSN1463-4996.
  3. ^ Golub, Alex. “Marshall Sahlins”Oxford Bibliographies Online. Retrieved 23 May 2015.
  4. ^ Sahlins, Marshall (February 2009). “The Teach-Ins: Anti-War Protest in the Old Stoned Age”. Anthropology Today25 (1): 3–5. doi:10.1111/j.1467-8322.2009.00639.x.
  5. ^ “Writers and Editors War Tax Protest” January 30, 1968, New York Post
  6. ^ Sahlins, Marshall (November 18, 2013). “China U”. The Nation. Retrieved 23 May 2015.
  7. ^ Redden, Elizabeth (April 29, 2014). “Rejecting Confucius Funding”. Inside Higher Ed. Retrieved 23 May 2015.
  8. ^ Redden, Elizabeth (September 26, 2014). “Chicago to Close Confucius Institute”. Inside Higher Ed. Retrieved 23 May 2015.
  9. ^ Serena Golden, “A Protest Resignation”, Inside Higher Ed, February 25, 2013.
  10. ^ David Price, “The Destruction of Conscience in the National Academy of Sciences: An Interview with Marshall Sahlins”, CounterPunch, February 26, 2013.
  11. ^ Rubin, Gayle. Deviations: Gayle Rubin Reader. Durham: Duke University Press, 2011, p. 24.
  12. ^ “Home”Prickly Paradigm Press.
  13. ^ “Bernie Sahlins, co-founder of comedy troupe, dies at 90”.
  14. ^ Sahlins, Peter (2004). Unnaturally French: Foreign Citizens in the Old Regime and After.
  15. ^ Sahlins, Marshall (1972). The Original Affluent Society. A short essay at p. 129 in: Delaney, Carol Lowery, pp.110-133. Investigating culture: an experiential introduction to anthropology. Oxford: Blackwell, 2004. ISBN0-631-22237-5.
  16. ^ Golub, Alex (2013). Theory in Social and Cultural Anthropology: An Encyclopedia. Sage. p. 734. ISBN9781412999632.
  17. ^ Sahlins, Marshall (2013). What Kinship Is–And Is Not. The University of Chicago Press. ISBN9780226214290.

External links

https://en.wikipedia.org/wiki/Marshall_Sahlins

Ken Robinson (educationalist)

From Wikipedia, the free encyclopedia

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Sir Kenneth Robinson
Sir Ken Robinson (cropped).jpg

Ken Robinson 2009
Born 4 March 1950 (age 69)

Liverpool, England
Nationality British
Occupation Author, speaker, expert on education, education reformer, creativity and innovation
Website sirkenrobinson.com

Sir Kenneth Robinson (born 4 March 1950) is a British author, speaker and international advisor on education in the arts to government, non-profits, education and arts bodies. He was Director of the Arts in Schools Project (1985–89) and Professor of Arts Education at the University of Warwick (1989–2001), and is now Professor Emeritus at the same institution.[1] In 2003 he was knighted for services to the arts.[2]

Originally from a working class Liverpool family[3], Robinson now lives in Los Angeles with his wife and children[4].

 

Early life and education

Born in Liverpool, England to James and Ethel Robinson, Robinson is one of seven children from a working-class background. One of his brothers, Neil, became a professional footballer for EvertonSwansea City and Grimsby Town.[5] After an industrial accident, his father became quadriplegic. Robinson contracted polio at age four. He attended Margaret Beavan Special School due to the physical effects of polio then Liverpool Collegiate School (1961–1963), Wade Deacon Grammar School, Cheshire (1963–1968). He then studied English and drama (BEd) at Bretton Hall College of Education (1968–1972) and completed a PhD in 1981 at the University of London, researching drama and theatre in education.

Career

From 1985 to 1988, Robinson was Director of the Arts in Schools Project, an initiative to develop the arts education throughout England and Wales. The project worked with over 2,000 teachers, artists and administrators in a network of over 300 initiatives and influenced the formulation of the National Curriculum in England. During this period, Robinson chaired Artswork, the UK’s national youth arts development agency, and worked as advisor to Hong Kong’s Academy for Performing Arts.

For twelve years, he was professor of education at the University of Warwick, and is now professor emeritus. He has received honorary degrees from the Rhode Island School of DesignRingling College of Art and Design, the Open University and the Central School of Speech and DramaBirmingham City University and the Liverpool Institute for Performing Arts. He has been honoured with the Athena Award of the Rhode Island School of Design for services to the arts and education, the Peabody Medal for contributions to the arts and culture in the United States, the LEGO Prize for international achievement in education, and the Benjamin Franklin Medal of the Royal Society of Arts for outstanding contributions to cultural relations between the United Kingdom and the United States. In 2005, he was named as one of Time/Fortune/CNN‘s “Principal Voices”.[6] In 2003, he was made Knight Bachelor by the Queen for his services to the arts. He speaks to audiences throughout the world on the creative challenges facing business and education in the new global economies.[6]

In 1998, he led a UK commission on creativity, education and the economy and his report, All Our Futures: Creativity, Culture and Education, was influential. The Times said of it: “This report raises some of the most important issues facing business in the 21st century. It should have every CEO and human resources director thumping the table and demanding action”. Robinson is credited with creating a strategy for creative and economic development as part of the Peace Process in Northern Ireland, publishing Unlocking Creativity, a plan implemented across the region and mentoring to the Oklahoma Creativity Project. In 1998, he chaired the National Advisory Committee on Creative and Cultural Education.[7]

In 2001, Robinson was appointed Senior Advisor for Education & Creativity at the Getty Museum in Los Angeles, which lasted at least until 2005.

A popular speaker at TED conferences, Robinson has given three presentations on the role of creativity in education, viewed via the TED website and YouTube over 80 million times (2017).[8][9] Robinson’s presentation “Do schools kill creativity?” is the most watched TED talk of all time (2017).[10][11][12] In April 2013, he gave a talk titled “How to escape education’s death valley”, in which he outlines three principles crucial for the human mind to flourish – and how current American education culture works against them.[13] In 2010, the Royal Society for the Encouragement of Arts, Manufactures & Commerce animated one of Robinson’s speeches about changing education paradigms.[14] The video was viewed nearly half a million times in its first week on YouTube and as of December 2017 has been viewed more than 15 million times.

Ideas on education

Robinson has suggested that to engage and succeed, education has to develop on three fronts. Firstly, that it should foster diversity by offering a broad curriculum and encourage individualisation of the learning process. Secondly, it should promote curiosity through creative teaching, which depends on high quality teacher training and development. Finally, it should focus on awakening creativity through alternative didactic processes that put less emphasis on standardised testing, thereby giving the responsibility for defining the course of education to individual schools and teachers. He believes that much of the present education system in the United States encourages conformity, compliance and standardisation rather than creative approaches to learning. Robinson emphasises that we can only succeed if we recognise that education is an organic system, not a mechanical one. Successful school administration is a matter of engendering a helpful climate rather than “command and control”.[13]

Criticism

Robinson has responded to criticism in his 2015 book, Creative Schools: The Grassroots Revolution That’s Transforming Education, by encouraging his critics to look beyond his 18-minute TED talk to his many books and articles on the subject of education, in which he lays out plans for accomplishing his vision.

Writing

Learning Through Drama: Report of the Schools Council Drama Teaching (1977) was the result of a three-year national development project for the UK Schools Council. Robinson was principal author of The Arts in Schools: Principles, Practice, and Provision (1982), now a key text on arts and education internationally. He edited The Arts and Higher Education, (1984) and co-wrote The Arts in Further Education (1986), Arts Education in Europe, and Facing the Future: The Arts and Education in Hong Kong.

Robinson’s 2001 book, Out of Our Minds: Learning to be Creative (Wiley-Capstone), was described by Director magazine as “a truly mind-opening analysis of why we don’t get the best out of people at a time of punishing change.” John Cleese said of it: “Ken Robinson writes brilliantly about the different ways in which creativity is undervalued and ignored in Western culture and especially in our educational systems.”[15]

The Element: How Finding Your Passion Changes Everything, was published in January 2009 by Penguin. “The element” refers to the experience of personal talent meeting personal passion. He argues that in this encounter, we feel most ourselves, most inspired, and achieve to our highest level. The book draws on the stories of creative artists such as Paul McCartneyThe Simpsons creator Matt GroeningMeg Ryan, and physicist Richard Feynman to investigate this paradigm of success.

Works

  • 1977 Learning Through Drama: Report of The Schools Council Drama Teaching Project with Lynn McGregor and Maggie Tate. UCL. Heinemann. ISBN 0435185659
  • 1980 Exploring Theatre and Education Heinmann ISBN 0435187813
  • 1982 The Arts in Schools: Principles, Practice, and Provision,Calouste Gulbenkian FoundationISBN 0903319233
  • 1984 The Arts and Higher Education. (editor with Christopher Ball). Gulbenkian and the Leverhulme Trust ISBN 0900868899
  • 1986 The Arts in Further EducationDepartment of Education and Science.
  • 1998 Facing the Future: The Arts and Education in Hong Kong, Hong Kong Arts Development Council ASIN B002MXG93U
  • 1998 All Our Futures: Creativity, Culture, and Education (The Robinson Report)ISBN 1841850349
  • 2001 Out of Our Minds: Learning to Be Creative. Capstone. ISBN 1907312471
  • 2009 The Element: How Finding Your Passion Changes Everything (with Lou Aronica). VikingISBN 978-0670020478
  • 2013 Finding Your Element: How To Discover Your Talents and Passions and Transform Your Life (with Lou Aronica). Viking. ISBN 9780670022380
  • 2015 Creative Schools: The Grassroots Revolution That’s Transforming Education (with Lou Aronica). Penguin. ISBN 9780143108061
  • 2018 You, Your Child, and School: Navigate Your Way to the Best Education Viking. ISBN 9780670016723

Awards

References …

  1. creativity? | Sir Ken Robinson | TED Talk”. TED.com. Retrieved 4 September 2016.

 

External links

https://en.wikipedia.org/wiki/Ken_Robinson_(educationalist)

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