The visionary legacy of Aldous Huxley is as relevant today as ever. Huxley possessed a sober understanding of the human condition as well as an inspired vision of the human potential. This volume presents an interdisciplinary examination and appreciation of Aldous Huxley’s three visionary novels – Brave New World (1932), Ape and Essence (1948), and Island (1962) – to reveal the extent to which Huxley’s prognoses into our possible futures was prophetic. The author assesses each novel to reveal the foresights that define our current educational, social, religious, political, and economic institutions, while also exposing our conflicts within those institutions. This volume examines the educational, cultural and technological changes that have shaped our society since Huxley’s work, with special reference to the enduring legacy of educational philosopher John Dewey. It offers profound insights into the educational forces and moral foundations of our society that shape us, both inside and outside of our schools. It is the first of its kind to focus exclusively on all three of Huxley’s visionary novels and detail their relevance to our world today.

The visionary legacy of Aldous Huxley is as relevant today as ever. Huxley possessed a sober understanding of the human condition as well as an inspired vision of the human potential. This volume presents an interdisciplinary examination and appreciation of Aldous Huxley's three visionary novels - Brave New World (1932), Ape and Essence (1948), and Island (1962) - to reveal the extent to which Huxley's prognoses into our possible futures was prophetic. The author assesses each novel to reveal the foresights that define our current educational, social, religious, political, and economic institutions, while also exposing our conflicts within those institutions. This volume examines the educational, cultural and technological changes that have shaped our society since Huxley's work, with special reference to the enduring legacy of educational philosopher John Dewey. It offers profound insights into the educational forces and moral foundations of our society that shape us, both inside and outside of our schools. It is the first of its kind to focus exclusively on all three of Huxley's visionary novels and detail their relevance to our world today.

Throughout his writing career, and especially in the last thirty years of his life, Aldous Huxley exhibited a deep interest in human potentialities, which he often described as our greatest unused natural resource. The present volume is the first book to focus on this Huxleyan core concern. It is based on presentations given at the Sixth International Aldous Huxley Symposium held in 2017 at the University of Almería (Spain). This volume collects essays by eleven scholars from eight countries that discuss Huxley's concept of human potentialities from an interdisciplinary perspective. This is another innovative feature of this book, since today Huxley is mainly remembered as a novelist, although only eleven of his fifty published works belong to that genre. The topics of this volume span Huxley's mature philosophy, including his theories relating to the expansion of consciousness, the development of nonverbal humanities, the need to improve bio-ethics, the role of nature, the role of beliefs and prejudice, and other subjects. These essays review Huxley's various positions, shedding light on their possible significance for today. Huxley marshalled his remarkable intellect to the project of improving the human condition, and here we find an up-to-date report card of his theories and their efficacy.

Aldous Huxley and Alternative Spirituality offers an analysis of Huxley’s spiritual interests, spanning both mysticism and Western esotericism. With this methodology, Jake Poller generates new insights into Huxley’s work and draws revealing parallels between Huxley’s ideas and the New Age.

Aldous Huxley: The Political Thought of a Man of Letters examines Huxley’s political thinking through an analysis of Brave New World, his most successful political manifesto. This book highlights his contributions to contemporary political theory.

Considering the role of compulsory mass education and schooling in a democratic society, this book introduces an alternative vision for K-12 education as an "adventurous endeavour." Grounded in a strong theoretical framework, Yosef-Hassidim reveals the negative impact of instrumentalization of schools: when education is considered a social and political instrument, it serves dominant social forces’ interests rather than students’ or humanity as a whole. Offering conceptual and pragmatic frameworks to limit political influence on schooling, the author proposes a new hermeneutical structure that restores education’s agency and separates it from external social forces, and provides the foundation for regarding K-12 education as a sovereign social sphere in its own right.

Challenging the theory of induction in teacher education, this book proposes a knowledge-building framework based on the critical rationalism of philosopher of science, Karl Popper. The Objective Knowledge Growth Framework developed in this book is designed to be an effective critical analysis framework for empowering teachers and schools to build and share professional knowledge. This book is essential reading for educational scholars, researchers, professionals, policymakers, and all those interested in exploring the application of Popperian philosophy to the field of education and re-envisioning educational practice.

This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at conceptual problems in neuroeducation and at the economic reasons driving the mind-brain education movement. It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty. The volume gathers together an international bevy of leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. The essays form an emerging dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum studies.

This volume explores conceptualizations of indigeneity and the ways that indigenous philosophies can and should inform educational policy and practice. Beginning with questions and philosophies of indigeneity itself, the volume then covers the indigenous philosophies and practices of a range of communities—including Sami, Maori, Walpiri, Navajo and Kokama peoples. Chapter authors examine how these different ideals can inform and create meaningful educational experiences for communities that reflect indigenous ways of life. By applying them in informing a philosophy of education that is particular and relevant to a given indigenous community, this study aims to help policy makers and educational practitioners create meaningful educational experiences.

3.5 Conclusion: Metaphysical issues and challenges of multicultural education models -- References -- Part I Conclusion: Multicultural education towards intercultural interaction -- Part II Interculturality and its methodology -- Part II Introduction: Intercultural interaction -- 4 Interculturality: Values, minds, and realities -- 4.1 Values: Primordial unity -- 4.2 The multilayered self -- 4.3 Multiple realities -- 4.4 Conclusion: A methodological value -- References -- 5 Interactive methodology for intercultural interaction