Index
ISBN: 978-1-83753-013-7, eISBN: 978-1-83753-010-6
Publication date: 28 September 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Brown, C. and Handscomb, G. (Ed.) The Ideas-Informed Society, Emerald Publishing Limited, Leeds, pp. 345-354. https://doi.org/10.1108/978-1-83753-010-620231032
Publisher
:Emerald Publishing Limited
Copyright © 2023 Chris Brown and Graham Handscomb. Published under exclusive licence by Emerald Publishing Limited
INDEX
Accountability
, 26
Acton Academy
, 274–275
Adaptability
, 273
Adolescence
, 254–255
Advisory Board
, 197
Age of Enlightenment
, 300–301
Blair government
, 298–299
centralisation of control
, 296–297
comprehensive reorganisation
, 297
consciousness
, 295–296
expansion of chains of trust schools
, 299
future
, 303
market forces in school admissions and funding
, 297–298
National Curriculum
, 298
need for new statement of shared purpose
, 301–302
new voices at table
, 303–304
policy environment
, 299–300
relevance of learning to life and community
, 303
straitjacket of multi-layered, ‘irreversible’ reforms
, 297
varied settings for learning
, 302–303
Age of numbers
, 231
Age Related Expectations (ARE)
, 329
Agency
, 277–278
Alphabet Land
, 175
Alternative facts
, 16–19
Alternative truths
, 85–86
Ambiguous status of ideas
, 34–35
Analytical/creative skills
, 291
Anticipatory
, 120
Anti-learning culture
, 316–317
Anti-vaxxers, closed mind of
, 21–22
Appreciative Inquiry (AI)
, 118–120
Appreciative Mindset
, 127
Archaeology, overcoming barriers through
, 186–187
Art
, 167, 177–178
boy from Brooklyn
, 168–170
migration
, 170–174
overcoming barriers through
, 187–189
public sense of place
, 174–176
Wanderer, A
, 176–177
Artificial Intelligence (AI)
, 218, 241
Arts and Humanities in peril
, 160–161
ASPIRE
, 174
Auckland Project
, 179
Audience
, 28
Augmented reality
, 218
Australian Nuclear Science and Technology Association (ANSTO)
, 202
Australian School Innovation in Science, Technology and Mathematics (ASISTM)
, 323–324
Austrian economics, tradition of
, 28
Autocrats
, 77
Baby box
, 132–133
Barber-Phillips model
, 298
Barriers to engagement
, 185–186
Battle of ideas
ambiguous status of ideas
, 34–35
conventional orthodoxies
, 33–34
debating first principles
, 40
empowering robust exchange of ideas
, 42–43
fallacy of
, 49
festival
, 39–40
free thinkers welcome
, 41–42
language
, 40–41
new challenges to address new incursions on freedom
, 37–39
politics without ideas
, 35–36
politics without public
, 36–37
Beveridge Report
, 130
Big Data (BD)
, 218
Big ideas
, 132, 134, 322–323
Big Local
, 122–123
Bishop Big Dig
, 187
Black Lives Matter movement
, 211–212
Blair government
, 298–299
Bottom-up processes of renewal
, 70–71
Bouncing back
, 205–206
Bouncing forward
, 205–206
Breaking the News’
, 193–194
British Baccalaureate proposal
, 301
British Broadcasting Corporation
, 19
British Civil Service
, 69
British Library in London
, 193–194
Brooklyn, boy from
, 168–170
Brotherhood Sister Sol
, 281
Business leadership
, 184
Cancel culture
, 50–51
Celebrity
, 193–194
Centralisation of control
, 296–297
Chaos
, 193–194
Cheerscrolling
, 193–194
Childhood obesity
, 136
Choices
, 235–237
Christian faith communities
, 86
Church in UK
, 95–96
Citizens
, 180
engagement with parliament
, 101–102
Citizens’ Initiative Act (2012)
, 106
Civic assets
, 339–340
Civic ideas
, 76
Class
, 40–41
Classics
, 163–164
Classroom implications
, 100
Climate breakdown
, 232
Climate change
, 19–20
Climate change project
, 326–328
Climate emergency
, 40
Closed mind of anti-vaxxers
, 21–22
Code-breakers
, 183
Cohesive communities
AI
, 118–119
conversations
, 121–126
creative methodologies
, 119–121
ideas
, 119
ideas generation
, 126–127
questions worth asking
, 117–119
Collective positive resilience
, 222–223
Commanders in chief
, 72–73
Communicators in chief
, 72–73
Communities
, 40–41, 66, 68, 179–180, 189–190
plan
, 117–118
Community curriculum making
big idea
, 322–323
climate change project
, 326–327
examples
, 323–325
introverted schools and untapped talent
, 321–322
school case
, 325
social justice arguments
, 323
Comprehensive reorganisation
, 297
Coney Island
, 170
Confirmation bias
, 17–18
Conflict
, 193–194
Connectedness
, 214, 216, 340
Consciousness
, 295–296
Constructionist
, 119–120
Control
, 212–214
Conventional orthodoxies
, 33–34
Conversations
, 121–126
approaching communities with fresh perspective
, 121–122
Big Local and Dog Show
, 122–123
cross generational project
, 123
mutuality and voluntary responses
, 123–124
whole community plan
, 124–126
Coping
, 218–220
Coronavirus pandemic (COVID-19)
, 4, 20–21, 37
Creative ideas
, 321
Creative industries, power of
, 161–162
Creative methodologies
, 119–121
Appreciative Inquiry
, 119–120
positive deviance
, 120–121
visual minutes
, 121
Creativity
, 181
Creativity, Collaboration, Communication and Critical Thinking (4 Cs)
, 270
Crime
, 193–194
Crisis in education and need for transformation
, 241–243
Critical depth and breadth
, 308
Critical digital literacy
, 100
Critical literacy
, 100
Critical race theory
, 38
Critical thinking skills
, 78–79
Critically reflective practice
, 307, 312
holism
, 309–311
obstacles to using ideas in action
, 315–317
theorising practice
, 312–315
wellbeing interventions continuum
, 311–312
Cross generational project
, 123
Cultural appropriation
, 94–95
Cultural capital in local communities
, 179
barriers to engagement
, 185–186
curiosity
, 180–182
narrative
, 184–185
overcoming barriers through archaeology
, 186–187
overcoming barriers through art
, 187–189
positives of cultural engagement
, 182–184
Cultural engagement, positives of
, 182–184
Cultural Marxism
, 40–41
Cultural obstacles
, 316–317
Culture Wars
, 26, 41
Cultures
, 15
Curiosity
, 179–180, 182, 189–190, 278–279
Curriculum imperative
, 273–274
Deep learning
, 91–93
Deliverology
, 298–299
Demagogues
, 76–77
Democracy
, 100–102
Democracy and Education (Dewey)
, 146–148
Democratic participation, parliaments as enablers of
, 104–108
Digital platforms
, 218
Digital technology, new vistas of
, 234–235
Disaster
, 193–194
Discrimination
, 95–97
Distress
, 219
Dog Show
, 122–123
Doomscrolling
, 193–194
Education
, 78–79, 100
systems
, 10
Education Act (1870)
, 334–335
Education Act (1902)
, 334–335
Education Act (1944)
, 296
Education Action Zones (EAZs)
, 335
Education Investment Areas (EIAs)
, 336
Education Priority Areas (EPAs)
, 335
Educational formation
, 147
Educational leadership
, 244
Emotional control
, 213
Emotional Hijack
, 212
Emotional intelligence skills
, 291
Enclosed ‘epistemic bunkers’
, 151
Engaged communities
, 340
Engagement in culture
, 179–180
Entrepreneur’s journey
big ideas
, 132–134
challenge of ideas informed and inspired society
, 140–141
ideas
, 131–132
London’s child obesity taskforce
, 136–140
personal journey in making ideas reality
, 135–136
society in crisis
, 129–131
untangling ball of wool
, 134–135
Entrepreneurial approach of learning
, 139
Environmentalism
, 40
E-Petitions
, 107
Equality
, 29–30
Equity
, 246–247, 279, 281
Eustress
, 219
Evaluation
, 87–88
Evidence
, 29–30
‘Evidence-based’ agenda
, 23–24
Excellence in Cities (EiC)
, 335–336
Experiential learning
, 217
Experimentation
, 278–279
Faith communities
, 94–95
Faithful improvisation
, 91–92
Fake news
, 17–18
Fallacy of ‘battle of ideas’
, 49
False myths
, 75–76
Fears
, 88
Florida–Or You Can’t Fight Progress
, 172
Flourishing media
, 79
Frailties
, 88
“Free speech allowed”
, 41–42
Free speech fallacy
fallacy of ‘battle of ideas’
, 49
hypocrite of pseudo-free speech
, 51
ideas-led society
, 56–57
improving public discourse
, 57–58
salutary tale
, 49–51
speech and platform
, 51–53
structural inequality
, 55–56
truth
, 53–54
“Free thinkers welcome”
, 41–42
Freedom of conscience
, 38
Freedom of Information Act
, 18
Frustration
, 253–254
Fugitives
, 232–234
Future skills society
consequences for ideas-informed society
, 291–293
growing importance of skills in future workforce
, 290–291
megatrends
, 287–290
new skills for transformed labour market
, 285
shocks and megatrends
, 286–287
Futures-literate leadership
, 248–249
Generic knowledge
, 69
Gen-Z
, 209
Global Education Leadership Partnership
, 249
Global North
, 232
Global South
, 232
Good Friday Agreement of 1998
, 79
Good ideas
, 26
Graphic vocalisers (see Visual minutes)
Great resignation
, 209
Greenhouse effect
, 19
Grievances
, 78
Gross Value Added
, 162
Growth
, 216–218
Hard Times (1854)
, 158–160
Hard-and-fast evidence
, 29
Health care
, 184
High pressure and need for reflection
, 315–317
High-quality cultural venues
, 179–180
Holism
, 309–311
Honesty
, 26
Hostilities
, 78
House of Commons
, 102, 104
Chamber Engagement Team
, 107
House of Commons Library
, 104
House of Commons Library Services
, 103
House of Commons Library subject specialists
, 103
House of Commons Library training team
, 103
House of Lords
, 104
Housekeeping
fundamental questions
, 25–28
ideas
, 23–24
rationality
, 29
searching for clarity about meaning
, 24–25
tradition of Austrian economics
, 28
Human rights movement
, 211–212
Humanities
, 15, 163–164
subjects
, 55–56
Hypocrite of pseudo-free speech
, 51
Ideas
, 3, 75, 131–132, 308
ambiguous status of
, 34–35
demagogues and suppression of ideas
, 76–77
empowering robust exchange of
, 42–43
engagers
, 6–7
false myths and Yugoslavia tragedy
, 75–76
fracturing history
, 77–78
generation
, 126–127
malign forces
, 78–79
politics without
, 35–36
refusers
, 6
road to recovery
, 79–83
scars of history
, 83
Ideas-engagement
, 5
Ideas-informed society
, 26, 145–146, 148–149, 232
benefits of
, 4–5
caveats and challenges
, 5–7
consequences for
, 291–293
crisis in education and need for transformation
, 241–243
experience and insights
, 7–8
need educational experiences
, 243–244
new leadership
, 249–250
new models for leadership in education
, 244–249
Ideas-informed young citizens
agency and personalisation
, 277–278
applying and synthesising
, 276–277
curiosity and experimentation
, 278–279
curriculum imperative
, 273–274
empowering young citizens
, 266–267
equipping young people for chaotic world
, 265–266
equity
, 279–281
examples of holistic approaches
, 274–275
ideas informed society
, 281–282
knowledge-based curriculum
, 267–269
personal development
, 270–272
skills for powerful learning
, 277
whole school design
, 276–279
Ideas-led society
, 56–57
IdeaSpies Kiosk
, 202
IdeaSpies platform
benefits
, 197–198
creation and development
, 195
doomscrolling vs. cheerscrolling
, 193–194
evolving structure
, 195–197
future
, 201–203
Home Page
, 194
ideas
, 198–199
power of positive ideas
, 193
UpRising schools initiative
, 199–201
Identification
, 105
Illogical and dull doctrines
, 35
ImaGen Ventures
, 253–254
Impartiality
, 19
Implicit bias
, 27–28
Improvisation
, 92
Independent Inquiry into Child Sexual Abuse (IICSA)
, 89
Indigenous land rights
, 211–212
Inequality
, 247
Information
, 105, 232
users
, 102–103
Information distributors
, 103–104
Information literacy (IL)
, 99
citizens’ engagement with parliament
, 101–102
Contribution of libraries
, 100–101
and democracy
, 100–102
implications for classroom
, 100
information distributors
, 103–104
information users
, 102–103
Innovation
, 248
Inquiry
, 150–151
Inspiring Communities
, 336
Institute of Technology Education (iTE)
, 200
Integrity
, 26
Inter-generational mobility
, 63
Intergenerational social inequality
, 63–64
International bodies
, 242
Internet of things (IoT)
, 218
Interpersonal skills
, 291
Intersectionality
, 29–30
Intervention
, 105
Introverted schools
, 321–322
Inutility
, 157–158
Arts and Humanities in peril
, 160–161
Hard Times (1854)
, 158–160
humanities
, 163–164
policymakers
, 163
power of creative industries
, 161–162
Jewish faith communities
, 86
Job creation
, 81
Knowledge gap
, 180–181
Knowledge society
, 34–35, 149
Knowledge-based curriculum
, 267–269
Language
, 40–41
Leaders
, 72–73
Leadership
, 26, 243
new models for leadership in education
, 244–249
for new narrative
, 245–246
for renewal
, 73
Learner agency
, 303
Learning
, 147
across borders
, 258–261
culture
, 316
ecosystems
, 247
relevance of learning to life and community
, 303
varied settings for
, 302–303
LGBTQ+ equality movement
, 211–212
Liberal Party
, 63–64
Libraries, contribution of
, 100–101
Life-changing ideas
, 3
Life-long learning policy
, 184
Literacy
, 183–184
Logicality
, 29–30
London’s child obesity taskforce
, 136–140
Major design project (MDP)
, 199–200
Making Jam
, 123
Making sense of practice
, 314–315
Malign forces
, 78–79
education and critical thinking skills
, 78–79
flourishing media
, 79
perceived economic grievance
, 78
political divide
, 79
Market forces in school admissions and funding
, 297–298
Mass communication
, 147–148
Media
, 16, 18
Media and information literacy (MIL)
, 99
Megatrends
, 286–287, 290
Members of Parliament (MPs)
, 104
Memory Wall
, 175
Methodist Church
, 87–89
#Me Too movement
, 211–212
Metropolitan elite
, 90
Mickey Mouse courses
, 160–162
Miltonian exhortation
, 51
Modernity
, 68
Mothers and Babies: Reducing Risk Through Audits and Confidential Enquiries (MBRRACE)
, 96
Multiculturalism
, 38
Mutuality
, 123–124
Narrative
, 179–180, 184–185, 189–190
National Child Measurement Programme
, 136
National Curriculum
, 298
National Foundation for Educational Research (NFER)
, 288
National Literacy Strategy
, 299
National Professional Qualification for Headship
, 299
Neo-fascism
, 40–41
Net Zero Agenda
, 211–212
New leadership
, 249–250
New South Wales (NSW)
, 199–200
New vistas of digital technology
, 234–235
Non-learning culture
, 316
Not-so-new normal
, 334–335
Obesogenic system
, 138–139
Objectivity
, 26
OCSI’s Community Needs Index
, 339–340
Omicron variant
, 4
Openness
, 26
Opportunity Areas (OAs)
, 336
Optimism
, 210
Paradigm, conflicting
, 15–16
Parliamentary engagement
, 104–106, 108
Parliaments
as enablers of democratic participation
, 104–108
IL
, 99
information literacy and democracy
, 100–102
as information users and distributors
, 102–104
Participation
, 105
Passion
, 253–254
Pedagogy
, 100
Perceived economic grievance
, 78
Personal, Spiritual, Health and Citizenship Education (PSHCE)
, 270
Personal development
, 270–272
Personalisation
, 277–278
Perspective
, 210–212
Philosophy for Children programme (P4C programme)
, 150
Place
, 333–334
area ‘types’ in practice
, 339–340
brief and incomplete history of place-based policy making in education
, 334–336
improve ideas and policy relating to
, 338–339
prevailing ideas of ‘place’ inhibit policy
, 336–338
Platform
, 51–53
Play
, 90
Playful approaches
, 187–188
Pluralism
, 29–30
Poetic
, 120
Poetic principle
, 122–123
Polarisation
bottom-up processes of renewal
, 70–71
Britain’s unequal life-chances
, 63–66
communities and polities
, 66–68
escaping
, 68–69
leadership for renewal
, 73
top-down processes of renewal
, 72–73
Policy disconnect
, 255–257
Policy opportunity
, 255–257
Policymakers
, 134, 163
Political divide
, 79
Political literacy
, 100
Political managerialism
, 36–37
Political participation
, 104–105
Politics without ideas
, 35–36
Politics without public
, 36–37
Polities
, 66–68
Populism
, 55
Positive deviance
, 120–121
Positive ideas, power of
, 193
Positive Pandemic Plan (PPP)
, 199
Positive questions
, 120
Positive resilience
, 206–208, 222
Positives of cultural engagement
, 182–184
Postmodern relativism
, 35
Post-truth politics
, 102
Power
, 193–194
Proactive truth telling
, 87–88
Professionalisation
, 149
Professionals
, 149–150
Project-based learning (PBL)
, 322–323
Pseudo-free speech, hypocrite of
, 51
Public art
, 177–178
Public discourse
, 49, 53, 57
improving
, 57–58
Public engagement
, 105
Public sculpture
, 174
Purposefulness
, 208–210
Quality
, 57
Rabble-rousers
, 77
Racism
, 40–41
Radical uncertainty
, 67–68
Randomised Control Trial (RCT)
, 150
Rapid learning
, 69
Rathlin Development Community Association (RDCA)
, 124–125
Rationality
, 29
Reflection
, 87–88
Reflective conversation with situation
, 314
Renewal
bottom-up processes
, 70–71
leadership for
, 73
top-down processes
, 72–73
Repetition
, 91–92
Representation
, 57
Reputational path
, 27
Research-informed’ agenda
, 23–24
Resilience
, 88, 222
Resilience deficit
, 311
Ripples
, 238
Road to recovery
, 79–83
high cost
, 80
investment and employment
, 81
reconnecting citizens and trust in leaders
, 81–83
tackling segregation
, 80
Rotary Club
, 70–71
Safe space
, 39
Sanctuary
, 232–234
Satire
, 193–194
Scandal
, 193–194
School autonomy
, 296
Schools as communities of inquiry
, 145–146, 150–151
Democracy and Education (Dewey)
, 146–148
teachers as public intellectuals
, 148–150
Science
, 3–4
Sciences
, 15
Scientific facts
, 18–19
Scientific paradigm
, 15
SCOOP
, 197
Scriptures
, 86–87
Selflessness
, 26
Self-management skills
, 291
Semi-mythical narrative
, 76
Sensationalism
, 193–194
Serb victimhood
, 76
Shared purpose, need for new statement of
, 301–302
Shocks
, 286–287
Simultaneity
, 120
Site of Special Scientific Interest (SSSI)
, 327
Skills Builder Partnership
, 256
Skills Imperative 2035 research programme
, 291
Skills Imperative 2035: Essential Skills for Tomorrow’s Workforce, The
, 288
Social innovation
, 253
Social innovation programmes
, 259
Social inquiry
, 147–148
Social interaction
, 214
Social justice arguments
, 323
Societal upheaval moments
, 130
Society in crisis
, 129–131
Society of Human Resource Management (SHRM)
, 215–216
Soft skills
, 55–56
Solidarity
, 29–30
Sparks of inspiration
, 3–4
Spatial planning design
, 184
Speech
, 51–53
Stories
, 184
Story Wall
, 175
Storytelling
, 184
Straitjacket of multi-layered, ‘irreversible’ reforms
, 297
Structural inequality
, 55–56
Structured youth social innovation programme
, 253
Subsidiarity
, 69
Success
, 245–246
Super-smart society
, 218
Suppression
, 193–194
of ideas
, 76–77
Synthesising mind
, 273
Teachers as public intellectuals
, 148–150
Team-members
, 186–187
Technology
, 237–238
Thatcher government
, 296
Theorising practice
, 312–315
Thinkpol
, 30
3D printing
, 218
Tin Temples
, 172
Top-down processes of renewal
, 72–73
Traditional politics
, 3–4
Transformed labour market, new skills for
, 285
Transition Year
, 260–261
Trust schools, expansion of chains of
, 299
Truth
, 9–10, 53–54, 85, 87
discrimination
, 95–97
faith communities and cultural appropriation
, 94–95
frailties and fears
, 88
proactive truth telling
, 87–88
telling, forming, bearing communities
, 88–93
truthful people and truth-telling communities
, 97
witness in action
, 93–94
Truthful people
, 97
Truthful witness
, 90
Truth-telling communities
, 97
TwitterFiles investigations
, 38
Twitternet
, 26
UK labour market
, 286–287
UK Parliament
, 102, 108
UK’s professional body for librarians and information professionals (CILIP)
, 99
Uncertainty
, 21
Understanding
, 105
University of Edinburgh
, 54
Unrealistic optimism
, 211
Untapped talent
, 321–322
UpRising schools initiative
, 199, 201–202
UPSHIFT
, 253–254
in Action in India
, 258–259
Values blueprinting
, 215–216
Virtual reality
, 218
Visitors
, 184–185
Visual minutes
, 121
Volatile, uncertain, complex, ambiguous world (VUCA world)
, 129, 131, 205
bouncing back or bouncing forward
, 205–206
connectedness
, 214–216
control
, 212–214
coping
, 218–220
gains for individuals, governments and society
, 222–224
growth
, 216–218
perspective
, 210–212
positive resilience
, 207–208
purposefulness
, 208–210
thriving
, 207
wellbeing
, 220–222
Voluntary responses
, 123–124
Wanderer, A (film)
, 176–177
Waves
, 238
Wellbeing
, 220–222
interventions continuum
, 311–312
Western society
, 3–4
Whole community plan
, 124–126
Whole school design
, 276–279
Whole-systems approach
, 138–139
Witness as improvisation
, 90–91
Witness in action
, 93–94
Witness to truth
attending to other
, 92–93
experiments in
, 88–89
local and particular
, 89–90
Work pressures
, 315
Workplace resilience
, 206
XP Schools
, 275
Young Social Innovators (YSI)
, 259–261
Youth led social innovation
, 253
adolescence
, 254–255
learning across borders
, 258–261
passion and frustration
, 253–254
policy disconnect or policy opportunity
, 255–257
Yugoslavia tragedy
, 75–76
- Prelims
- Part 1 The Concept of an Ideas-Informed Society
- 1 Potent Ideas, Engaged Citizens, Healthy Societies
- 2 The Value of Uncertainty and the Tyranny of the Closed Mind
- 3 A Little Conceptual Housekeeping: Ideas and Their Contexts
- 4 Battle of Ideas: Shaping the Future Through Debate
- Part 2 Truth-Telling, Democracy and Community
- 5 ‘Battle of Ideas’: Weaponising the Free Speech Fallacy
- 6 Reversing Polarisation: How Challenging Ideas Can Help People Find Common Purpose
- 7 When Ideas Fail
- 8 Bearing the Truth and Building Truth Telling Communities
- 9 Informed Society and Representative Democracy – The Role of Parliaments
- 10 Questions Worth Asking and Conversations That Matter: Generating Ideas in Cohesive Communities
- 11 An Entrepreneur's Journey: Delivering Ideas to Change a VUCA World
- 12 Education for Democracy: Schools as Communities of Inquiry
- Part 3 Creativity, Arts and the Environment
- 13 In Praise of Inutility: Learning From Dickens
- 14 The Power of Visual Ideas – Creating a Sense of Place Through Art
- 15 Curiosity and Stories: Working With Art and Archaeology to Encourage the Growth of Cultural Capital in Local Communities
- 16 Getting the (Positive) Word Out: The IdeaSpies Platform
- 17 How to Succeed in a Volatile World? Utilising the 7 Pillars of Positive Resilience to Make the Ideas-Informed Society a Reality
- 18 As We Sit in the In-Between
- Part 4 Education and Empowering Young People
- 19 Ideas-Informed? – Ideas Are Not Enough!
- 20 Unleashing Ideas Through Youth Led Social Innovation
- 21 Developing Ideas-Informed Young Citizens
- 22 The Future Skills Society Needs and Its Critical Implications
- 23 Education Policy for a New Age of Enlightenment
- 24 Ideas in Action: Critically Reflective Practice
- 25 Turning Schools Inside out – Community Curriculum Making
- 26 The Case for Place: How We Can Improve Our Ideas About ‘Place’ in Education Policymaking
- Index