Tolstoy occupies an important but often overlooked place in the development of educational thought, situated between the German pedagogical revolution of the eighteenth century and the proliferation of alternative education movements in the twentieth. Although initially inspired by the philosophy of Jean-Jacques Rousseau, Tolstoy’s educational experiments heralded a novel turn by rejecting educational theory as a foundation for the curriculum altogether. For applying any philosophy of education from above would unjustly impose and interfere with the lives of the Russian people. Instead, Tolstoy set out to facilitate the creation of the peasants’ own approach to schooling through dialogue with his pupils. This radical method has a close relationship with the development of Tolstoy’s literature and philosophy. His educational thought was well ahead of his time, and many of the ethical concerns he raised about mass education are still of pressing import.

This chapter reviews potential concerns of green building, including the environmental impact of the buildings, equity impacts, and environmental justice implications of ecolabeled buildings. These concerns typically revolve around the ultimate environmental impacts of green buildings and the equity implications of how we transition to a greener built environment. Green buildings may not be as green as we expect or want, and price premiums for green buildings work against affordability. Our green market transformation story is not a naïve, romantic, idealized story of perfectly sustainable practices overtaking our foolish old ways. This transformation story is messy, fraught with imperfections, and leaves ample room for improvement. In fact, that is part of the essence of this story: Iterative, ongoing improvements, building momentum toward a more sustainable system. Openly drawing our attention to these concerns and shortcomings can help us turn them into opportunities for continued gain and building on that momentum. Market transformation does not happen overnight, and it does not stop after a singular change. It is an ongoing evolution. This chapter reviews some of the shortcomings and concerns about this otherwise positive evolutionary path for green buildings.

This chapter explores skills and training in archaeology, especially university-level training opportunities. It includes pre-university and school-level training opportunities and fieldwork opportunities, and it addresses accessibility and equality issues in archaeology.

During this era educated individuals and professionally trained writers, artists, and composers developed new and distinctive types of cultural products, but they also continued to share many traditions with their less educated neighbors. Universities offered the most advanced education, and increasingly adopted humanist curricula that emphasized original texts. Humanists asserted that educated men should be active in political life, and several wrote important works of political theory. Italian humanists grew interested in Greek philosophy, while northern humanists regarded humanism as a way to bring about needed reforms in the Christian Church. The increase in literacy provided a market for all types of printed books in vernacular languages, and theaters staged the works of playwrights for a variety of audiences. Artists, especially in Italy, developed an innovative style in which they tried to achieve a sense of balance, proportion, and harmony. The word “Renaissance” was first used by authors writing about art in the sixteenth century, who began to see painters, sculptors, and architects as creative geniuses rather than simply artisans. They viewed this as a revival of Europe’s classical past, but art and other aspects of culture were also powerfully shaped by contacts with Asia, Africa, and (after 1492) the Americas.

Paul-Alain Beaulieu examines Mesopotamian Wisdom. While acknowledging that there is no native category of ‘Wisdom Literature’ in Mesopotamia, Beaulieu nonetheless finds it a helpful classification. Within this category are texts of several genres: we find disputations, which begin with a mythological introduction, progress to a verbal contest between non-human combatants, and conclude with the victor pronounced by a god. There are proverbs, found in collections and quoted in letters, as well as fables, often about animals. Instructions and admonitions transmit antediluvian wisdom to postdiluvian generations. Some texts reflect on the problem of theodicy, ruminating on the human-divine relationship and individual divine retribution, while others lament the futility of life and advocate a carpe diem attitude. School debates centralise learning and the scribal arts. These texts are linked by intertextual references and shared features, such as their frequent ascription to individual wise figures, assumption of the absolute and inscrutable power of the gods, and reflection on the human predicament.

Mark Sneed introduces readers to the world of scribes. Drawing first on some of the earliest developments of Sumerian scribalism, he gives an overview of how scribes trained and worked in the ancient Near East more broadly. In Egypt and elsewhere, scribal training began at an early age and involved a wide range of curricula, including wisdom literature, which scribes copied and memorized, as it played a significant role in scribal education. Although concrete evidence for Israelite schools is lacking, Sneed finds reason to believe that similar scribal practices existed there, where wisdom literature too served technical and ethical purposes. Scribes, then, existed in ancient Israel, and for Sneed could be identified in various ways: priests, prophets, and sages. Behind each of these lies the “scribe” as one who composed the texts themselves. Thus Sneed finds far more that is common than different among the biblical materials, wisdom texts included, and conceives of the scribe as holding a wide-ranging professional role in Israel that was not tied down to a single genre of literature.

This chapter concludes the volume’s fourth thematic strand (Cultural Perspectives) with a study of schools and education in the age of William the Conqueror. Utilising the perspective of the long eleventh century, it scrutinises different cultures of schooling in Normandy and England and the relationships that existed between them. This is followed by a discussion on the memory of pre-Conquest English learning in post-Conquest England and a concluding case study of King Harold’s Waltham.

In most societies, many groups and individuals rely on places beyond the scope of the household to live and enjoy their rights, including their rights to water and sanitation. These groups include persons in penal institutions and detention centres, health care professionals and patients who spend long periods in hospitals and health centres, students in boarding schools and workers who are required to spend considerable lengths of time in open workplaces. They also include people who reside in those spheres because of homelessness, people living in poverty who may lack access to water and sanitation in or near their homes and people who work formally or informally in the public spaces of urban areas. More broadly, they include the general public who commute daily.

This chapter looks at the abuse and regulation of schools. It begins with a brief history of religion and education law before examining the Trojan Horse Affair which began in 2014 and reverberates today. An extraordinary volume of disinformation encrusts this series of events, which is here related via an outline of the salient facts as drawn from official reports and court cases, with minimal reference to newspaper articles and academic commentary. The related issues of illegal schools and unregulated madrassas are touched on. The theoretical discussion illustrates that liberal individualism views education as a means to emancipate the individual into secularism, while multiculturalism treats it as a means to preserve and perpetuate minority cultures. It concludes that these perspectives fail to take schools seriously as institutions whose primary purpose is to provide as many British children as possible with a good education. The pluralist response points to what the Trojan Horse Affair and education law are really about: ensuring that every school, regardless of classification, is properly regulated, well-governed and capable of rebuffing any threat to its good functioning.

In this chapter I extend insights about the channels of professional continuity discerned in Chapter 4 to focus on the institutions that socialized the next generation of Soviet citizens. I first present Russia-wide data on resilience in education as related to the estates and follow this data analysis with a qualitative account of imperial schooling. Statistical analysis is strongly suggestive of the interconnected human-capital and estate drivers of spatial variations in educational attainment and institutions during the communist period and in the present. To unpack the causal mechanisms behind the statistical patterns, I adapted concepts of institutional drift and conversion to Russia’s post-revolutionary context. Insights from comparative historical analysis into institutional path-dependencies help dissect how the eclectic tapestry of schools catering to Samara’s educated society found its phoenix-like reincarnation in Soviet pedagogy, even when punctuated with closures and reforms. An exercise in historical forensics concerning the Samara Jewish School allows me to dissect some ways in which lower-status pedagogic old-timers capitalized on their new status as Soviet school headmasters. Finally, similar to patterns observed in Samara City, I dissect heterogeneity in demand for and supply of schooling within rural areas.

In this integrative chapter, we summarize insights emerging from the volume as a whole with respect to the main propositions outlined in the introduction, namely, that (a) revenge is part and parcel of children’s and adolescents’ lives, manifesting various normative forms and functions, and (b) throughout childhood and adolescence, revenge can be both a consequence and a predictor of adverse psychological and social processes. In addressing the ways in which these two overarching concerns are woven throughout the chapters in this book, we summarize the contributions of individual, interpersonal, and institutional-level influences on the development of revenge. We conclude with proposed future directions and implications for intervention.