Beyond Science Standards captures a vision of science education both whimsical and serious. Ranging across examples from elementary to university level classrooms and grounded in philosophy and history, the stories address dimensions beyond the realm of bureaucratic standards. Its thesis brings into question the premise of scientific unity and its representation in school as notions of method, process, nature, and practice. Schools, no less than the sciences, profit from playful exploration—of musical instruments in fourth grade physical science, for example, and hotel lobby decorative rock in a college geology course. Aesthetic expression permeates geologic interpretation and evolutionary insight—in depicting dentition, for instance, in the history of the horse family and linking this history to changing landscapes. Participating in collecting local, high altitude weather data enhances trust in climate science, especially when the observations benefit the local farming community. Allied with historical examples of the conduct of science, Beyond Science Standards offers the reader inspiring stories of science teaching, varying from place to place, time to time, discipline to discipline, and purpose to purpose.

Focusing on research-based, developmentally appropriate practices, this book shows teachers how to help young children reach standards through creative play activities that ignite their enthusiasm to learn.

Does science have all the answers? Can it even deal with abstract reasoning which reaches beyond the world experienced by us? How can we be so sure that the physical world is sufficiently ordered to be intelligible to humans? How is it that mathematics, a product of human minds, can unlock the secrets of the physical universe? Are all such questions to be ruled out as inadmissible if science cannot settle them? Metaphysics has traditionally been understood as reasoning beyond the reach of science, sometimes even claiming realities that are beyond its grasp. Because of this, metaphysics has often been contemptuously dismissed by scientists and philosophers who wish to remain within the bounds of what can be scientifically proven. Yet scientists at the frontiers of physics unwittingly engage in metaphysics, as they are now happy to contemplate whole universes that are, in principle, beyond human reach. Roger Trigg challenges those who deny that science needs philosophical assumptions. In fact, Trigg claims that the foundations of science themselves have to lie beyond science. It takes reasoning apart from what can be experienced to discover what is not yet known, and this metaphysical reasoning to imagine realities beyond what can be accessed. “In Beyond Matter, Roger Trigg advances a powerful, persuasive, fair-minded argument that the sciences require a philosophical, metaphysical foundation. This is a brilliant book for new-comers to philosophy of science and experts alike.” —Charles Taliaferro, professor of philosophy, St. Olaf College

Beyond Standards offers concrete ways to reconceive what it means to foster excellent performance in the classroom and vivid examples of student work that was motivated by the pursuit of excellence rather than by test scores.

Representation is a concern crucial to the sciences and the arts alike. Scientists devote substantial time to devising and exploring representations of all kinds. From photographs and computer-generated images to diagrams, charts, and graphs; from scale models to abstract theories, representations are ubiquitous in, and central to, science. Likewise, after spending much of the twentieth century in proverbial exile as abstraction and Formalist aesthetics reigned supreme, representation has returned with a vengeance to contemporary visual art. Representational photography, video and ever-evolving forms of new media now figure prominently in the globalized art world, while this "return of the real" has re-energized problems of representation in the traditional media of painting and sculpture. If it ever really left, representation in the arts is certainly back. Central as they are to science and art, these representational concerns have been perceived as different in kind and as objects of separate intellectual traditions. Scientific modeling and theorizing have been topics of heated debate in twentieth century philosophy of science in the analytic tradition, while representation of the real and ideal has never moved far from the core humanist concerns of historians of Western art. Yet, both of these traditions have recently arrived at a similar impasse. Thinking about representation has polarized into oppositions between mimesis and convention. Advocates of mimesis understand some notion of mimicry (or similarity, resemblance or imitation) as the core of representation: something represents something else if, and only if, the former mimics the latter in some relevant way. Such mimetic views stand in stark contrast to conventionalist accounts of representation, which see voluntary and arbitrary stipulation as the core of representation. Occasional exceptions only serve to prove the rule that mimesis and convention govern current thinking about representation in both analytic philosophy of science and studies of visual art. This conjunction can hardly be dismissed as a matter of mere coincidence. In fact, researchers in philosophy of science and the history of art have increasingly found themselves trespassing into the domain of the other community, pilfering ideas and approaches to representation. Cognizant of the limitations of the accounts of representation available within the field, philosophers of science have begun to look outward toward the rich traditions of thinking about representation in the visual and literary arts. Simultaneously, scholars in art history and affiliated fields like visual studies have come to see images generated in scientific contexts as not merely interesting illustrations derived from "high art", but as sophisticated visualization techniques that dynamically challenge our received conceptions of representation and aesthetics. "Beyond Mimesis and Convention: Representation in Art and Science" is motivated by the conviction that we students of the sciences and arts are best served by confronting our mutual impasse and by recognizing the shared concerns that have necessitated our covert acts of kleptomania. Drawing leading contributors from the philosophy of science, the philosophy of literature, art history and visual studies, our volume takes its brief from our title. That is, these essays aim to put the evidence of science and of art to work in thinking about representation by offering third (or fourth, or fifth) ways beyond mimesis and convention. In so doing, our contributors explore a range of topics-fictionalism, exemplification, neuroaesthetics, approximate truth-that build upon and depart from ongoing conversations in philosophy of science and studies of visual art in ways that will be of interest to both interpretive communities. To put these contributions into context, the remainder of this introduction aims to survey how our communities have discretely arrived at a place wherein the perhaps-surprising collaboration between philosophy of science and art history has become not only salubrious, but a matter of necessity.

Beyond Animal Welfare is a personal account of the wellness construct and its utility as an animal welfare enhancement. Professor Terry L. Maple discovered wellness as he sought to optimize animal welfare standards and practices in his duel career as an animal welfare scientist and a CEO for two zoos in Atlanta and West Palm Beach, Florida. The book examines the merger of human-centered wellness principles and the advancing quality of life offered to wildlife in human care. Professor Maple reveals that wellness applies to both human beings and animals, communities, and ecosystems. The key to long-term improvements in living standards is wellness-inspired design, a process whereby the animal is encouraged to thrive by creative enhancements to its physical and social environment. The art and science of wellness is identified as the new frontier of animal welfare reform.

When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The book addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education? 2. What do the eight practices look like in the classroom? 3. How can educators engage students in practices to bring the NGSS to life? Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework’s initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge—not just receive and repeat information—this book is for you.