15133 research outputs found
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\u3cem\u3eWalking Together\u3c/em\u3e (2023) by Elder Albert Marshall and Louise Zimanyi
No full textIn the nineteenth and twentieth centuries American and Canadian government agencies and Christian churches established Indian residential schools where hundreds of thousands of children were “reeducated” in English and Christianity. They were not allowed to use their native languages or given names, to practice their religions, or to communicate with their siblings or parents. They were made to work in crop fields, kitchens, laundries, and industrial workshops. Many were physically and sexually abused. Many never saw their families again. The nine picture books reviewed here are accounts of survivors of residential schools from eight different Indigenous nations. In addition to depicting the violence attending these schools, the books show the courage and intelligent resilience of the resident children—inventing sign language to secretly communicate with each other, stealing food, and attempting escape. These books can help Indigenous families and descendants of settler colonizers explore this part of history in ways that may be uncomfortable but that will generate the kind of understanding of the past that can inform taking responsibility for the present and the future.https://digitalcommons.montclair.edu/iapc_thinkingstories_picturebooks/1067/thumbnail.jp
Walking Together
No full texthttps://digitalcommons.montclair.edu/iapc_picturebook_gallery/1055/thumbnail.jp
Mountains of Tibet
No full texthttps://digitalcommons.montclair.edu/iapc_picturebook_gallery/1057/thumbnail.jp
\u3cem\u3eComing Home: A Hopi Resistance Story\u3c/em\u3e (2024) Coming Home: A Hopi Resistance Story
No full textIn the nineteenth and twentieth centuries American and Canadian government agencies and Christian churches established Indian residential schools where hundreds of thousands of children were “reeducated” in English and Christianity. They were not allowed to use their native languages or given names, to practice their religions, or to communicate with their siblings or parents. They were made to work in crop fields, kitchens, laundries, and industrial workshops. Many were physically and sexually abused. Many never saw their families again. The nine picture books reviewed here are accounts of survivors of residential schools from eight different Indigenous nations. In addition to depicting the violence attending these schools, the books show the courage and intelligent resilience of the resident children—inventing sign language to secretly communicate with each other, stealing food, and attempting escape. These books can help Indigenous families and descendants of settler colonizers explore this part of history in ways that may be uncomfortable but that will generate the kind of understanding of the past that can inform taking responsibility for the present and the future.https://digitalcommons.montclair.edu/iapc_thinkingstories_picturebooks/1064/thumbnail.jp
Application of organic geochemistry to the characterization of hydrochar and biochar: Insights into composition and optimization
No full textHydrothermal carbonization has garnered significant attention in recent studies due to potential applications of the hydrochar produced, which overlap with those of torrefied biochar, including soil improvement, carbon sequestration, and energy production. However, unlike the relatively uniform properties of biochar, hydrochar characteristics can vary greatly depending on the feedstock used. Advanced characterization techniques are essential to better understand these materials and enhance their practical applications. Research on hydrochar requires a multi-faceted approach, including molecular-level studies, to optimize production processes and identify specific applications.
In this regard, analytical methods commonly used in organic geochemistry could play a crucial role in deepening our knowledge of hydrochar and biochar. Thus, this study evaluates the properties and key characteristics of five types of hydrochar and a reference biochar using a range of advanced analytical techniques. Among these, HAWK® pyrolysis with flame ionization and infra-red detectors (Py-FID/IRD) — typically employed in petroleum geochemistry — has proven to be a rapid and effective method for assessing some key properties and facilitating quick comparisons. Additionally, thermal desorption and pyrolysis analysis followed by gas chromatography coupled with mass spectrometry (TD-Py-GC-MS) provided detailed molecular characterizations of the hydrochars. These findings demonstrate that traditional techniques used in fossil fuel and environmental geochemistry are equally applicable in this field. Consequently, these techniques offer valuable insights into hydrochar composition, addressing critical knowledge gaps and leveraging advanced geochemical methods to assist in optimizing carbonaceous materials for practical applications including production of biofuels and platform chemicals for bio-refining
Not My Girl
No full texthttps://digitalcommons.montclair.edu/iapc_picturebook_gallery/1052/thumbnail.jp
Heinegg, James Interview 18 April 2025
No full textIn this interview, James Heinegg reflects on his formative involvement with the Institute for the Advancement of Philosophy for Children (IAPC), beginning with his participation in the Master of Arts in Teaching program with a concentration in Philosophy for Children at Montclair State College during the 1988–1989 academic year. Heinegg describes the structure of the MAT program—including residential sessions in Mendham, New Jersey, and supervised philosophy teaching in Montclair and Newark public schools—and the pedagogical practices of the community of inquiry as they were taught and enacted at the time. He discusses his subsequent work as a full-time and part-time Program Assistant at the IAPC, detailing his responsibilities in teaching, mentoring students, editorial work for Thinking: The Journal of Philosophy for Children, and supporting the Institute’s international programs. Heinegg offers rich reflections on the mentorship of Matthew Lipman and Ann Margaret Sharp, emphasizing their commitment to community, collaboration, and philosophical inquiry. The interview also traces Heinegg’s later career as an elementary school teacher, director of curriculum instruction, and school district superintendent, highlighting the enduring influence of philosophy for children on his educational leadership and curriculum work.https://digitalcommons.montclair.edu/iapc_oral_histories/1013/thumbnail.jp
\u3cem\u3eMuinji’j Asks Why\u3c/em\u3e (2022) by Shanika MacEachern and Breighlynn MacEachern
No full textIn the nineteenth and twentieth centuries American and Canadian government agencies and Christian churches established Indian residential schools where hundreds of thousands of children were “reeducated” in English and Christianity. They were not allowed to use their native languages or given names, to practice their religions, or to communicate with their siblings or parents. They were made to work in crop fields, kitchens, laundries, and industrial workshops. Many were physically and sexually abused. Many never saw their families again. The nine picture books reviewed here are accounts of survivors of residential schools from eight different Indigenous nations. In addition to depicting the violence attending these schools, the books show the courage and intelligent resilience of the resident children—inventing sign language to secretly communicate with each other, stealing food, and attempting escape. These books can help Indigenous families and descendants of settler colonizers explore this part of history in ways that may be uncomfortable but that will generate the kind of understanding of the past that can inform taking responsibility for the present and the future.https://digitalcommons.montclair.edu/iapc_thinkingstories_picturebooks/1068/thumbnail.jp
Strohecker, Margaret Interview 30 October 2025
No full textIn this IAPC Oral History Interview, Margaret Strohecker reflects on her formative role in the early development and implementation of Philosophy for Children (P4C) in the United States. She recounts her introduction to P4C as an undergraduate philosophy student, her participation in the inaugural Master of Arts in Teaching program at Montclair State College in the early 1980s, and her experiences studying with Matthew Lipman, Ann Sharp, and other central figures of the IAPC. She offers detailed recollections of the IAPC seminars at Mendham, New Jersey, the structure and challenges of the early MAT program, and the communal intellectual culture fostered by Lipman and Sharp. Strohecker also discusses her subsequent work implementing P4C in public schools, particularly in Lynbrook, New York, addressing issues of teacher resistance, large-scale curricular implementation, assessment, and media attention. Through vivid anecdotes—especially classroom moments that reveal children’s emerging self-reflection—she articulates the pedagogical and ethical significance of philosophical inquiry with children. The interview further explores tensions between P4C and academic philosophy, questions of implementation across diverse educational contexts, and Strohecker’s later work in science education and homeschooling.https://digitalcommons.montclair.edu/iapc_oral_histories/1012/thumbnail.jp
When We Were Alone
No full texthttps://digitalcommons.montclair.edu/iapc_picturebook_gallery/1056/thumbnail.jp