This chapter draws a distinction between ideas-as-content and ideas-as-form in E. M. Forster’s Howards End, arguing that the novel stages an ongoing tension between liberalism as a set of propositional ideals (content) and liberalism as a procedural approach for investigating ideas (form). Although the novel is invested in liberalism as an ideal, an ethos best encapsulated in the novel’s epigraph to “Only connect,” its commitment towards a liberal methodological treatment of ideas – to balanced debate and discussion that takes conflictual views into account and tries to reconcile them – means that this liberal ideal is also constantly undermined and challenged throughout. This chapter traces the dynamics of this tension and Forster’s attempt to resolve it.

Chapter 3 contextualizes Aghā-yi Buzurg and her community within the Sufi milieu of sixteenth-century Central Asia by highlighting a particular aspect of this community, ṭarīqa-yi nā-maslūk (the untraveled path), one of the most frequently used designations to refer to the community in the Maẓhar al-ʿajāʾib. This chapter emphasizes the complex nature of “the untraveled path” by exploring the association of Aghā-yi Buzurg and her followers with the Khwājagān–Naqshbandī Sufi tradition. Aghā-yi Buzurg’s community was unique among Sufi groups: first, because it was guided by a woman, and second, because this woman had not been trained by a living master but instead had received her spiritual training from the enigmatic saintly figure of Khiżr, believed to be endowed with immortal life.

The mathematics required to analyse higher dimensional curved spaces and space-times is developed in this chapter. General coordinate transformations, tangent spaces, vectors and tensors are described. Lie derivatives and covariant derivatives are motivated and defined. The concepts of parallel transport and a connection is introduced and the relation between the Levi-Civita connection and geodesics is elucidated. Christoffel symbols the Riemann tensor are defined as well as the Ricci tensor, the Ricci scalar and the Einstein tensor, and their algebraic and differential properties are described (though technical details of the derivationa of the Rimeann tensor are let to an appendix).

Emphasizing other people’s perspectives on the demonstrations that readers are developing, Chapter 7 opens by asking readers to imagine specific people who they might encounter in an informal learning setting and to reflect on why those people might care about their topic area and what they might already know about it. The chapter then reviews several examples of connections between language and broader, real-world experiences that many people are likely to have had. One of the advertising examples uses Bounty’s "quicker picker upper" phrase to show morphological processes. One of the cell phone examples uses mistakes in automatic speech recognition to show sociolinguistic comparisons across accents and genders. One of the popular song examples uses mondegreens (or misperceptions of lyrics such as Taylor Swift’s "lonely Starbucks lovers") to show phonotactic regularities. This chapter’s Closing Worksheet asks readers to write down specific ways that people might encounter their demonstration’s central topic in everyday life.

While Wittgenstein has become recognized as the most overt philosophical influence in Wallace’s writing, he was by no means the only one. Wallace was heavily indebted to numerous philosophical schools, and was particularly influenced by the linguistic turn, and the post-philosophical ideas of Rorty and Cavell. Wallace attended classes with Stanley Cavell at Harvard University, and his influence on Wallace has been traced in recent scholarship by Adam Kelly and others. This chapter offers guidance on reading Wallace through the lens of what Cavell referred to as “moral perfectionism” – the drive toward constant moral improvement, an endless iterative repetition of self-discovery, “a process of moving to, and from, nexts” – which Wallace explored and embodied in different ways throughout the work. The recurrent theme of heroic attention as a virtuous struggle arguably owes a debt to Cavell’s concept of acknowledging the other as a moral good, and the anti-teleological drive of Wallace’s oeuvre fits neatly with Cavell’s imaginary of unending toil toward the good. Using the Pop Quiz structure of “Octet” as a point of departure and focusing more broadly on the dialogic imperative of Brief Interviews with Hideous Men as a whole, this chapter argues that Wallace’s work, with its sense of repeating shapes, themes and patterns, and especially the persistent figurations of failure and regrouping, is best read as a series of iterations of perfectionism, a career-long fantasy of searching for the good in the knowledge that it will not be attained.

This chapter examines the relationship between Wallace’s writing and works of visual art. Beginning with the many moments of ekphrasis that punctuate the writing, ranging from myths of tapestry-weaving to Leutze’s mural of Manifest Destiny, encompassing Bernini and Escher in Infinite Jest alone, this chapter explores the ways in which Wallace makes use of the language of images in his writing, situating narrative in conversation with visual culture and reaching beyond language to image, color and texture. Reflecting on prior scholarly attention to art positioned in Wallace’s writing, the chapter explores the connections between attention and aesthetic. The chapter also examines the ways in which visual cues appear in other ways in Wallace’s work, from the defecatory art of Brint Moltke in “The Suffering Channel” to the incidence of color as a motif throughout the work, specifically Wallace’s insistent references to clothing. The chapter highlights the materiality of these instances, attending to both the visual and the haptic elements of his narrative deployment of art in fictional worlds. This chapter works in concert with the next, delineating the intermediate nature of Wallace’s writing, poised between language, sense and image, and how his inclusion and occlusion of art recalibrate and reflect the relationships between author and reader.

It has been noted by numerous scholars that Wallace’s writing of sexual activity and identity was, to say the least, unsatisfying. Often violent and/or coercive, almost always alienating, and generally involving repulsion either within or beyond the text, sex is a site of conflict for Wallace. While juvenile sexual jokes animate the early work in particular (Frequent and Vigorous being the prime example), meaningful sexual experiences are few. Sex is problematic; phantom pregnancies and the choice of masturbation over sexual intimacy recur as images of the wasteful productivity of contemporary society and culture, while rape and sexual manipulation are common behaviors of the solipsistic (usually male) characters peopling this space. This chapter outlines some of the primary motifs of sex and sexuality in Wallace’s work, examining the ways in which he used the sexual subject to dramatize forms of social intercourse and self-expression and exploring the connections between sex, power and communication in his writing.

Chapter 8 describes how to build a better connection with children and young people using a range of verbal and non-verbal communication strategies. Different communication tools and strategies are explained in detail.

Most theories of curiosity emphasize the acquisition of information. Yet, recent advances from philosophy and cognitive science suggest that it may be time to complement the acquisitional theory of curiosity with a connectional theory of curiosity. This alternative perspective focuses on the actions of the knower in seeking relations among informational units, laying down lines of intersection, and thereby building a scaffold or network of knowledge. Intuitively, curiosity becomes edgework. In this chapter, we dwell on the notion of edgework, wrestle with its relation to prior accounts, and exercise its unique features to craft alternative reasons for curiosity’s value to humanity. In doing so, we find that the notion of edgework offers a fresh, flexible, and explanatory account of curiosity. More broadly, it uncovers new opportunities to use the lens of science to examine, probe, and interrogate this important dimension of the human experience.

Chapter Three, ‘At Camp’, explores how military camps produced new tensions as the men began to observe and interact with troops from other part of the empire and among the Allied forces. Colourful descriptions of the ‘Empire united in arms’ elided the asymmetries of power and inter-colonial competition at stake in the militarised setting.  The struggle to achieve status within an envisioned hierarchy of colonial races manifested in how the men wrote about those they met and how they represented themselves – in their uniform, fitness and soldierly bearing – in these spaces. Military sports days and leisure activities afforded new opportunities away from the battlefield to prove martial manliness, creating physical spectacles captured in official photography of the pageantry of the British Empire at war. The chapter thinks, too, about how these camp spaces encouraged curiosity about the new people the men were meeting and how they recounted moments of intimate and human connection that ran parallel to more antagonistic constructions of identity.

Chapter 9 finalises the big-picture relationship between teaching and classroom management to complete your understanding of classroom management from the larger perspective of proactive, thoughtful and student-focused inclusion, which is the overarching goal of the control–connect continuum. The chapter critically examines the historical and technological contexts of modern education, further reviews the importance of positive relationships and managing for relational growth, analyses learner empowerment as an overall theme for this book, and explores the role of technology as an integral part of modern teaching and classroom management. Importantly, this chapter points to important sources of ongoing support in relation to the use of technology to help personalise learner engagement.

This introductory chapter provides a brief introduction to the theme of the textbook: transformative classroom management. It outlines the rest of the chapters’ main themes and discussions, and establishes connection as the principal modern precept for managing the class and behaviour in educational environments.

"This chapter considers the role of institutions in re-building trust and connection for families in exile. It introduces the evolutionary evidence that human beings are co-operative breeders and that, as a result, the need to belong and connect to communities or groups is central for human flourishing. It draws on reflections on the experiences of refugees, which are shaped by the destruction of human connectedness. In this context, the chapter explores the role of the institutions and service providers who come in contact with refugee people and families. It discusses the approaches systems create to re-build trust and connection in the post-trauma phase and argues that these approaches can indeed lead to the re-building and re-making of trust, but that they can also create a re-enacting and re-breaking of trust and connectedness. Thus, it is useful to explore frameworks and principles that may assist in shaping approaches so that relational repair, and not further rupture, can occur. In the final section, the chapter recommends therapeutic practices for practitioners to consider when doing the work of re-building trust for refugee families."

The final chapter grapples with a critical question for the entire book: Has greater access to other people through media (connectivity) contributed to people’s sense of connection or furthered a sense of isolation? The current nearly constant state of connectivity is contrasted with the importance of connection through social interaction with close others. This chapter reviews evidence of declining rates of social interaction among Americans. Bringing back theories and perspectives introduced throughout this book, this chapter examines why connectivity does not necessarily make us feel more connected. Finally, the chapter offers suggestions for gaining the most from the promise of connectivity by establishing mediated social interaction routines.

Mutual responsiveness is necessary to sustain a close relationship and, to achieve it, people must protect their overall motivation to act in a caring way against the costs naturally arising from the challenges of maintaining interdependence. These challenges are universal and require solutions that constitute relatively automatic habit structures. The solutions allow people to “keep their eyes on the prize” and sustain their overall rewards without being distracted by the localized costs that occur along the way. For instance, one important challenge involves partners’ behavior that will on occasion interfere with one’s personal goals, by either pursuing their own interests first or failing to coordinate dyadic goals. In a case of motivation cognition, the automatic response to such experiences is to rationalize the negative, costly behavior by exaggerating the partners’ positive features and compensating cognitively for it. However, consistent with the MODE model, if people have the cognitive resources for deliberation, those whose broader goals are more self-protective rather than connective will overturn the pro-relationship impulses, to their ultimate detriment. Research exploring three different automatic procedural rules that illustrate this process of motivated cognition will be described.

Presents relevant aspects of topology, such as homeomorphism, fiber and vector bundles, connection and curvature, parallel transport, and holonomy, and ends with establishing the relevance of topology to physics.