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   it does not find its ͚end͛ in a space or time beyond, but only in this
place͟  

˜ particular place on earth can be a kind of curricular lens through which all
traditional school subjects may be closely examined. The immediacy and
relevance of place in the lives of students can be a huge catalyst to deep
learning ʹ learning at the level of understanding. The discovery that develops
in attempts to find out why the place looks and feels as it does yields a kind of
intellectual satisfaction that cannot be matched even by the complete mastery
of a disconnected textbook curriculum.͟    
 
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˜
n much contemporary discussion, place is a notion that has been viewed
with a great deal of suspicion as a romantic affectation or as arising out of
some sedentary conservatism.͟  
"###
˜The politics of home have had a fraught and vicious history on the continent, and perhaps
that explains how they have been set aside, and so deliberately ignored. But belonging can
be reinterpreted and that's where a host of seemingly unrelated cultural responses to our
predicament seem to be forging a new understanding͙
˜ather, the politics of home is an ongoing project, something that has to be constantly
renewed and recreated; belonging is about shared commitment, as relevant,
discovered,
on the moors of North Yorkshire where
grew up, as on the streets of London's East End
where
now live(
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n Search of Lost Place
˜..the idea of place does not so much bring a certain politics with it, as define the very
frame within which the political itself must be located.͟  
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˜hile a liberal education encouraged students to open their eyes to the world around
them and see possibilities of social progress, global perspectives teach them to gaze
inwards at themselves and internalize limited human aspirations.
n other words, it
seeks to deny them their humanity.͟ 
 
˜...the claim is that we are the sort of thinking, remembering, experiencing creatures we
are only in virtue of our active engagement in place; that the possibility of mental life is
necessarily tied to such engagement, and so to the places in which we are engaged; and
that, when we come to give content to our concepts of ourselves and to the idea of our
own self-identity, place and locality play a central role ʹ our identities are, one can say,
intricately and essentially place-bound.͟  
"###
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˜The home-place
knew then was not the whole, or even the essence of the place to
which
now return. The movement of such a journey of departure and homecoming is
from part to whole and back to part. But the second ͚part͛ is a part that directly reflects
the whole, for now
know my home in the light of the larger place-world through which

have travelled. Had
remained at home and not left,
would never have come to see it
in such a different and more complete light. The longest way around is the shortest way
home.͟ (
"##)
˜Genuine education leads us back to ourselves, to the place we are (the § of our  ),
teaches us ˜to dwell͟ ( ) ˜here͟ and transforms us in the process. This
transformative journey back to ourselves is not a flight away from the world into
thought, but a reflexive return to the fundamental ˜realm of the human sojourn.͟ The
goal of this educational odyssey remains simple but revolutionary: To bring us full circle
back to ourselves, by first turning us away from the world in which we are most
immediately immersed and then turning us back to this world in a more reflexive way.͟

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