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Not only do we, the marginalised thinkers, are not living but also are hardly existing; But not merely for ourselves but rather for the Other, the Oppressed majority, who have the illusion of even existing in this hellish world…. And this gives us resistance, drive, and of course meaning to our suffering. Will never cease our fight for transforming the condition of their existence. Will empower them towards their liberation....
-- The Author, S.M.H. Hosseini (taken from one of my books– Book No. 4)
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Books
It has been for four years now that i am looking for a Publisher who is willing to publish the following nine books -- I solicit your help in this regard.
26. ‘Competitive Team-Based Learning: Theory, Research, Innovation, and Application’;
The information on the front cover of the book is as under:
As an indispensable resource for all involved stakes in Academia, Competitive Team-Based Learning: Theory, Research, Innovation, and Application, by Dr Hosseini, seeks to throw into relief the relationship between theory, research, innovation, and practice with reference to the conventional popular educational methods and approaches like Communicative Language Teaching, Interactive Learning, Collaborative Leaning, and particularly Cooperative Learning methods. More importantly, it brings into sharp focus the author's ‘unique’ pedagogical innovation as a pragmatic solution to the present socio-educational/cultural/economical/political problems. The nature and the characteristics of this fundamentally different approach to modern ELT/Education not only generate short-term results along with (language) learning and excellence in the learning and provide students with the opportunities to acquire and internalise more effective tactics and methods for solving problems and constructing knowledge. They likewise promote true and flexible active learning, interactive competence, long-term retention, and especially the acquisition of some crucial habits of mind such as objectivity, and critical and creative thinking. Another outstanding feature of this world-class innovative approach is that he facilitates tomorrow citizenry to learn humanitarian interpersonal skills and democratic values, principles, and norms which are essential requirements for successful life-long learning, working, living, global interaction and interdependence, and survival in today world context. The significance of this extraordinary son of Dr Hosseini, thereby, refers to the fact that he has the capacity to contribute to the development of live, humane, healthy, creative, and civilised societies, and compassionate civilisations better than other popular educational innovations. Considering his magic transforming power for converting today ‘sheep-like reticent bench-bound adaptable-to-the-world recipients/objects’ to ‘Agents of change or the Subjects who have the capacity to influence the world’, Dr Hosseini’s pedagogic innovation is in essence a 'CATALYST FOR CHANGE'. He is an inimitable approach to the empowerment and the liberation of the Other, and in point of fact, an apt strategic instructional 'WEAPON' for the elimination of dictatorship/apartheid or any other sources of racism, injustice, oppression, corruption, and destruction from among human societies in the third millennium. CTBL, to be to the point, is an ensured pathway to human security, prosperity, and world peace.
This seminal manual has special foci upon:
· Penetrating deep into the present educational systems, which cherish the Lecture Method/the Banking Method, and excoriating the beyond in order to remind the (educational) policy makers about the crucial importance of a radical overhaul;
· Shedding light on the chronological development of language teaching methodology for justifying the need for accommodating modern innovative approaches like CTBL in education systems;
· Analysing, engineering, synthesising, and enriching the conventional popular educational methods and approaches towards the author's instructional innovation;
· Differentiating CTBL from other innovative methods and approaches, and discussing the significance and relevance of this approach against the backdrop of ongoing globalisation which means a great deal of competitive spirit in today world context;
· Bringing to the fore Dr Hosseini’s "Theory of Language" and his "Multiple Input-Output Hypothesis" – as the heart of the theoretical foundations of his innovative approach;
· Implementing CTBL via the emerging online technologies, and
· Promoting professional growth of the readers especially through the 13 chapter-end thought-provoking discussion questions, which stimulate critical, analytical, and creative thinking. Dr Hosseini’s mottoes, which have been included at the beginning and end of each part of the typescript, would also contribute to this end.
As a gold mine of the latest issues in ELT/Education, this invaluable manual will be found highly useful particularly for post graduate students, in-service programmes and seminars for teachers, and teachers at all levels and in different subject areas and cultures. It will serve them to enrich their methodological savvy, widen their knowledge of the emerging trends, and generate their positive attitudes towards innovative approaches. It may also inspire (ELT) teachers to develop their own techniques and even methods in order to meet the needs of their classes. (Curriculum) policy makers, researchers, methodologists, syllabus designers, and material developers could also take note of the noteworthy benefits this book proposes.
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All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.
--Aristotle
… And i have brought myself, by long meditation, to the conviction that the dawn of my instructional innovation connotes the demise of the remainders of the ancient barbarous Emperors in today world context.
-- The Author, S.M.H. Hosseini (taken from one of my books– Book No. 1)
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Important Caution: Educators who are willing to employ my approach (me) should be aware that they will be wiped out -- sooner or later, most probably through insensible but barbarous approaches, if they are living in a country that is ruled by a fascist/dictator.
27. ‘Penetrating into PhD and the Beyond through Letter Writing’;
The information on the front cover of the typescript is as follows:
This guidebook profiles the letters the author developed/received in pursuance of pursuing his Doctoral Degree in Mysore University in India. It consists of a broad range of letters including from the request he made for registration in the University of Mysore to the letters he e-mailed to the president of Iran and to the prime minister of India, requesting them to save him from the horrible circumstance an Iranian Mafia occasioned for him, in India. Importantly, in addition to the original synopses Dr Hosseini proposed to some Indian professors in an attempt to persuade them to guide him towards his doctorate, this typescript entails both the final synopsis of his doctoral dissertation and the outline based upon which he had his Viva Voce. Three sample articles he succeeded to launch before, during, and after his PhD study have also found a place in this manual.
This material will be found a highly useful model especially for those academicians who are desirous of pursuing their doctorate abroad as it gives them a comprehensive understanding of the process of obtaining a doctoral degree overseas. ELT students, educators, and PhD Guides could also take note of the noteworthy benefits this volume proposes.
28. ‘Sample Articles Presented/Published by a PhD (ELT) Scholar’;
The information on the front cover of the book is as below:
The present manuscript entails some of the articles the author succeeded to develop and present/publish in various national and international symposia and journals in course of pursuing his doctorate in India. It consists of a broad range of articles including one entitled “ELT in Higher Education in Iran and India: A Critical Analysis” to one on “Infusion of Emerging Online Technology into ELT: The Need of the Hour”, and one on "Theoretical Foundations of my Instructional Weapon".
This material will be found a highly useful model particularly for those academicians who want to get familiar with the latest issues and trends in the field of ELT/Education and, more importantly, with the process of developing articles. This would be most beneficial especially when the readers have Dr Hosseini’s other books, the content of which are the sources of most of the articles in the present manual. ELT students/educators as well as the curriculum experts and researchers could also take note of the noteworthy benefits this volume proposes/implies.
29. ‘THEY FEAR me THEY Kill me: I'm a Roaring Flowing Mirroring Blood Drop';
The information on the front cover of the book is as under:
This manual is a collection of ideas which reflect part of my past and the matrix which shaped it: The matrix which contributed to my beliefs, in a diverse way of course. It is thereby a mirror part of which mirrors part of my wounds occasioned by my milieu, who destroyed my dreams. This typescript is in a sense my crushed soul: A wounded soul who capacitated my philosophy in such a way to pave the way to a different future. A different future but not for me but rather for the other Other , who are not only do not living but also are hardly existing. This guidebook is me. Me who's here to draw your dream future. To re-orient and recalibrate your attitude towards new horizons. To show you the way to peace ... to global peace ... to your prosperity.
I, as such, would be beneficial for the Other or the oppressed/the weak/the poor who have their own identity, attitude, and ideology but are almost always purposefully ignored, marginalised and deprived of their rights, and in short - insensibly - victimised. I am here, thereby, to reformulate your destiny. I do so via reformulating your approaches to thinking, which are the bases of your beliefs. I, as an agent of change, change your beliefs. And there is POWER in beliefs as they have enormous impact on your attitudes, and attitudes influence and go forth in your actions, ... and actions lead on to your destiny.
30. ‘Reading Pedagogy in the Third Millennium: Aspects and Perspectives’,
31. ‘English Grammar for Secondary Students’.
32. ‘English Grammar for Pre-Intermediate Students’.
33. ‘English Grammar for Intermediate Students’.
34. ‘English Grammar for University Students’.
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The more i come to the conclusion that my family and i have been incessantly wounded for 'their' transgressions and crushed for their iniquities; the more i feel we have been stabbed in back for them to be healed by our wounds; the more i feel THEY have been enjoying observing the fading of our strength and dreams; the more i come to the conclusion that i, as a 'Seyyed' thinker, have been brutally deprived of my rights and systematically marginalized and tortured to death for the last 30 years; and the more my God casts light on the fact that THEY are victimizing 'humanity' for their survival; -- the greater to me is the pleasure and charm of 'thinking about their true nature' and 'penning and mirroring them to the world', however eloquently THEY may bark at me, threatening me to death! ignoring the fact that i am not the ilk of being to be wiped out– i am an Approach occasioned by a Blood Drop. Once THEY kill me i transform myself into a Ripple – A Blood Ripple, who leaves behind it a Way...
-- The Author, S.M.H. Hosseini (taken from one of my books– Book No. 4)
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Articles
Conceptual
35. ‘‘The Dawn of Competitive Team-Based Learning Connotes the Demise of an Ideology';
36. 'Agents of Change in the Third Millennium: The Crucial Need For Realising Teaching as a Political Process';
37. ‘Method Engineering: Towards a Realistic Approach to EFL/Education’;
38. ‘Competitive Team-Based Learning and the Beyond’;
39. ‘On the Seminal Impact of Competitive Team-Based Learning Theory of Language Learning on Human Prosperity: Issues and Implications';
40. ‘Mirroring ELT/Education System and the Beyond in Iran: A Solution’;
41. 'The Significance of Competitive Team-Based Learning For the Era of Globalisation';
42. ‘Cooperative Learning Methods: A Thorough Introduction’;
43. 'Competition: A Neglected Component in Cooperative Learning Approaches and Methods';
44. ‘Method Analysis: Competitive Team-Based Learning versus Other Instructional Methods and Approaches with Reference to the Era of Globalisation’;
45. 'Paradigm Shifts in ELT: On the Way Towards Sustainable Futures';
46. ‘Writing Pedagogy: Towards Training Critical Thinkers’;
47. ‘Differentiating Interpersonal Learning Goal Structures: Towards Humanistic Approaches to Teaching/Learning';
48. 'An Insight into Salient Features of Competitive Team-Based Learning';
49. ‘Language Learning Strategies: A Comprehensive Introduction’;
50. 'Boosting the Effectiveness of Competitive Team-Based Learning ';
51. ‘Dynamics of ELT on the Way towards Sustainable Futures’;
52. On the Implications of Group Investigation in Language Courses’;
53. 'Reading Instruction and the Multiple Sources of Input-Output Hypothesis';
54. 'A Feasibility Study of Applying “Multiple Input-Output Hypothesis” into Task-based Teaching Approach in Second Language Acquisition';
55. ‘Conceptual Building Blocks of Competitive Team-Based Learning’;
56. 'On the Application of the Multiple Sources of Input-Output Hypothesis in Language Classes: A Fundamental Consideration';
57. ‘English Language Pedagogy and Higher Order of Incisive and Analytical Thinking Skills’;
58. ‘Investigating into the Effectiveness of Cooperative Learning Methods: Review of the Literature’;
Empirical
59. ‘On the Effectiveness of Competitive Team-Based Learning and Communicative Language Teaching with Reference to the Communication Abilities of Iranian EFL College Senior Students: The Demise of Communicative Language Teaching ’;
60. ‘A Study of the Effects of Competitive Team-Based Learning and Structured Academic Controversy on the Language Proficiency of Indian ESL College Seniors’;
61. ‘On the Effects of Competitive Team-Based Learning, Cooperative Team-Based Learning, and the Traditional Lecture Method on the Language Learning Strategies: A Comparative Study with Iranian and Indian EFL/ESL College Students’;
62. ‘Investigating the Effectiveness of Competitive Team-Based Learning, Learning Together, and the Traditional Lecture Method with Reference to the Retention of Iranian and Indian EFL/ESL University Students’;
63. ‘Reciprocal Teaching of Reading versus Lecture Method with Reference to the Language Learning Strategies of Iranian EFL College Freshmen’;
64. ‘The Effects of Cooperative Integrated Reading and Composition on the Language Proficiency of Iranian EFL University Students’;
65. ‘Jigsaw versus Lecture Method with Reference to the Reading Comprehension of Iranian University Students of English’;
66. ‘Teams’ Members Tournaments versus Teams-Games-Tournaments with Reference to Language Proficiency of Iranian Intermediate Learners of English’;
67. ‘Student Teams-Achievement Divisions verses Traditional Seat-Work with Reference to the Reading Comprehension of Iranian University Freshmen’;
68. ‘The Effect of Competitive Team–Based Learning on the Writing Skills of Iranian Pre-Intermediate EFL Students’;
69. ‘A Study of the Effects of Competitive Team-Based Learning, Cooperative Team-Based Learning, and the Traditional Lecture Method on the Reading Comprehension of Iranian and Indian EFL/ESL College Students’;
70. ‘Competitive Team-Based Learning versus Cooperative Team-Based Learning and the Traditional Lecture Method with Reference to the Attitudes of Undergraduate Students: A Study with Iranian and Indian Learners of English’;
71. ‘Competitive Team-Based Learning versus Cooperative Team-Based Learning and the Traditional Lecture Method with Reference to Reading Comprehension, Language Learning Strategies, Attitudes, and Retention of Iranian and Indian EFL/ESL College Students’.
72.
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