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"René Descartes's Regulae ad directionem ingenii ('Rules for the Direction of the Understanding') is his earliest surviving philosophical treatise, and in many respects his most puzzling text. It is a profoundly original work with few intellectual precursors, and offers the fullest account anywhere in Descartes's work of his theory of method. Yet Descartes left it unfinished, and unpublished, at his death in 1650. The versions currently known to modern readers are all posthumous: a manuscript copied for Leibniz in the late seventeenth century, a Dutch translation of 1684, and the version printed in 1701 in Amsterdam. As a result, the details and date of its composition, its fragmentary, unfinished state, and its philosophical content have long puzzled scholars. The discovery by Richard Serjeantson in 2011 of a previously unknown, early manuscript draft of the Regulae in Cambridge University Library was a hugely significant event in Cartesian scholarship. This edition presents the Cambridge manuscript of the Regulae alongside the 1701 Amsterdam version of the text to allow comparison between the early manuscript draft and the version best-known to modern readers, together with a full English translations of both texts. It is also the first critical edition of the Regulae to take into account the full range of textual witnesses to the text, both manuscript and printed. The new Cambridge manuscript sheds important light on the composition, date, and philosophical content of the Regulae, and will provoke scholars to rethink key questions about Descartes's early philosophical development

How are school meals organized in the Scandinavian countries? And in what ways can new pedagogical practice lead to better school meal programs for students and a better understanding of the importance, for health and sustainable development, of the food offered through schools? Learning Through Food and Meals in Primary School takes a look at school meal programs in Denmark, Sweden and Norway with the objective of providing educators and teacher-education students an understanding of school meals from public health and nutritional perspectives, as well as a sense of the potential for teaching through school meals.

The book is written in Danish, Swedish and Norwegian, and is structured in three parts, presenting new research from each of the three countries. Thematically, the chapters range from studies of different school meal initiatives to analyses of the social, democratic, and pedagogical significance of school meals.

Through the different contributions, the book presents both experiences of how teaching through food can be done in a practical sense and an argument for its importance in an overall pedagogical and didactic perspective.

The book will be relevant for anyone who is interested in food and meals served in primary schools, such as teachers, researchers, politicians and school administrators.

The authors include researchers, educators and primary school administrators. Learning Through Food and Meals in Primary School has been edited by Dorte Ruge (UCL University College, Denmark), Frøydis Nordgård Vik (University of Agder, Norway), and Johanna Björklund and Sara Frödén (Örebro University, Sweden). The anthology has been made possible with the support of Nordplus Horisontal, project LEARNFOOD. The illustrations on the cover of the book are by Elisabeth Werngren (Sweden) and Marie Madsen (Denmark). - Hvordan er skolemåltiderne organiseret i de skandinaviske lande? Og på hvilken måde kan ny pædagogisk praksis give eleverne et bedre skolemadstilbud og en bedre forståelse af skolemadens betydning for sundhed og bæredygtig udvikling? Læring gennem mad og måltider i grundskolen præsenterer viden om skolemad fra Danmark, Sverige og Norge. Formålet med antologien er at give pædagoger, lærere og studerende indenfor læreruddannelse, folkesundhed og ernæring viden om skolemad, og om hvad læring gennem måltider kan være. Bogen er skrevet på dansk, svensk og norsk. Den er inddelt i tre dele, som præsenterer ny forskning fra hvert enkelt land. Tematisk spænder indholdet fra studier af forskellige skolemadsordninger til forskning i skolemåltidernes sociale, demokratiske og pædagogiske betydning. Gennem de forskellige bidrag præsenterer bogen både erfaringer med, hvordan læring gennem skolemåltider kan foregå i praksis, og en begrundelse for, hvorfor dette er vigtigt i et helhedsorienteret pædagogisk og didaktisk perspektiv. Bogen er relevant for alle, som er optaget af mad og skolemåltider i grundskolen, herunder lærere, forskere, politikere, skoleledere og rektorer. Forfatterne omfatter både forskere og lærere, pædagoger og skoleledere i grundskolen. Læring gennem mad og måltider i grundskolen er redigeret af Dorte Ruge (UCL Erhvervsakademi og Professionshøjskole, Danmark), Frøydis Nordgård Vik (Universitetet i Agder, Norge) samt Johanna Björklund og Sara Frödén (Örebro Universitet, Sverige). Antologien er støttet af Nordplus Horisontal, projekt LEARNFOOD. Illustrationer på omslag er udarbejdet af Elisabeth Werngren (Sverige) og Marie Madsen (Danmark).