Power, he argues, is man's ultimate goal, and is, in its many guises, the single most important element in the development of any society. Writting in the late 1930s when Europe was being torn apart by extremist ideologies and the world was on the brink of war, Russell set out to found a 'new science' to make sense of the traumatic events of the day and explain those that would follow. The result was Power, a remarkable book that Russell regarded as one of the most important of his long career. Countering the totalitarian desire to dominate, Russell shows how political enlightenment and human understanding can lead to peace - his book is a passionate call for independence of mind and a celebration of the instinctive joy of human life.

    David Burns introduced a groundbreaking, drug-free treatment for depression. Now in this long-awaited sequel, he reveals powerful new techniques and provides step-by-step exercises that help you cope with the full range of everyday problems. * Free from fears, phobias, and panic attacks * Overcome self-defeating attitudes * Discover the five secrets of intimate communication * Put an end to marital conflict * Conquer procrastination and unleash your potential for success With an up-to-date section on everything you need to know about commonly prescribed psychiatric drugs and anxiety disorders such as agoraphobia and obsessive-compulsive disorder, this remarkable guide can show you how to feel good about yourself and the people you care about. You will discover that life can be an exhilarating experience.

    Never before had the case for female liberty been so forcefully and successfully argued. De Beauvoir’s belief that ‘One is not born, but rather becomes, a woman’ switched on light bulbs in the heads of a generation of women and began a fight for greater equality and economic independence. These pages contain the key passages of the book that changed perceptions of women forever.

    Her narratives demonstrate that with knowledge and understanding of our past we have the power to change our future, freeing ourselves from the curse of repeating our parents' mistakes. In this, her eighth book, Alice Miller has given us yet another wise and profound study of the inestimable importance of childhood."Alice Miller wrote the book on narcissistic parents and the havoc they wreak on children. Twenty years later, she's still on the case with a new book and even more radical ideas."--Mirabella

    Their attitude towards Einstein is like that of Mark Twain towards the writer of a work on mathematics: here was a man who had written an entire book of which Mark could not understand a single sentence. Einstein, therefore, is great in the public eye partly because he has made revolutionary discoveries which cannot be translated into the common tongue. We stand in proper awe of a man whose thoughts move on heights far beyond our range, whose achievements can be measured only by the few who are able to follow his reasoning and challenge his conclusions. There is, however, another side to his personality. It is revealed in the addresses, letters, and occasional writings brought together in this book. These fragments form a mosaic portrait of Einstein the man. Each one is, in a sense, complete in itself; it presents his views on some aspect of progress, education, peace, war, liberty, or other problems of universal...

    Zapruder argues that the way we have been taught to read poetry is the very thing that prevents us from enjoying it. In lively, lilting prose, he shows us how that misunderstanding interferes with our direct experience of poetry and creates the sense of confusion or inadequacy that many of us feel when faced with it.   Zapruder explores what poems are, and how we can read them, so that we can, as Whitman wrote, “possess the origin of all poems,” without the aid of any teacher or expert. Most important, he asks how reading poetry can help us to lead our lives with greater meaning and purpose. Anchored in poetic analysis and steered through Zapruder’s personal experience of coming to the form, Why Poetry is engaging and conversational, even as it makes a passionate argument for the necessity of poetry in an age when information is constantly being mistaken for knowledge. While he provides a simple reading method for approaching poems and illuminates concepts like associative movement, metaphor, and negative capability, Zapruder explicitly confronts the obstacles that readers face when they encounter poetry to show us that poetry can be read, and enjoyed, by anyone.

    Their dedication and hard work have yielded an authoritative volume that defines and classifies mental disorders in order to improve diagnoses, treatment, and research.The criteria are concise and explicit, intended to facilitate an objective assessment of symptom presentations in a variety of clinical settings -- inpatient, outpatient, partial hospital, consultation-liaison, clinical, private practice, and primary care. New features and enhancements make DSM-5 easier to use across all settings:- The chapter organization reflects a lifespan approach, with disorders typically diagnosed in childhood (such as neurodevelopmental disorders) at the beginning of the manual, and those more typical of older adults (such as neurocognitive disorders) placed at the end. Also included are age-related factors specific to diagnosis. - The latest findings in neuroimaging and genetics have been integrated into each disorder along with gender and cultural considerations.- The revised organizational structure recognizes symptoms that span multiple diagnostic categories, providing new clinical insight in diagnosis. - Specific criteria have been streamlined, consolidated, or clarified to be consistent with clinical practice (including the consolidation of autism disorder, Asperger's syndrome, and pervasive developmental disorder into autism spectrum disorder; the streamlined classification of bipolar and depressive disorders; the restructuring of substance use disorders for consistency and clarity; and the enhanced specificity for major and mild neurocognitive disorders).- Dimensional assessments for research and validation of clinical results have been provided.- Both ICD-9-CM and ICD-10-CM codes are included for each disorder, and the organizational structure is consistent with the new ICD-11 in development.The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, is the most comprehensive, current, and critical resource for clinical practice available to today's mental health clinicians and researchers of all orientations. The information contained in the manual is also valuable to other physicians and health professionals, including psychologists, counselors, nurses, and occupational and rehabilitation therapists, as well as social workers and forensic and legal specialists.

    Instructors appreciate it for its philosophical breadth and seriousness. Students welcome the engaging topics and irresistible readings. VICE AND VIRTUE IN EVERYDAY LIFE provides students with a lively selection of classical and contemporary readings on pressing matters of personal and social morality. The text includes an overview of seminal ethical theories, as well as a unique set of stimulating articles on matters of social responsibility, personal integrity and individual virtue. While the readings consistently represent different points of view, the book maintains a strong sense of the importance of avoiding cruelty and practicing kindness in a well-lived life.

    Students are provided with an exceptionally clear and coherent understanding of child development, emphasizing the interrelatedness of all domains physical, cognitive, emotional, and social throughout the text narrative and in special features. Focusing on education and social policy as critical pieces of the dynamic system in which the child develops, Berk pays meticulous attention to the most recent scholarship in the field. Berk helps students connect their learning to their personal and professional areas of interest and their future pursuits as parents, educators, heath care providers, counselors, social workers, and researchers. This is the standalone book if you want the book/access card order the ISBN below: 0205058299 / 9780205058297 Infants, Children, and Adolescents & MyDevelopmentLab with Pearson eText -- Access Card Package Package consists of 0205669115 / 9780205669110 MyDevelopmentLab with Pearson eText -- Valuepack Access Card 0205718167 / 9780205718160 Infants, Children, and Adolescents "

    "Up to the author's highest standard in a literary form that was most congenial to her" (Times Literary Supplement (London)). "Exquisitely written" (New Yorker); "The riches of this book are overwhelming" (Christian Science Monitor). Editorial Note by Leonard Woolf.

    The “time after” is not the uniform and morose time of those who no longer believe in anything. It is the time when we are less interested in histories and their successes or failures than we are in the delicate fabric of time from which they are carved. It is the time of pure material events against which belief will be measured for as long as life will sustain it.

    The Tao of Teaching is written in the same style as the Tao Te Ching, and gives examples from the classrooms of three present-day teachers whom the author feels embody Taoist wisdom and "student-centered" educational methods. The Tao of Teaching is a labor of love, containing many important insights by a talented and respected professional whose emphasis is on the students' contribution in a learning environment, whatever the context.

    Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education.Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education.These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination.Here is one of the best introductions to Waldorf education, straight from the man who started it all.German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311).∞ ∞ ∞ SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching.Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England.

    BIG IDEAS. LITTLE BOOKS.A series of short books by the world’s greatest writers on the experiences that make us humanAlso in the Vintage Minis series:Home by Salman RushdieBabies by Anne EnrightEating by Nigella LawsonDrinking by John Cheever

    James S. Gordon Each year, as many as twenty million Americans are diagnosed with clinical depression. Tens of millions more have low energy or feel unhappy and dissatisfied with their lives. And each year, American doctors write 189 million prescriptions for antidepressant drugs for these people. Dr. James Gordon, a Harvard Medical School-educated psychiatrist who founded and directs The Center for Mind-Body Medicine in Washington, D.C., has been helping his patients find their way out of the darkness of depression for the past forty years. He has worked with everyone from high-powered Washington politicians to Hurricane Katrina victims, from overstressed doctors, lawyers, and stay-at-home moms to orphans from war-ravaged Kosovo and Gaza. Each one of Dr. Gordon’s patients is unique, but all suffer from some level of depression, and none are getting relief from the antidepressant drugs their doctors keep prescribing or the psychotherapy they’ve been receiving. One of our country’s most distinguished psychiatrists and a pioneer in integrative medicine, Dr. Gordon believes that depression is not an end point, a disease over which we have no control. It is a sign that our lives are out of balance, that we’re stuck. It’s a wake-up call and the start of a journey that can help us become whole and happy, one that can change and transform our lives. Unstuck is a practical, easy-to-use guide explaining the seven stages of Dr. Gordon’s approach and the steps we can take to exert control over our own lives and find hope and happiness. Unstuck is designed for anyone who is suffering from depression, from mild subclinical depression (“the blues”) to its severest forms. Dr. Gordon shows us how doctors and patients alike have come to depend on antidepressants, and how these drugs have disappointed so many. He then carefully links each of his seven stages to helpful suggestions for relieving depression’s symptoms. Using dramatic and inspiring examples from the patients he has worked with over the years, he explains the useful, mood-healing benefits of: food and nutritional supplements; Chinese medicine; movement, exercise, and dance; psychotherapy, meditation and guided imagery; and spiritual practice and prayer. He concludes each chapter with a carefully designed Prescription for Self-Care, guidelines to help each person play an active, effective role in their own healing. The result is Unstuck, an incredibly thoughtful, practical, and meditative guide to the difficult but rewarding journey out of depression. James