It is a global coalition of millions united in resisting and building alternatives to an out-of-control global economy. It emerged in Mexico in 1994 when the Zapatista rebels rose up in defiance of the North American Free Trade Agreement. The West first noticed it in Seattle in 1999 when the World Trade Organization was stopped in its tracks by 50,000 protesters. More significantly, the anti-capitalist street protests are only the tip of its iceberg. It aims to shake the foundations of the global economy and change the course of history. But what exactly is it? Who is involved, what do they want, and how do they aim to get it? To find out, Paul Kingsnorth traveled across four continents to visit some of the epicenters of the movement. In the process, he was tear-gassed on the streets of Genoa; painted anti-WTO puppets in Johannesburg; met a tribal guerrilla with supernatural powers; took a hot bath in Arizona with a pie-throwing anarchist; and infiltrated the world's biggest gold mine in New Guinea. Along the way, he found a new political movement and a new political idea. It is united in what it opposes and deliberately diverse in what it wants instead.

    Also included are exchanges between Chomsky and his critics, historical and biographical material, filmmakers' notes, a resource guide, more than 270 stills from the film and 18 "Philosopher All-Stars" Trading Cards!Mark Achbar has applied a wide range of creative abilities and technical skills to over 50 films, videos, and books. He has worked as editor, researcher and production coordinator."A juicily subversive biographical/philosophical documentary bristling and buzzing with ideas."—Washington Post"You will see the whole sweep of the most challenging critic in modern political thought."—Boston Globe"One of our real geniuses, an excellent introduction."—Village Voice"An intellectually challenging crash course in the man's cooly contentious analysis, laying out his thoughts in a package that is clever and accessible."—Los Angeles TimesContents:The Man. Early Influences. Vietnam A Turning Point. On His Role. The Media. Thought Control in Democratic Societies. A Propaganda Model. The Gulf "War". A Case Study Cambodia & East Timor. Concision A Structural Constraint. "Sports Rap with Noam Chomsky." A Cabal of Anti-Conspiricists. Media in Media, Pennsylvania. Alternative Media. The Linguist. Basic Premises. Nim Chimsky: Chimpanzee. And the Elusive Connection to his Politics. The Social Order. On Education. Anarchism/Libertarian Socialism. Resistance & Critical Analysis. The Critics (Media-Based). William F. Buckley, Jr. "Firing Line". David Frum Journalist, Washington Post. Jeff Greenfield Producer, "Nightline". Karl E. Meyer Editorial Writer, The New York Times. Peter Worthington Editor, The Ottawa Sun. The Critics (Other Elites). Fritz Bolkestein Former Dutch Minister of Defense. Michel Foucault Philosopher. Yossi Olmert Tel Aviv University. John Silber

    Dewey's ideas were seldom adopted in America's public schools, although a number of his prescriptions have been continually advocated by those who have had to teach in them.

    Exploring problems that had been left unsolved by traditional thought on democracy, Dahl here examines two influential models—the Madisonian, which represents prevailing American doctrine, and its recurring challenger, populist theory—arguing that they do not accurately portray how modern democracies operate. He then constructs a model more consistent with how contemporary democracies actually function, and, in doing so, develops some original views of popular sovereignty and the American constitutional system. For this fiftieth-anniversary edition, Dahl has written an extensive new afterword that reevaluates Madisonian theory in light of recent research. And in a new foreword, he reflects back on his influential volume and the ways his views have evolved since he wrote it. For any student or scholar of political science, this new material is an essential update on a gold standard in the evolving field of democratic theory. “A Preface to Democratic Theory is well worth the devoted attention of anyone who cares about democracy.”—Political Science Quarterly

    The risk is there because, as W. B. Yeats has put it, education is not about filling a bucket but about lighting a fire. It is there because education is not an interaction between machines, but an encounter between human beings. It is there because students are not to be seen as objects to be molded and disciplined, but as subjects of action and responsibility. Biesta's book opposes the risk aversion that characterizes many contemporary educational policies and practices and makes a strong argument for giving risk a central place in our educational endeavours. The book is organized around a critical discussion of seven key educational concepts: creativity, communication, teaching, learning, emancipation, democracy, and virtuosity.

    When teachers offer themselves as moralists, political activists, or agents of social change rather than as credentialed experts in a particular subject and the methods used to analyze it, they abdicate their true purpose. And yet professors now routinely bring their political views into the classroom and seek to influence the political views of their students. Those who do this will often invoke academic freedom, but Fish argues that academic freedom, correctly understood, is the freedom to do the academic job, not the freedom to do any job that comes into the professor's mind. He insists that a professor's only obligation is "to present the material in the syllabus and introduce students to state-of-the-art methods of analysis. Not to practice politics, but to study it; not to proselytize for or against religious doctrines, but to describe them; not to affirm or condemn Intelligent Design, but to explain what it is and analyze its appeal."Given that hot-button issues such as Holocaust denial, free speech, and the Israeli-Palestinian conflict are regularly debated in classrooms across the nation, Save the World On Your Own Time is certain to spark fresh debate—and to incense both liberals and conservatives—about the true purpose of higher education in America.

    Torin Finser--who is now Director of Waldorf Teacher Training at Antioch New England Graduate School--wrote this book especially for parents, prospective parents, and educators who are new to Waldorf education.Filled with pedagogical gems, tips, and resources, School as a Journey will also prove an invaluable resource for those who are currently Waldorf class teachers. For those who wish to delve more deeply into this revolutionary form of education, the author has also included extensive documentation, with references to the works of Rudolf Steiner and of others experienced in Waldorf education.Highly recommended for anyone interested in this revolutionary form of education.C O N T E N T SPreface1. Once upon a Time2. The High Road and the Low Road3. Toward Community4. Trials by Fire5. In Balance6. With Both Feet Firmly Planted on the Ground7. Outer and Inner Explorations8. Rounding the CornersAppendix: Educating for Creative Thinking: The Waldorf Approach by Joan AlmonNotes

    He argues persuasively that curricula should he designed to foster such early intuitions and then build on them in increasingly formal and abstract ways as education progresses. Bruner's foundational case for the spiral curriculum has influenced a generation of educators and will continue to be a source of insight into the goals and methods of the educational process.

    Zinn addresses America's current political/ethical crisis using lessons learned from our nation’s history. Zinn brings a profoundly human, yet uniquely American perspective to each subject he writes about, whether it’s the abolition of war, terrorism, the Founding Fathers, the Holocaust, defending the rights of immigrants, or personal liberties. Written in an accessible, personal tone, Zinn approaches the telling of U.S. history from an active, engaged point of view. "America's future is linked to how we understand our past,” writes Zinn; "For this reason, writing about history, for me, is never a neutral act."Zinn frames the book with an opening essay titled "If History is to be Creative," a reflection on the role and responsibility of the historian. "To think that history-writing must aim simply to recapitulate the failures that dominate the past," writes Zinn, "is to make historians collaborators in an endless cycle of defeat." "If history is to be creative, to anticipate a possible future without denying the past, it should, I believe, emphasize new possibilities by disclosing those hidden episodes of the past when, even if in brief flashes, people showed their ability to resist, to join together, and occasionally win. I am supposing, or perhaps only hoping, that our future may be found in the past’s fugitive moments of compassion rather than in its solid centuries of warfare."Buzzing with stories and ideas, Zinn draws upon fascinating, little-known historical anecdotes spanning from the Declaration of Independence to the USA PATRIOT Act to comment on the most controversial issues facing us today: government dishonesty, how to respond to terrorism, the wars in Iraq and Afghanistan, the loss of our liberties, immigration, and the responsibility of the citizen to confront power for the common good.Considered a "modern-day Thoreau" by Jonathon Kozol, Zinn's inspired writings address the reader as an active participant in history making. "We live in a beautiful country,” writes Zinn, in the book’s opening chapter. “But people who have no respect for human life, freedom, or justice have taken it over. It is now up to all of us to take it back."Featuring essays penned over an eight-year period, A Power Governments Cannot Suppress is Howard Zinn’s first writerly work in several years, an invaluable post-9/11-era addition to the themes that run through his bestselling classic, A People’s History Of the United States.Howard Zinn is a veteran of World War II and author of many books and plays, including the million-selling classic, A People’s History of the United States. "Thank you, Howard Zinn. Thank you for telling us what none of our leaders are willing to: The truth. And you tell it with such brilliance, such humanity. It is a personal honor to be able to say I am a better citizen because of you."--Michael Moore, director of the film Fahrenheit 9/11, and author of the New York Times bestseller, Stupid White Men ...and Other Sorry Excuses for the State of the Nation!"Find here the voice of the well-educated and honorable and capable and human United States of America, which might have existed if only absolute power had not corrupted its third-rate leaders so absolutely."-- Kurt Vonnegut, author of A Man Without a Country

    This is the first book in which he looked beyond schooling as the sole problem of education or as the sole solution. No longer would Holt argue that if we could only make schools better, the problems that he and other critics outlined would be solved.

    Having grown up poor and been labeled this way, nationally acclaimed educator and author Mike Rose takes us into classrooms and communities to reveal what really lies behind the labels and test scores. With rich detail, Rose demonstrates innovative methods to initiate "problem" students into the world of language, literature, and written expression. This book challenges educators, policymakers, and parents to re-examine their assumptions about the capacities of a wide range of students.Already a classic, Lives on the Boundary offers a truly democratic vision, one that should be heeded by anyone concerned with America's future.A mirror to the many lacking perfect grammar and spelling who may see their dreams translated into reality after all. -Los Angeles Times Book Review Vividly written . . . tears apart all of society's prejudices about the academic abilities of the underprivileged. -New York Times

    Historically, the humanities have been central to education because they have rightly been seen as essential for creating competent democratic citizens. But recently, Nussbaum argues, thinking about the aims of education has gone disturbingly awry both in the United States and abroad. Anxiously focused on national economic growth, we increasingly treat education as though its primary goal were to teach students to be economically productive rather than to think critically and become knowledgeable and empathetic citizens. This shortsighted focus on profitable skills has eroded our ability to criticize authority, reduced our sympathy with the marginalized and different, and damaged our competence to deal with complex global problems. And the loss of these basic capacities jeopardizes the health of democracies and the hope of a decent world. In response to this dire situation, Nussbaum argues that we must resist efforts to reduce education to a tool of the gross national product. Rather, we must work to reconnect education to the humanities in order to give students the capacity to be true democratic citizens of their countries and the world. Drawing on the stories of troubling--and hopeful--educational developments from around the world, Nussbaum offers a manifesto that should be a rallying cry for anyone who cares about the deepest purposes of education.

    . . . The book enlarges our vision with each reading, until the meanings become our own. Harvard Educational ReviewConstitutes the voice of a great teacher who has managed to replace the melancholic and despairing discourse of the post-modern Left with possibility and human compassion. Educational Theory

    Soon after the Oslo accords were signed in September 1993 by Israel and Palestinian Liberation Organization, Edward Said predicted that they could not lead to real peace.  In these essays, most written for Arab and European newspapers, Said uncovers the political mechanism that advertises reconciliation in the Middle East while keeping peace out of the picture.     Said argues that the imbalance in power that forces Palestinians and Arab states to accept the concessions of the United States and Israel prohibits real negotiations and promotes the second-class treatment of Palestinians.  He documents what has really gone on in the occupied territories since the signing.  He reports worsening conditions for the Palestinians critiques Yasir Arafat's self-interested and oppressive leadership, denounces Israel's refusal to recognize Palestine's past, and—in essays new to this edition—addresses the resulting unrest.     In this unflinching cry for civic justice and self-determination, Said promotes not a political agenda but a transcendent alternative: the peaceful coexistence of Arabs and Jews enjoying equal rights and shared citizenship.

    His analysis of documents written in Arabic, Persian, and Turkish illuminates differences between Muslim political thinking and Western political theory, and clarifies the perception, discussion, and practices of politics in the Islamic world."Lewis's own style, combining erudition with a simple elegance and subtle humor, continues to inspire. In an era of specialization and narrowing academic vision, he stands alone as one who deserves, without qualification, the title of historian of Islam."—Martin Kramer, Middle East Review"A superb effort at synthesis that presents all the relevant facts of Middle Eastern history in an eminently lucid form. . . . It is a book that should prove both rewarding and congenial to the Muslim reader."—S. Parvez Manzor, Muslim World Book Review"By bringing his thoughts together in this clear, concise and readable account, [Lewis] has placed in his debt scholars and all who seek to understand the Muslim world."—Ann K. S. Lambton, Bulletin of the School of Oriental and African Studies"[Lewis] constructs a fascinating account of the ways in which Muslims have conceived of the relations between ruler and ruled, rights and duties, legitimacy and illegitimacy, obedience and rebellion, justice and oppression. And he shows how changes in political attitudes and concepts can be traced through changes in the political vocabulary."—Shaul Bakhash, New York Review of Books