S�ren Kierkegaard's remarkable combination of genius and peculiarity made this a fair if arrogant prediction. But Kierkegaard's life has been notoriously hard to study, so complex was the web of fact and fiction in his work. Joakim Garff's biography of Kierkegaard is thus a landmark achievement. A seamless blend of history, philosophy, and psychological insight, all conveyed with novelistic verve, this is the most comprehensive and penetrating account yet written of the life and works of the enigmatic Dane who changed the course of intellectual history.Garff portrays Kierkegaard not as the all-controlling impresario behind some of the most important works of modern philosophy and religious thought--books credited with founding existentialism and prefiguring postmodernism--but rather as a man whose writings came to control him. Kierkegaard saw himself as a vessel for his writings, a tool in the hand of God, and eventually as a martyr singled out to call for the end of Christendom. Garff explores the events and relationships that formed Kierkegaard, including his guilt-ridden relationship with his father, his rivalry with his brother, and his famously tortured relationship with his fianc�e Regine Olsen. He recreates the squalor and splendor of Golden Age Copenhagen and the intellectual milieu in which Kierkegaard found himself increasingly embattled and mercilessly caricatured.Acclaimed as a major cultural event on its publication in Denmark in 2000, this book, here presented in an exceptionally crisp and elegant translation, will be the definitive account of Kierkegaard's life for years to come.

    While this has had the positive effect of equalizing access to knowledge, it also has lowered the bar on what depth of knowledge is required to consider oneself an "expert." A cult of anti-expertise sentiment has coincided with anti-intellectualism, resulting in massively viral yet poorly informed debates ranging from the anti-vaccination movement to attacks on GMOs. This surge in intellectual egalitarianism has altered the landscape of debates-all voices are equal, and "fact" is a subjective term. Browsing WebMD puts one on equal footing with doctors, and Wikipedia allows all to be foreign policy experts, scientists, and more. As Tom Nichols shows in The Death of Expertise, there are a number of reasons why this has occurred-ranging from easy access to Internet search engines to a customer satisfaction model within higher education. The product of these interrelated trends, Nichols argues, is a pervasive distrust of expertise among the public coinciding with an unfounded belief among non-experts that their opinions should have equal standing with those of the experts. The experts are not always right, of course, and Nichols discusses expert failure. The crucial point is that bad decisions by experts can and have been effectively challenged by other well-informed experts. The issue now is that the democratization of information dissemination has created an army of ill-informed citizens who denounce expertise.When challenged, non-experts resort to the false argument that the experts are often wrong. Though it may be true, but the solution is not to jettison expertise as an ideal; it is to improve our expertise. Nichols is certainly not opposed to information democratization, but rather the enlightenment people believe they achieve after superficial internet research. He shows in vivid detail the ways in which this impulse is coursing through our culture and body politic, but the larger goal is to explain the benefits that expertise and rigorous learning regimes bestow upon all societies.

    A mob dragged them from the jail and lynched two of them. No one in Marion, Indiana was ever punished for the murders. In this gripping account, James H. Madison refutes the popular perception that lynching was confined to the South, and clarifies 20th-century America's painful encounters with race, justice, and memory.

    Kennedy code-named "Dr. Feelgood," developed a unique "energy formula" that altered the paths of some of the twentieth century's most iconic figures, including President and Jackie Kennedy, Marilyn Monroe, Frank Sinatra, and Elvis. JFK received his first injection (a special mix of "vitamins and hormones," according to Jacobson) just before his first debate with Vice President Richard Nixon. The shot into JFK's throat not only cured his laryngitis, but also diminished the pain in his back, allowed him to stand up straighter, and invigorated the tired candidate. Kennedy demolished Nixon in that first debate and turned a tide of skepticism about Kennedy into an audience that appreciated his energy and crispness. What JFK didn't know then was that the injections were actually powerful doses of a combination of highly addictive liquid methamphetamine and steroids.Author and researcher Rick Lertzman and New York Times bestselling author Bill Birnes reveal heretofore unpublished material about the mysterious Dr. Feelgood. Through well-researched prose and interviews with celebrities including George Clooney, Jerry Lewis, Yogi Berra, and Sid Caesar, the authors reveal Jacobson's vast influence on events such as the assassination of JFK, the Cuban Missile Crisis, the Kennedy-Khrushchev Vienna Summit, the murder of Marilyn Monroe, the filming of the C. B. DeMille classic The Ten Commandments, and the work of many of the great artists of that era. Jacobson destroyed the lives of several famous patients in the entertainment industry and accidentally killed his own wife, Nina, with an overdose of his formula.

    This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

    It will provide scholars with a comprehensive and inclusive overview of the most important student development theories and related research, including new approaches with which they may not be familiar, particularly related to social identity development. Most importantly, it will assist student affairs professionals in designing individual, group, and institutional approaches to work more effectively with students at various developmental levels and to facilitate student growth. This second edition includes the "foundational theories" of student development found in the first edition, but also offers newer integrative social identity theories that look at student development in a more holistic way. These theories are critical for understanding the diverse student populations of the twenty-first century.TABLE OF CONTENTSPrefacePart One: Understanding and Using Student Development TheoryPart Two: Foundational TheoriesPart Three: Integrative TheoriesPart Four: Social Identity DevelopmentReferences

    Stevenson's 1987 book, summarizing for general readers almost forty years of experience in the study of children who claim to remember previous lives. For many Westerners the idea of reincarnation seems remote and bizarre; it is the author's intent to correct some common misconceptions. New material relating to birthmarks and birth defects, independent replication studies with a critique of criticisms, and recent developments in genetic study are included. The work gives an overview of the history of the belief in and evidence for reincarnation. Representative cases of children, research methods used, analyses of the cases and of variations due to different cultures, and the explanatory value of the idea of reincarnation for some unsolved problems in psychology and medicine are reviewed.

    Games are part art and part appliance, part tableau and part toaster. In How to Talk about Videogames, leading critic Ian Bogost explores this paradox more thoroughly than any other author to date.Delving into popular, familiar games like Flappy Bird, Mirror’s Edge, Mario Kart, Scribblenauts, Ms. Pac-Man, FarmVille, Candy Crush Saga, Bully, Medal of Honor, Madden NFL, and more, Bogost posits that videogames are as much like appliances as they are like art and media. We don’t watch or read games like we do films and novels and paintings, nor do we perform them like we might dance or play football or Frisbee. Rather, we do something in-between with games. Games are devices we operate, so game critique is both serious cultural currency and self-parody. It is about figuring out what it means that a game works the way it does and then treating the way it works as if it were reasonable, when we know it isn’t.Noting that the term games criticism once struck him as preposterous, Bogost observes that the idea, taken too seriously, risks balkanizing games writing from the rest of culture, severing it from the “rivers and fields” that sustain it. As essential as it is, he calls for its pursuit to unfold in this spirit: “God save us from a future of games critics, gnawing on scraps like the zombies that fester in our objects of study.”

    Nine out of ten American high school seniors aspire to go to college, yet the United States has fallen from world leader to only the tenth most educated nation. Almost half of college students don't graduate; those who do have unprecedented levels of federal and private student loan debt, which constitutes a credit bubble similar to the mortgage crisis. The system particularly fails the first-generation, the low-income, and students of color who predominate in coming generations. What we need to know is changing more quickly than ever, and a rising tide of information threatens to swamp knowledge and wisdom. America cannot regain its economic and cultural leadership with an increasingly ignorant population. Our choice is clear: Radically change the way higher education is delivered, or resign ourselves to never having enough of it. The roots of the words "university" and "college" both mean community. In the age of constant connectedness and social media, it's time for the monolithic, millennium-old, ivy-covered walls to undergo a phase change into something much lighter, more permeable, and fluid. The future lies in personal learning networks and paths, learning that blends experiential and digital approaches, and free and open-source educational models. Increasingly, you will decide what, when, where, and with whom you want to learn, and you will learn by doing. The university is the cathedral of modernity and rationality, and with our whole civilization in crisis, we are poised on the brink of Reformation.

    This is the moving and powerful account of two remarkable boys struggling to survive in Chicago's Henry Horner Homes, a public housing complex disfigured by crime and neglect.

    Award-winning professor Peter Filene proposes that teaching should not be like a baseball game in which the instructor pitches ideas to students to see whether they hit or strike out. Ideally, he says, teaching should resemble a game of Frisbee in which the teacher invites students to catch ideas and pass them on. Rather than prescribe any single model for success, Filene lays out the advantages and disadvantages of various pedagogical strategies, inviting new teachers to make choices based on their own personalities, values, and goals. Filene tackles everything from syllabus writing and lecture planning to class discussions, grading, and teacher-student interactions outside the classroom. The book's down-to-earth, accessible style makes it appropriate for new teachers in all fields. Instructors in the humanities, the social sciences, and the natural sciences will all welcome its invaluable tips for successful teaching and learning.

    As its title suggests (nothing in excess), it advocates moderation in ways of working, based on the single-most reliable difference between new faculty who thrive and those who struggle. By following its practical, easy-to-use rules, novice faculty can learn to teach with the highest levels of student approval, involvement, and comprehension, with only modest preparation times and a greater reliance on spontaneity and student participation. Similarly, new faculty can use its rule-based practices to write with ease, increasing productivity, creativity, and publishability through brief, daily sessions of focused and relaxed work. And they can socialize more successfully by learning about often-misunderstood aspects of academic culture, including mentoring. Each rule in Advice for New Faculty Members has been tested on hundreds of new faculty and proven effective over the long run -- even in attaining permanent appointment. It is the first guidebook to move beyond anecdotes and surmises for its directives, based on the author's extensive experience and solid research in the areas of staff and faculty development. For new teachers.

    With hard-hitting information and a touch of comic relief, Berliner, Glass, and their Associates separate fact from fiction in this comprehensive look at modern education reform. They explain how the mythical failure of public education has been created and perpetuated in large part by political and economic interests that stand to gain from its destruction. They also expose a rapidly expanding variety of organizations and media that intentionally misrepresent facts. Many of these organizations suggest that their goal is unbiased service in the public interest when, in fact, they represent narrow political and financial interests. Where appropriate, the authors name the promoters of these deceptions and point out how they are served by encouraging false beliefs.This provocative book features short essays on important topics to provide every elected representative, school administrator, school board member, teacher, parent, and concerned citizen with much food for thought, as well as reliable knowledge from authoritative sources.

    Anyone who wants to understand these complex and dynamic institutions—how they are evolving, the contributions they make, the challenges they face, the students they serve, and the faculty and leaders who deliver the services and the curricula—will find The American Community College both essential reading and an important reference book."—George R. Boggs, president and CEO, American Association of Community Colleges"I have been a community college president for over forty-one years and a graduate professor for three decades. This book has been an inspiration to generations of students, faculty members, and administrators. It has become the classic of the field because it has great 'take-home' value to us all."—Joseph N. Hankin, president, Westchester Community College"In this latest edition of The American Community College, the authors continue to manifest their unique, highly knowledgeable perspective about the community college. This book is must-reading for all who desire to understand one of the most important educational institutions in the twenty-first century."—Barbara K. Townsend, professor and director, Center for Community College Research, College of Education, University of Missouri–Columbia"Cohen and Brawer's classic work is the touchstone for a comprehensive overview of the American community college. This is a seminal book for graduate students as well as seasoned professionals for understanding this uniquely American institution."—Charles R. Dassance, president, Central Florida Community College

    Heartened by the positive response to previous editions of Leadership: Theory and Practice, this Fourth Edition is written with the same objective to bridge the gap between the often simplistic popular approaches to leadership and the more abstract theoretical approaches.