It is a book that brought Ivan Illich to public attention. Full of detail on programs and concerns, the book gives examples of the ineffectual nature of institutionalized education. Illich posited self-directed education, supported by intentional social relations in fluid informal arrangements.

    In this book she describes the perplexing crises which modern society faces as a result of the loss of meaning of the traditional key words of politics: justice, reason, responsibility, virtue, and glory. Through a series of eight exercises, she shows how we can redistill once more the vital essence of these concepts.

    To clear my way, I must be allowed to ask some plain questions, and the answers will probably appear as unequivocal as the axioms on which reasoning is built; though, when entangled with various motives of action, they are formally contradicted, either by the words or conduct of men.In what does man's pre-eminence over the brute creation consist?The answer is as clear as that a half is less than the whole; inReason.

    Contained in this volume are the following essays: Civil Disobedience, Natural History of Massachusetts, A Walk to Wachusett, The Landlord, A Winter Walk, The Succession of Forest Trees, Walking, Autumnal Tints, Wild Apples, Night and Moonlight, Aulus Persius Flaccus, Herald of Freedom, Life Without Principle, Paradise (to be) Regained, A Plea for John Brown, The Last Days of John Brown, After the Death of John Brown, The Service, Slavery in Massachusetts, and Wendell Phillips Before Concord Lyceum.

    Why capitalism cannot overcome its internal contradictions and the working class cannot "reform" away exploitation and economic crises.

    In this acclaimed number one national best-seller, one of our country's most distinguished political philosophers argues that the social/political crisis of 20th-century America is really an intellectual crisis. Allan Bloom's sweeping analysis is essential to understanding America today. It has fired the imagination of a public ripe for change.

    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.

    Resistance, Rebellion and Death displays Camus's rigorous moral intelligence addressing issues that range from colonial warfare in Algeria to the social cancer of capital punishment. But this stirring book is above all a reflection on the problem of freedom, and, as such, belongs in the same tradition as the works that gave Camus his reputation as the conscience of our century: The Stranger, The Rebel and The Myth of Sisyphus.

    But as the aim of this science, as of political economy, is not to explain what now is and what ought to be, but rather to prove that what now exists, is what ought to be, it happens that in this Science (of jurisprudence) we find very many dissertations about rights, about object and subject, about the idea of a state and other such matters which are unintelligible both to the students and to the teachers of this science, but we get no clear reply to the question, What is legislation?According to science, legislation is the expression of the will of the whole people; but as those who break the laws, or who wish to break them, and only refrain from fear of being punished, are always more numerous than those who wish to carry out the code, it is evident that legislation can certainly not be considered as the expression of the will of the whole people.For instance, there are laws about not injuring telegraph posts, about showing respect to certain people, about each man performing military service or serving as a juryman, about not taking certain goods beyond a certain boundary, or about not using land considered the property of some one else, about not making money- tokens, not using articles which are considered to be the property of others, and about many other matters.All these laws and many others are extremely complex, and may have been passed from the most diverse motives, but not one of them expresses the will of the whole people.There is but one general characteristic of all these laws-namely, that if any man does not fulfil them, those who have made them will send armed men, and the armed men will beat, deprive of freedom, or even kill the man who does not fulfil the law."""But all these are general considerations, and whether they are correct or not, they are inapplicable to life," will be the remark made by people accustomed to their position, and who do not consider it possible, or who do not wish, to change it."Tell us what to do, and how to organize society," is what people of the well-to-do classes usually say.People of the well-to-do classes are so accustomed to their role of slave owners that when there is talk of improving the workers' condition, they at once begin, like our serf owners before the emancipation, to devise all sorts of plans for their slaves; but it never occurs to them that they have no right to dispose of other people, and that if they really wish to do good to people, the one thing they can and should do is to cease to do the evil they are now doing. And the evil they do is very definite and clear. It is not merely that they employ compulsory slave labour, and do not wish to cease from employing it, but that they also take part in establishing and maintaining this compulsion of labour. That is what they should cease to do.The working people are also so perverted by their compulsory slavery that it seems to most of them that if their position is a bad one, it is the fault of the masters, who pay them too little and who own the means of production. It does not enter their heads that their bad position depends entirely on themselves, and that if only they wish to improve their own and their brothers' positions, and not merely each to do the best he can for himself, the great thing for them to do is themselves to cease to do evil."

    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.

    Wilde argues that under capitalism the majority of people spoil their lives by an unhealthy and exaggerated altruism-are forced, indeed, so to spoil them: instead of realizing their true talents, they waste their time solving the social problems caused by capitalism, without taking their common cause away. Thus, caring people seriously and very sentimentally set themselves to the task of remedying the evils that they see in poverty, but their remedies do not cure the disease: they merely prolong it because, the proper aim is to try and reconstruct society on such a basis that poverty will be impossible.

    The essay focuses on political language, which, according to Orwell, "is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind." Orwell believed that the language used was necessarily vague or meaningless because it was intended to hide the truth rather than express it.

    The essay dissects the nature of the communist regime of the time, life within such a regime and how by their very nature such regimes can create dissidents of ordinary citizens. The essay goes on to discuss ideas and possible actions by loose communities of individuals linked by a common cause, such as Charter 77. Officially suppressed, the essay was circulated in samizdat form and translated into multiple languages. It became a manifesto for dissent in Czechoslovakia, Poland and other communist regimes.

    Herman and Noam Chomsky show that, contrary to the usual image of the news media as cantankerous, obstinate, and ubiquitous in their search for truth and defense of justice, in their actual practice they defend the economic, social, and political agendas of the privileged groups that dominate domestic society, the state, and the global order.Based on a series of case studies—including the media’s dichotomous treatment of “worthy” versus “unworthy” victims, “legitimizing” and “meaningless” Third World elections, and devastating critiques of media coverage of the U.S. wars against Indochina—Herman and Chomsky draw on decades of criticism and research to propose a Propaganda Model to explain the media’s behavior and performance. Their new introduction updates the Propaganda Model and the earlier case studies, and it discusses several other applications. These include the manner in which the media covered the passage of the North American Free Trade Agreement and subsequent Mexican financial meltdown of 1994-1995, the media’s handling of the protests against the World Trade Organization, World Bank, and International Monetary Fund in 1999 and 2000, and the media’s treatment of the chemical industry and its regulation. What emerges from this work is a powerful assessment of how propagandistic the U.S. mass media are, how they systematically fail to live up to their self-image as providers of the kind of information that people need to make sense of the world, and how we can understand their function in a radically new way.

    Continuously in print since 1932, Ortega's vision of Western culture as sinking to its lowest common denominator and drifting toward chaos brought its author international fame and has remained one of the influential books of the 20th century.