Why is it that they can remember the smallest details from their favorite television program, yet miss the most obvious questions on their history test?Cognitive scientist Dan Willingham has focused his acclaimed research on the biological and cognitive basis of learning and has a deep understanding of the daily challenges faced by classroom teachers. this book will help teachers improve their practice by explaining how they and their students think and learn—revealing the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.In this breakthrough book, Willingham has distilled his knowledge of cognitive science into a set of nine principles that are easy to understand and have clear applications for the classroom. Some of examples of his surprising findings are:“Learning styles” don't exist The processes by which different children think and learn are more similar than different.Intelligence is malleable Intelligence contributes to school performance and children do differ, but intelligence can be increased through sustained hard work.You cannot develop “thinking skills” in the absence of facts We encourage students to think critically, not just memorize facts. However thinking skills depend on factual knowledge for their operation.Why Don't Students Like School is a basic primer for every teacher who wants to know how their brains and their students’ brains work and how that knowledge can help them hone their teaching skills.

     Over the last three decades, Michiko Kakutani has been thinking and writing about the demise of objective truth in popular culture, academia, and contemporary politics. In The Death of Truth, she connects the dots to reveal the slow march of untruth up to our present moment, when Red State and Blue State America have little common ground, proven science is once more up for debate, and all opinions are held to be equally valid. (And, more often than not, rudely declared online.) The wisdom of the crowd has diminished the power of research and expertise, and we are each left clinging to the "facts" that best confirm our biases.With wit, erudition, and remarkable insight, Kakutani offers a provocative diagnosis of our current condition and presents a path forward for our truth-challenged times.

    secretary of stateA Fascist, observes Madeleine Albright, “is someone who claims to speak for a whole nation or group, is utterly unconcerned with the rights of others, and is willing to use violence and whatever other means are necessary to achieve the goals he or she might have.” The twentieth century was defined by the clash between democracy and Fascism, a struggle that created uncertainty about the survival of human freedom and left millions dead. Given the horrors of that experience, one might expect the world to reject the spiritual successors to Hitler and Mussolini should they arise in our era. In Fascism: A Warning, Madeleine Albright draws on her experiences as a child in war-torn Europe and her distinguished career as a diplomat to question that assumption.Fascism, as she shows, not only endured through the twentieth century but now presents a more virulent threat to peace and justice than at any time since the end of World War II.  The momentum toward democracy that swept the world when the Berlin Wall fell has gone into reverse.  The United States, which historically championed the free world, is led by a president who exacerbates division and heaps scorn on democratic institutions.  In many countries, economic, technological, and cultural factors are weakening the political center and empowering the extremes of right and left.  Contemporary leaders such as Vladimir Putin and Kim Jong-un are employing many of the tactics used by Fascists in the 1920s and 30s.Fascism: A Warning is a book for our times that is relevant to all times.  Written  by someone who has not only studied history but helped to shape it, this call to arms teaches us the lessons we must understand and the questions we must answer if we are to save ourselves from repeating the tragic errors of the past.

    

    Will our world ever become a ruin for future archaeologists to dig up and explore? The questions themselves are both philosophical and like something out of The Twilight Zone.Combining his trademark mix of storytelling, history and weirdness Dan Carlin connects the past and future in fascinating and colorful ways. At the same time the questions he asks us to consider involve the most important issue imaginable: human survival. From the collapse of the Bronze Age to the challenges of the nuclear era the issue has hung over humanity like a persistent Sword of Damocles.Inspired by his podcast, The End is Always Near challenges the way we look at the past and ourselves. In this absorbing compendium, Carlin embarks on a whole new set of stories and major cliffhangers that will keep readers enthralled. Idiosyncratic and erudite, offbeat yet profound, The End is Always Near examines issues that are rarely presented, and makes the past immediately relevant to our very turbulent present.

    He begins by taking to task the perception of urban youth of color as unteachable, and he challenges educators to embrace and respect each student’s culture and to reimagine the classroom as a site where roles are reversed and students become the experts in their own learning.Putting forth his theory of Reality Pedagogy, Emdin provides practical tools to unleash the brilliance and eagerness of youth and educators alike—both of whom have been typecast and stymied by outdated modes of thinking about urban education. With this fresh and engaging new pedagogical vision, Emdin demonstrates the importance of creating a family structure and building communities within the classroom, using culturally relevant strategies like hip-hop music and call-and-response, and connecting the experiences of urban youth to indigenous populations globally. Merging real stories with theory, research, and practice, Emdin demonstrates how by implementing the “Seven C’s” of reality pedagogy in their own classrooms, urban youth of color benefit from truly transformative education.Lively, accessible, and revelatory, For White Folks Who Teach in the Hood...and the Rest of Y’all Too is the much-needed antidote to traditional top-down pedagogy and promises to radically reframe the landscape of urban education for the better.

    Ellis focuses the conversation on the often-asked question "What would the Founding Fathers think?" He examines four of our most seminal historical figures through the prism of particular topics, using the perspective of the present to shed light on their views and, in turn, to make clear how their now centuries-old ideas illuminate the disturbing impasse of today's political conflicts. He discusses Jefferson and the issue of racism, Adams and the specter of economic inequality, Washington and American imperialism, Madison and the doctrine of original intent. Through these juxtapositions--and in his hallmark dramatic and compelling narrative voice--Ellis illuminates the obstacles and pitfalls paralyzing contemporary discussions of these fundamentally important issues.8 Hours and 30 Minutes

    Priestley represented a unique synthesis: by the 1780s, he had established himself as one of the world's most celebrated scientists, most prominent religious figures, and most outspoken political thinkers. Yet he would also have become one of the most hated men in all of his native England. When an angry mob burned down his house in Birmingham, Priestley and his family set sail for Pennsylvania.In the nascent United States, Priestley hoped to find the freedom to bridge the disciplines that had governed his life, to find a quiet lab and a receptive pulpit. Once he arrived, as a result of his close relationships with the Founding Fathers—Jefferson credited Priestley as the man who prevented him from abandoning Christianity—Priestley found himself at the center of what would go down as one of the seminal debates in American history. And as Johnson brilliant charts, Priestley exerted profound if little-known influence on the shape and course of this great experiment in nation-building.As in his most recent bestselling work, The Ghost Map, Steven Johnson here uses a dramatic historical story to explore themes that have long engaged him: innovation and the way new ideas emerge and spread, and the environments that foster these breakthroughs. As he did in Everything Bad is Good for You, he upsets some fundamental assumptions about the world we live in—namely, what it means when we invoke the Founding Fathers—and replaces them with a clear-eyed, eloquent assessment of where we stand today.

    Civilization, we are told, could be achieved only by sacrificing those original freedoms or, alternatively, by taming our baser instincts. David Graeber and David Wengrow show how such theories first emerged in the eighteenth century as a conservative reaction to powerful critiques of European society posed by Indigenous observers and intellectuals. Revisiting this encounter has startling implications for how we make sense of human history today, including the origins of farming, property, cities, democracy, slavery, and civilization itself.Drawing on pathbreaking research in archaeology and anthropology, the authors show how history becomes a far more interesting place once we learn to throw off our conceptual shackles and perceive what's really there. If humans did not spend 95 percent of their evolutionary past in tiny bands of hunter-gatherers, what were they doing all that time? If agriculture, and cities, did not mean a plunge into hierarchy and domination, then what kinds of social and economic organization did they lead to? The answers are often unexpected, and suggest that the course of human history may be less set in stone, and more full of playful, hopeful possibilities, than we tend to assume.The Dawn of Everything fundamentally transforms our understanding of the human past and offers a path toward imagining new forms of freedom, new ways of organizing society. This is a monumental book of formidable intellectual range, animated by curiosity, moral vision, and a faith in the power of direct action.

    His book must be read three times: the first in anger, the second in laughter, the third in respect....The wisdom is expressed with a certain ruthlessness. Scarcely a major historian escapes unscathed. Ten thousand members of the American Historical Association will rush to the index and breathe a little easier to find their names absent.

    Encompassing a grand sweep of human history, A History of the World in 100 Objects begins with one of the earliest surviving objects made by human hands, a chopping tool from the Olduvai gorge in Africa, and ends with objects which characterise the world we live in today. Seen through MacGregor's eyes, history is a kaleidoscope - shifting, interconnected, constantly surprising, and shaping our world today in ways that most of us have never imagined. A stone pillar tells us about a great Indian emperor preaching tolerance to his people; Spanish pieces of eight tell us about the beginning of a global currency; and an early Victorian tea-set speaks to us about the impact of empire. An intellectual and visual feast, this is one of the most engrossing and unusual history books published in years. 'Brilliant, engagingly written, deeply researched' Mary Beard, Guardian 'A triumph: hugely popular, and rightly lauded as one of the most effective and intellectually ambitious initiatives in the making of 'public history' for many decades' Sunday Telegraph 'Highly intelligent, delightfully written and utterly absorbing ' Timothy Clifford, Spectator 'This is a story book, vivid and witty, shining with insights, connections, shocks and delights' Gillian Reynolds Daily Telegraph

    Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received.Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeper and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, one that offers a true learning situation that is both historical and social, both orderly and dynamic.

    The authors identify 10 qualities, attributes, and skills that help to explain Lincoln's effectiveness, despite seemingly insurmountable odds:1. Implementing and sustaining a mission and vision with focused and profound clarity2. Communicating ideas effectively with precise and straightforward language3. Building a diverse and competent team to successfully address the mission4. Engendering trust, loyalty, and respect through humility, humor, and personal example5. Leading and serving with emotional intelligence and empathy6. Exercising situational competence and responding appropriately to implement effective change7. Rising beyond personal and professional trials through tenacity, persistence, resilience, and courage8. Exercising purposeful visibility9. Demonstrating personal growth and enhanced competence as a lifetime learner, willing to reflect on and expand ideas10. Believing that hope can become a realityChapters devoted to each element explore the historical record of Lincoln's life and actions, then discuss the implications for modern educators. End-of-chapter exercises provide a structure for reflection, analysis of current behaviors, and guidance for future work, so that readers can create their own path to success--inspired by the example of one of the greatest leaders of all time.

    In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been similarly embattled for nearly two centuries. From the genteel founding of the common schools movement in the nineteenth century to the violent inner-city teacher strikes of the 1960s and '70s, from the dispatching of Northeastern women to frontier schoolhouses to the founding of Teach for America on the Princeton University campus in 1989, Goldstein shows that the same issues have continued to bedevil us: Who should teach? What should be taught? Who should be held accountable for how our children learn?    She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change. And she also discovers an emerging effort that stands a real chance of transforming our schools for the better: drawing on the best practices of the three million public school teachers we already have in order to improve learning throughout our nation’s classrooms.   The Teacher Wars upends the conversation about American education by bringing the lessons of history to bear on the dilemmas we confront today. By asking “How did we get here?” Dana Goldstein brilliantly illuminates the path forward.

    Fortunately, one unabashed fan wants passionately to give Melville's masterpiece the broad contemporary audience it deserves. In his National Book Award-winning bestseller, In the Heart of the Sea, Nathaniel Philbrick captivatingly unpacked the story of the wreck of the whaleship Essex, the real-life incident that inspired Melville to write Moby-Dick. Now, he sets his sights on the fiction itself, offering a cabin master's tour of a spellbinding novel rich with adventure and history. Philbrick skillfully navigates Melville's world and illuminates the book's humor and unforgettable characters—finding the thread that binds Ishmael and Ahab to our own time and, indeed, to all times. A perfect match between author and subject, Why Read Moby-Dick? gives us a renewed appreciation of both Melville and the proud seaman's town of Nantucket that Philbrick himself calls home. Like Alain de Botton's How Proust Can Change Your Life, this remarkable little book will start conversations, inspire arguments, and, best of all, bring a new wave of readers to a classic tale waiting to be discovered anew.