Discussing philosophy's ability to clarifyour thoughts, he explains why such clarification depends on the development of philosophical theories, and how those theories can be tested by imaginative thought experiments, and compared against each other by standards similar to those used in the natural and social sciences. He also shows howlogical rigor can be understood as a way of enhancing the explanatory power of philosophical theories.Drawing on the history of philosophy to provide a track record of philosophical thinking's successes and failures, Williams overturns widely held dogmas about the distinctive nature of philosophy in comparison to the sciences, demystifies its methods, and considers the future of the discipline. Fromthought experiments, to deduction, to theories, this little book will cause you to totally rethink what philosophy is.

    Many definitions of postmodernism focus on its nature as the aftermath of the modern industrial age when technology developed. This book extends that analysis to postmodernism by looking at the status of science, technology, and the arts, the significance of technocracy, and the way the flow of information is controlled in the Western world.

    He was expelled from Suharto’s Indonesia after revealing the military to be behind the attempted coup of 1965, an event which prompted reprisals that killed up to a million communists and their supporters. Banned from the country for thirty-five years, he continued his research in Thailand and the Philippines, producing a very fine study of the Filipino novelist and patriot José Rizal in The Age of Globalization. In A Life Beyond Boundaries, Anderson recounts a life spent open to the world. Here he reveals the joys of learning languages, the importance of fieldwork, the pleasures of translation, the influence of the New Left on global thinking, the satisfactions of teaching, and a love of world literature. He discusses the ideas and inspirations behind his best-known work, Imagined Communities (1983), whose complexities changed the study of nationalism. Benedict Anderson died in Java in December 2015, soon after he had finished correcting the proofs of this book. The tributes that poured in from Asia alone suggest that his work will continue to inspire and stimulate minds young and old.

    Dozens of examples in innumeracy show us how it affects not only personal economics and travel plans, but explains mis-chosen mates, inappropriate drug-testing, and the allure of pseudo-science.

    In this provocative, unfailingly intelligent, thoroughly researched, and surprisingly convincing big idea book, Steven Johnson draws from fields as diverse as neuroscience, economics, and media theory to argue that the pop culture we soak in every day—from Lord of the Rings to Grand Theft Auto to The Simpsons—has been growing more sophisticated with each passing year, and, far from rotting our brains, is actually posing new cognitive challenges that are actually making our minds measurably sharper. After reading Everything Bad is Good for You, you will never regard the glow of the video game or television screen the same way again. With a new afterword by the author. Steven Johnson's newest book, How We Got to Now, is now available from Riverhead Books.

    Lesson plans and lecture notes matter less than the special way teachers comprehend the subject and value human learning. Whether historians or physicists, in El Paso or St. Paul, the best teachers know their subjects inside and out--but they also know how to engage and challenge students and to provoke impassioned responses. Most of all, they believe two things fervently: that teaching matters and that students can learn.In stories both humorous and touching, Bain describes examples of ingenuity and compassion, of students' discoveries of new ideas and the depth of their own potential. What the Best College Teachers Do is a treasure trove of insight and inspiration for first-year teachers and seasoned educators.

    We call this imprisonment schooling, yet wonder why kids become bored and misbehave. Even outside of school children today seldom play and explore without adult supervision, and are afforded few opportunities to control their own lives. The result: anxious, unfocused children who see schooling—and life—as a series of hoops to struggle through.In Free to Learn, developmental psychologist Peter Gray argues that our children, if free to pursue their own interests through play, will not only learn all they need to know, but will do so with energy and passion. Children come into this world burning to learn, equipped with the curiosity, playfulness, and sociability to direct their own education. Yet we have squelched such instincts in a school model originally developed to indoctrinate, not to promote intellectual growth.To foster children who will thrive in today’s constantly changing world, we must entrust them to steer their own learning and development. Drawing on evidence from anthropology, psychology, and history, Gray demonstrates that free play is the primary means by which children learn to control their lives, solve problems, get along with peers, and become emotionally resilient. This capacity to learn through play evolved long ago, in hunter-gatherer bands where children acquired the skills of the culture through their own initiatives. And these instincts still operate remarkably well today, as studies at alternative, democratically administered schools show. When children are in charge of their own education, they learn better—and at lower cost than the traditional model of coercive schooling.A brave, counterintuitive proposal for freeing our children from the shackles of the curiosity-killing institution we call school, Free to Learn suggests that it’s time to stop asking what’s wrong with our children, and start asking what’s wrong with the system. It shows how we can act—both as parents and as members of society—to improve children’s lives and promote their happiness and learning.

    Illuminating the confidential process of academic evaluation, this text reveals the inner workings of this secretive, powerful and peculiar world.

    Walking the streets of one of Chicago’s most violent neighborhoods—where the local gang has been active for more than fifty years—Laurence Ralph talks with people whose lives are irrecoverably damaged, seeking to understand how they cope and how they can be better helped.             Going deep into a West Side neighborhood most Chicagoans only know from news reports—a place where children have been shot just for crossing the wrong street—Ralph unearths the fragile humanity that fights to stay alive there, to thrive, against all odds. He talks to mothers, grandmothers, and pastors, to activists and gang leaders, to the maimed and the hopeful, to aspiring rappers, athletes, or those who simply want safe passage to school or a steady job. Gangland Chicago, he shows, is as complicated as ever. It’s not just a warzone but a community, a place where people’s dreams are projected against the backdrop of unemployment, dilapidated housing, incarceration, addiction, and disease, the many hallmarks of urban poverty that harden like so many scars in their lives. Recounting their stories, he wrestles with what it means to be an outsider in a place like this, whether or not his attempt to understand, to help, might not in fact inflict its own damage. Ultimately he shows that the many injuries these people carry—like dreams—are a crucial form of resilience, and that we should all think about the ghetto differently, not as an abandoned island of unmitigated violence and its helpless victims but as a neighborhood, full of homes, as a part of the larger society in which we all live, together, among one another.

    He explains what the mind is, how it evolved, and how it allows us to see, think, feel, laugh, interact, enjoy the arts, and ponder the mysteries of life. And he does it with the wit that prompted Mark Ridley to write in the New York Times Book Review, "No other science writer makes me laugh so much. . . . [Pinker] deserves the superlatives that are lavished on him."  The arguments in the book are as bold as its title. Pinker rehabilitates some unfashionable ideas, such as that the mind is a computer and that human nature was shaped by natural selection, and challenges fashionable ones, such as that passionate emotions are irrational, that parents socialize their children, and that nature is good and modern society corrupting. Winner of the Los Angeles Times Book Prize A New York Times Notable Book of the Year and Publishers Weekly Best Book of 1997 Featured in Time magazine, the New York Times Magazine, The New Yorker, Nature, Science, Lingua Franca, and Science Times Front-page reviews in the Washington Post Book World, the Boston Globe Book Section, and the San Diego Union Book Review

    An older tradition—the Great Tradition—of education in the West is waiting to be heard. Since antiquity, the Great Tradition has defined education first and foremost as the hard work of rightly ordering the human soul, helping it to love what it ought to love, and helping it to know itself and its maker. In the classical and Christian tradition, the formation of the soul in wisdom, virtue, and eloquence took precedence over all else, including instrumental training aimed at the inculcation of “useful” knowledge.  Edited by historian Richard Gamble, this anthology reconstructs a centuries-long conversation about the goals, conditions, and ultimate value of true education. Spanning more than two millennia, from the ancient Greeks to contemporary writers, it includes substantial excerpts from more than sixty seminal writings on education. Represented here are the wisdom and insight of such figures as Xenophon, Plato, Aristotle, Seneca, Cicero, Basil, Augustine, Hugh of St. Victor, Bonaventure, Thomas Aquinas, Martin Luther, John Calvin, Erasmus, Edmund Burke, John Henry Newman, Thomas Arnold, Albert Jay Nock, Dorothy Sayers, C. S. Lewis, and Eric Voegelin. In an unbroken chain of giving and receiving, the Great Tradition embraced the accumulated wisdom of the past and understood education as the initiation of students into a body of truth. This unique collection is designed to help parents, students, and teachers reconnect with this noble legacy, to articulate a coherent defense of the liberal arts tradition, and to do battle with the modern utilitarians and vocationalists who dominate educational theory and practice.

    Korsgaard presents a compelling new view of humans' moral relationships to the other animals. She defends the claim that we are obligated to treat all sentient beings as what Kant called ends-in-themselves. Drawing on a theory of the good derived from Aristotle, she offers anexplanation of why animals are the sorts of beings for whom things can be good or bad. She then turns to Kant's argument for the value of humanity to show that rationality commits us to claiming the standing of ends-in-ourselves, in two senses. Kant argued that as autonomous beings, we claim to beends-in-ourselves when we claim the standing to make laws for ourselves and each other. Korsgaard argues that as beings who have a good, we also claim to be ends-in-ourselves when we take the things that are good for us to be good absolutely and so worthy of pursuit. The first claim commits us tojoining with other autonomous beings in relations of moral reciprocity. The second claim commits us to treating the good of every sentient creature as something of absolute importance.Korsgaard argues that human beings are not more important than the other animals, that our moral nature does not make us superior to the other animals, and that our unique capacities do not make us better off than the other animals. She criticizes the marginal cases argument and advances a newview of moral standing as attaching to the atemporal subjects of lives. She criticizes Kant's own view that our duties to animals are indirect, and offers a non-utilitarian account of the relation between pleasure and the good. She also addresses a number of directly practical questions: whether wehave the right to eat animals, experiment on them, make them work for us and fight in our wars, and keep them as pets; and how to understand the wrong that we do when we cause a species to go extinct.

    Dense urban living has been prescribed as a panacea for the environmental and resource crises of our time. But is it better or worse for our happiness? Are subways, sidewalks and condo towers an improvement on the car-dependence of sprawl?The award-winning journalist Charles Montgomery finds answers to such questions at the intersection between urban design and the emerging science of happiness, during an exhilarating journey through some of the world’s most dynamic cities. He meets the visionary mayor who introduced a “sexy” bus to ease status anxiety in Bogotá; the architect who brought the lessons of medieval Tuscan hill towns to modern-day New York City; the activist who turned Paris’s urban freeways into beaches; and an army of American suburbanites who have hacked the design of their own streets and neighborhoods.Rich with new insights from psychology, neuroscience and Montgomery’s own urban experiments, Happy City reveals how our cities can shape our thoughts as well as our behavior. The message is as surprising as it is hopeful: by retrofitting cities and our own lives for happiness, we can tackle the urgent challenges of our age. The happy city can save the world--and all of us can help build it.

    Featuring two of Chomsky's most popular and enduring books in one omnibus volume, On Language contains some of the noted linguist and political critic's most informal and accessible work to date, making it an ideal introduction to his thought.In Part I, Language and Responsibility (1979), Chomsky presents a fascinating self-portrait of his political, moral, and linguistic thinking through a series of interviews with Mitsou Ronat, the noted French linguist. In Part II, Reflections on Language (1975), Chomsky explores the more general implications of the study of language and offers incisive analyses of the controversies among psychologists, philosophers, and linguists over fundamental questions of language.

    They explore how and why U.S. troops turned to music as a way of connecting to each other and the World back home and of coping with the complexities of the war they had been sent to fight. They also demonstrate that music was important for every group of Vietnam veterans — black and white, Latino and Native American, men and women, officers and “grunts” — whose personal reflections drive the book’s narrative. Many of the voices are those of ordinary soldiers, airmen, seamen, and marines. But there are also “solo” pieces by veterans whose writings have shaped our understanding of the war — Karl Marlantes, Alfredo Vea, Yusef Komunyakaa, Bill Ehrhart, Arthur Flowers — as well as songwriters and performers whose music influenced soldiers’ lives, including Eric Burdon, James Brown, Bruce Springsteen, Country Joe McDonald, and John Fogerty. Together their testimony taps into memories — individual and cultural — that capture a central if often overlooked component of the American war in Vietnam.