No conversation about the dangers of technology and its unavoidable effects on society can begin without a careful reading of this book."A magnificent book . . . He goes through one human activity after another and shows how it has been technicized, rendered efficient, and diminished in the process."-Harper's"One of the most important books of the second half of the twentieth-century. In it, Jacques Ellul convincingly demonstrates that technology, which we continue to conceptualize as the servant of man, will overthrow everything that prevents the internal logic of its development, including humanity itself-unless we take necessary steps to move human society out of the environment that 'technique' is creating to meet its own needs."-The Nation"A description of the way in which technology has become completely autonomous and is in the process of taking over the traditional values of every society without exception, subverting and suppressing these values to produce at last a monolithic world culture in which all non-technological difference and variety are mere appearance."-Los Angeles Free Press

    Teaching students to "transgress" against racial, sexual, and class boundaries in order to achieve the gift of freedom is, for hooks, the teacher's most important goal.Bell hooks speaks to the heart of education today: how can we rethink teaching practices in the age of multiculturalism? What do we do about teachers who do not want to teach, and students who do not want to learn? How should we deal with racism and sexism in the classroom?Full of passion and politics, Teaching to Transgress combines practical knowledge of the classroom with a deeply felt connection to the world of emotions and feelings. This is the rare book about teachers and students that dares to raise critical questions about eros and rage, grief and reconciliation, and the future of teaching itself."To educate as the practice of freedom," writes bell hooks, "is a way of teaching that any one can learn." Teaching to Transgress is the record of one gifted teacher's struggle to make classrooms work.–from the back of the book

    Some system of authority is a requirement of all communal living, and it is only the man dwelling in isolation who is not forced to respond, through defiance or submission, to the commands of others. Obedience, as a determinant of behavior is of particular relevance to our time. It has been reliably established that from 1933 to 1945 millions of innocent people were systematically slaughtered on command. Gas chambers were built, death camps were guarded, daily quotas of corpses were produced with the same efficiency as the manufacture of appliances. These inhumane policies may have originated in the mind of a single person, but they could only have been carried out on a massive scale if a very large number of people obeyed orders.Obedience is the psychological mechanism that links individual action to political purpose. It is the dispositional cement that binds men to systems of authority. Facts of recent history and observation in daily life suggest that for many people obedience may be a deeply ingrained behavior tendency, indeed, a prepotent impulse overriding training in ethics, sympathy, and moral conduct. C. P. Snow (1961) points to its importance when he writes:When you think of the long and gloomy history of man, you will find more hideous crimes have been committed in the name of obedience than have ever been committed in the name of rebellion. If you doubt that, read William Sbirer's 'Rise and Fall of the Third Reich.' The German Officer Corps were brought up in the most rigorous code of obedience . . . in the name of obedience they were party to, andassisted in, the most wicked large scale actions in the history of the world. (p. 24)The Nazi extermination of European Jews is the most extremeinstance of abhorrent immoral acts carried out by thousands ofpeople in the name of obedience. Yet in lesser degree this type ofthing is constantly recurring: ordinary citizens are ordered todestroy other people, and they do so because they consider ittheir duty to obey orders. Thus, obedience to authority, longpraised as a virtue, takes on a new aspect when it serves amalevolent cause; far from appearing as a virtue, it is transformedinto a heinous sin. Or is it?The moral question of whether one should obey when commands conflict with conscience was argued by Plato, dramatized in "Antigone," and treated to philosophic analysis in every historical epoch Conservative philosophers argue that the very fabric of society is threatened by disobedience, and even when the act prescribed by an authority is an evil one, it is better to carry out the act than to wrench at the structure of authority. Hobbes stated further that an act so executed is in no sense the responsibility of the person who carries it out but only of the authority that orders it. But humanists argue for the primacy of individual conscience in such matters, insisting that the moral judgments of the individual must override authority when the two are in conflict.The legal and philosophic aspects of obedience are of enormous import, but an empirically grounded scientist eventually comes to the point where he wishes to move from abstract discourse to the careful observation of concrete instances. In order to take a close look at the act of obeying, I set up a simple experimentat Yale University. Eventually, the experiment was to involve more than a thousand participants and would be repeated at several universities, but at the beginning, the conception was simple. A person comes to a psychological laboratory and is told to carry out a series of acts that come increasingly into conflict with conscience. The main question is how far the participant will comply with the experimenter's instructions before refusing to carry out the actions required of him.But the reader needs to know a little more detail about the experiment. Two people come to a psychology laboratory to take part in a study of memory and learning. One of them is designated as a "teacher" and the other a "learner." The experimenter explains that the study is concerned with the effects of punishment on learning. The learner is conducted into a room, seated in a chair, his arms strapped to prevent excessive movement, and an electrode attached to his wrist. He is told that he is to learn a list of word pairs; whenever he makes an error, be will receive electric shocks of increasing intensity.The real focus of the experiment is the teacher. After watching the learner being strapped into place, he is taken into the main experimental room and seated before an impressive shock generator. Its main feature is a horizontal line of thirty switches, ranging from 15 volts to 450 volts, in 15-volt increments. There are also verbal designations which range from Slight SHOCK to Danger--Severe SHOCK. The teacher is told that he is to administer the learning test to the man in the other room. When the learner responds correctly, the teacher moves on to the next item; when the other man gives an incorrectanswer, the teacher is to give him an electric shock. He is to start at the lowest shock level ( 15 volts) and to increase the level each time the man makes an error, going through 30 volts, 45 volts, and so on.The "teacher" is a genuinely naive subject who has come to the laboratory to participate in an experiment. The learner, or victim, is an actor who actually receives no shock at all. The point of the experiment is to see how far a person will proceed in a concrete and measurable situation in which he is ordered to inflict increasing pain on a protesting victim.

    But now these divisions are eroding under the barrage of television, which turns the adult secrets of sex and violence into popular entertainment and pitches both news and advertising at the intellectual level of ten-year-olds.

    The text has influenced thinkers such as Judith Butler, Ernesto Laclau and Slavoj Žižek.The piece is, in fact, an extract from a much longer book, On the Reproduction of Capitalism, until now unavailable in English. Its publication makes possible a reappraisal of seminal Althusserian texts already available in English, their place in Althusser’s oeuvre and the relevance of his ideas for contemporary theory. On the Reproduction of Capitalism develops Althusser’s conception of historical materialism, outlining the conditions of reproduction in capitalist society and the revolutionary struggle for its overthrow.Written in the afterglow of May 1968, the text addresses a question that continues to haunt us today: in a society that proclaims its attachment to the ideals of liberty and equality, why do we witness the ever-renewed reproduction of relations of domination? Both a conceptually innovative text and a key theoretical tool for activists, On the Reproduction of Capitalism is an essential addition to the corpus of the twentieth-century Left.

    How would these people feel when their prophecy remained unfulfilled? Would they admit the error of their prediction, or would they readjust their reality to make sense of the new circumstances?"We've all experienced the futility of trying to change a strong conviction, especially if the convinced person has some investment in his belief. We're familiar with the variety of ingenious defenses with which people protect their convictions, managing to keep them unscathed thru the most devastating attacks. But human resourcefulness goes beyond simply protecting a belief. Suppose an individual believes something with a whole heart; suppose further a commitment to this belief, suppose irrevocable actions have been taken because of it; finally, suppose evidence, unequivocal and undeniable evidence, that the belief is wrong: what will happen? The individual will frequently emerge, not only unshaken, but even more convinced of the truth of such beliefs than ever before. Indeed, s/he may even show a new fervor about convincing and converting others to this view. How and why does such a response to contradictory evidence come about? This is the question on which this book focuses. We hope that, by the end of the volume, we will have provided an adequate answer to the question, an answer documented by data."When Prophecy Fails is a classic text in social psychology authored by L. Festinger, H. Riecken and S. Schachter. It chronicles the experience of a UFO cult that believed the end of the world was at hand. In effect, it's a sociopsychological study of a modern group that predicted the destruction of the world & the adjustments made when the prediction failed to materialize. "The authors have done something as laudable as it is unusual for social psychologists. They espied a fleeting social movement important to a line of research they were interested in and took after it. They recruited a team of observers, joined the movement & watched it from within under great difficulties until its crisis came and went. Their report is of interest as much for the method as for the substance."--Everett C. Hughes, The American Journal of Sociology.

    Erikson's remarkable insights into the relationship of life history and history began with observations on a central stage of life: identity development in adolescence. This book collects three early papers that—along with Childhood and Society—many consider the best introduction to Erikson's theories."Ego Development and Historical Change" is a selection of extensive notes in which Erikson first undertook to relate to each other observations on groups studied on field trips and on children studied longitudinally and clinically. These notes are representative of the source material used for Childhood and Society."Growth and Crises of the Health Personality" takes Erikson beyond adolescence, into the critical stages of the whole life cycle.In the third and last essay, Erikson deals with "The Problem of Ego Identity" successively from biographical, clinical, and social points of view—all dimensions later pursued separately in his work.

    In it, Berger and Luckmann reformulate the task of the sociological subdicipline that, since Max Scheler, has been known as the sociology of knowledge.

    Based on his own experience and the stories of his patients, Frankl argues that we cannot avoid suffering but we can choose how to cope with it, find meaning in it, and move forward with renewed purpose. At the heart of his theory, known as logotherapy, is a conviction that the primary human drive is not pleasure but the pursuit of what we find meaningful. Man's Search for Meaning has become one of the most influential books in America; it continues to inspire us all to find significance in the very act of living.

    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.

    John J. L. Mood has assembled a collection of Rilke's strongest work, presenting commentary along with the selections. Mood links into an essay passages from letters that show Rilke's profound understanding of men and women and his ardent spirituality, rooted in the senses.Combining passion and sensitivity, the poems on love presented here are often not only sensual but sexual as well. Others pursue perennial themes in his work—death and life, growth and transformation. The book concludes with Rilke's reflections on wisdom and openness to experience, on grasping what is most difficult and turning what is most alien into that which we can most trust.

    Falling into Theory is a brief and inexpensive collection of essays that asks literature students to think about the fundamental questions of literary studies today.

    First published in 1972, it was based on the BBC television series about which the (London) Sunday Times critic commented: "This is an eye-opener in more ways than one: by concentrating on how we look at paintings . . . he will almost certainly change the way you look at pictures." By now he has."Berger has the ability to cut right through the mystification of the professional art critics . . . He is a liberator of images: and once we have allowed the paintings to work on us directly, we are in a much better position to make a meaningful evaluation" —Peter Fuller, Arts Review"The influence of the series and the book . . . was enormous . . . It opened up for general attention to areas of cultural study that are now commonplace" —Geoff Dyer in Ways of TellingWinner of the 1972 Booker Prize for his novel, G., John Peter Berger (born November 5th, 1926) is an art critic, painter and author of many novels including A Painter of Our Time, From A to X and Bento’s Sketchbook.

    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.

    What makes this work so important is that it returned the body to the forefront of philosophy for the first time since Plato.