Much of the book takes the form of a discussion between a teacher and his students. They propose various solutions to some mathematical problems and investigate the strengths and weaknesses of these solutions. Their discussion (which mirrors certain real developments in the history of mathematics) raises some philosophical problems and some problems about the nature of mathematical discovery or creativity. Imre Lakatos is concerned throughout to combat the classical picture of mathematical development as a steady accumulation of established truths. He shows that mathematics grows instead through a richer, more dramatic process of the successive improvement of creative hypotheses by attempts to 'prove' them and by criticism of these attempts: the logic of proofs and refutations.

    Evil stalks us now in disembodied spirits; immortal wraiths once clothed in flesh when angel and women bred; spirits released from their fleshly prisons when their bodies were destroyed for drinking the blood of men. Evil also lives inside of the common man; set free when pride kills reason and eats integrity whole. There is evil that entraps us and evil that tugs from within. But neither have control until we choose to relent. Evil is a choice of action, of thoughts entertained too long, of arrogance pushing aside the last vestiges of compassion. Evil resides within the problem of choice. What is evil? Could it be as simple as pernicious selfishness? Could it be the drive for immediate gratification without regard for others? Man's life is limited; one hundred years or less. But, the souls of angel and watcher are eternal. Consider how much evil can be wrought through the millennia of immediate gratification on an eternal scale. By contrasting and comparing ancient texts such as Enoch, Jasher, Jubilees, the Bible, and various others containing stories of the creation of angels, demons, and man, a full and panoramic history of evil is produced. In this history the startling revelation of the descent of man and angels, and the evolution of evil on earth is clearly revealed.

    James Paul Gee begins his new book with 'I want to talk about vide games- yes, even violent video games - and say some positive things about them'. With this simple but explosive beginning, one of America's most well-respected professors of education looks seriously at the good that can come from playing video games. Gee is interested in the cognitive development that can occur when someone is trying to escape a maze, find a hidden treasure and, even, blasting away an enemy with a high-powered rifle. Talking about his own video-gaming experience learning and using games as diverse as Lara Croft and Arcanum, Gee looks at major specific cognitive activities: How individuals develop a sense of identity; How one grasps meaning; How one evaluates and follows a command; How one picks a role model; How one perceives the world.

    The chapters may be read independently of one another. But when read in order, they tell a more or less continuous story. We begin with some reflections about the legacy of Socrates and then go on to the existence of God, which is perhaps the most basic philosophical question of all because our answer to it influences how we will answer all the others. This leads naturally to a discussion of death and the soul, and then to more modern ideas about the nature of persons. The later chapters are about whether it is possible for us to have objective knowledge in either science or ethics. James Rachels, from the Preface Problems from Philosophy and The Truth About the World: Basic Readings in Philosophy are at once James Rachels' newest contributions to philosophy and his last. In these two books, Rachels found a culminating expression for his love of philosophy.

    In The Art of Teaching, writer and critic Jay Parini looks back over his own decades of trials, errors, and triumphs, in an intimate memoir that brims with humor, encouragement, and hard-won wisdom about the teacher's craft. Here is a godsend for instructors of all levels, offering valuable insight into the many challenges that educators face, from establishing a persona in the classroom, to fostering relationships with students, to balancing teaching load with academic writing and research. Insight abounds. Parini shows, for instance, that there is nothing natural about teaching. The classroom is a form of theater, and the teacher must play various roles. A good teacher may look natural, but that's the product of endless practice. The book also considers such topics as the manner of dress that teachers adopt (and what this says about them as teachers), the delicate question of politics in the classroom, the untapped value of emeritus professors, and the vital importance of a settled, disciplined life for a teacher and a writer. Parini grounds all of this in personal stories of his own career in the academy, tracing his path from unfocused student--a self-confessed tough nut to crack--to passionate writer, scholar, and teacher, one who frankly admits making many mistakes over the years. Every year, thousands of newly minted college teachers embark on their careers, most with scant training in their chosen profession. The Art of Teaching is a perfect book for these young educators as well as anyone who wants to learn more about this difficult but rewarding profession.

    It remains the one of the most widely read books about science to come out of the twentieth century.(Note: the book was first published in 1934, in German, with the title Logik der Forschung. It was "reformulated" into English in 1959. See Wikipedia for details.)

    Instead of insisting on the uniqueness and newness of electronic writing and interactive fiction, however, Aarseth situates these literary forms within the tradition of "ergodic" literature—a term borrowed from physics to describe open, dynamic texts such as the I Ching or Apollinaire's calligrams, with which the reader must perform specific actions to generate a literary sequence.Constructing a theoretical model that describes how new electronic forms build on this tradition, Aarseth bridges the widely assumed divide between paper texts and electronic texts. He then uses the perspective of ergodic aesthetics to reexamine literary theories of narrative, semiotics, and rhetoric and to explore the implications of applying these theories to materials for which they were not intended.

     Euclid in living color   Nearly a century before Mondrian made geometrical red, yellow, and blue lines famous, 19th century mathematician Oliver Byrne employed the color scheme for the figures and diagrams in his most unusual 1847 edition of Euclid's Elements. The author makes it clear in his subtitle that this is a didactic measure intended to distinguish his edition from all others: “The Elements of Euclid in which coloured diagrams and symbols are used instead of letters for the greater ease of learners.” As Surveyor of Her Majesty’s Settlements in the Falkland Islands, Byrne had already published mathematical and engineering works previous to 1847, but never anything like his edition on Euclid. This remarkable example of Victorian printing has been described as one of the oddest and most beautiful books of the 19th century. Each proposition is set in Caslon italic, with a four-line initial, while the rest of the page is a unique riot of red, yellow, and blue. On some pages, letters and numbers only are printed in color, sprinkled over the pages like tiny wild flowers and demanding the most meticulous alignment of the different color plates for printing. Elsewhere, solid squares, triangles, and circles are printed in bright colors, expressing a verve not seen again on the pages of a book until the era of Dufy, Matisse, and Derain.

    This book features a vivid and entertaining timeline of his public history, but also focuses on the more personal, nonwork aspects of his day-to-day life, covering topics such as autos, books, cigars, dining, fashion, home, libations, and pastimes. Churchill lived an extravagant life, but in reality did not have much money. His ability to live well beyond his means is a lesson that will intrigue many.Praise for Churchill Style:“Despite the hundreds of books written on the wartime leader, there has been surprisingly little compiled on his lifestyle. Barry Singer—a writer, self-described Churchill fanatic and proprietor of Manhattan's Chartwell Booksellers (which touts itself as "the world's only Winston Churchill bookshop")—has corrected the deficit." —Wall Street Journal "There’s a good deal to like about this jaunty book . . . In brief, Churchill lived beyond his means and appears to have enjoyed every minute of it. Churchill Style puts on display his resourcefulness at doing it." —Buffalo News “Hundreds of books have been written about Winston Churchill, most of which focus on his military service and his leadership during both World Wars, but none assess his personal style like Barry Singer does in Churchill Style: The Art of Being Winston Churchill.” —Cool Hunting.com

    Nussbaum, philosopher and classicist, argues that contemporary curricular reform is already producing such citizens of the world in its advocacy of diverse forms of cross-cultural studies. Her vigorous defense of the new education is rooted in Seneca's ideal of the citizen who scrutinizes tradition critically and who respects the ability to reason wherever it is found--in rich or poor, native or foreigner, female or male.Drawing on Socrates and the Stoics, Nussbaum establishes three core values of liberal education--critical self-examination, the ideal of the world citizen, and the development of the narrative imagination. Then, taking us into classrooms and campuses across the nation, including prominent research universities, small independent colleges, and religious institutions, she shows how these values are (and in some instances are not) being embodied in particular courses. She defends such burgeoning subject areas as gender, minority, and gay studies against charges of moral relativism and low standards, and underscores their dynamic and fundamental contribution to critical reasoning and world citizenship.For Nussbaum, liberal education is alive and well on American campuses in the late twentieth century. It is not only viable, promising, and constructive, but it is essential to a democratic society. Taking up the challenge of conservative critics of academe, she argues persuasively that sustained reform in the aim and content of liberal education is the most vital and invigorating force in higher education today.

    Thereis no bigger or more important issue in America than youth violence. Kids, some as young as ten years old, take up arms with the intention to murder. Why is this happening? Lt. Col. Dave Grossman and Gloria DeGaetano believe the root cause is the steady diet of violent entertainment kids see on TV, in movies, and in the video games they play—witnessing hundreds of violent images a day. Offering incontrovertible evidence based on recent scientific studies and research, they posit that this media is not just conditioning children to be violent and see killing as acceptable but teaching them the mechanics of killing as well.         Stop Teaching Our Kids to Kill supplies the statistics, interprets the copious research that exists on the subject, and suggests the many ways to make a difference in your home, at school, in your community, in the courts, and in the larger world. In using this book, parents, educators, social-service workers, youth advocates, and anyone interested in the welfare of our children will have a solid foundation for effective action and prevention of future Columbines, Jonesboros, and Newtowns.

    Although Fodor has praised the computational theory of mind as the best theory of cognition that we have got, he considers it to be only a fragment of the truth. In fact, he claims, cognitive scientists do not really know much yet about how the mind works (the book's title refers to Steve Pinker's How the Mind Works).Fodor's primary aim is to explore the relationship among computational and modular theories of mind, nativism, and evolutionary psychology. Along the way, he explains how Chomsky's version of nativism differs from that of the widely received New Synthesis approach. He concludes that although we have no grounds to suppose that most of the mind is modular, we have no idea how nonmodular cognition could work. Thus, according to Fodor, cognitive science has hardly gotten started.

    So what, then, is play? In Play Matters, Miguel Sicart argues that to play is to be in the world; playing is a form of understanding what surrounds us and a way of engaging with others. Play goes beyond games; it is a mode of being human.We play games, but we also play with toys, on playgrounds, with technologies and design. Sicart proposes a theory of play that doesn't derive from a particular object or activity but is a portable tool for being—not tied to objects but brought by people to the complex interactions that form their daily lives. It is not separated from reality; it is part of it. It is pleasurable, but not necessarily fun. Play can be dangerous, addictive, and destructive.Along the way, Sicart considers playfulness, the capacity to use play outside the context of play; toys, the materialization of play--instruments but also play pals; playgrounds, play spaces that enable all kinds of play; beauty, the aesthetics of play through action; political play--from Maradona's goal against England in the 1986 World Cup to the hactivist activities of Anonymous; the political, aesthetic, and moral activity of game design; and why play and computers get along so well.

    A computational investigation into the human representation and processing of visual information.

    Tricks of the rhetorical trade are included and explained in this volume, which aims to show you how to spot humptydumptying, wishful thinking, zig-zagging, rash generalizations, reductio ad absurdum, a gambler's fallacy or if someone is getting personal. Arranged in alphabetical order, the text offers guidance to anyone wanting to sharpen their thinking skills.