By demystifying the fantasies surrounding cancer, Sontag shows cancer for what it is--just a disease. Cancer, she argues, is not a curse, not a punishment, certainly not an embarrassment and, it is highly curable, if good treatment is followed.Almost a decade later, with the outbreak of a new, stigmatized disease replete with mystifications and punitive metaphors, Sontag wrote a sequel to Illness as Metaphor, extending the argument of the earlier book to the AIDS pandemic.These two essays now published together, Illness as Metaphor and AIDS and Its Metaphors, have been translated into many languages and continue to have an enormous influence on the thinking of medical professionals and, above all, on the lives of many thousands of patients and caregivers.

    Purchase includes a free trial membership in the publisher's book club where you can select from more than a million books without charge. Chapters: A Short History of Nearly Everything, the Life and Times of the Thunderbolt Kid, a Walk in the Woods, Notes From a Small Island, Neither Here nor There: Travels in Europe, Shakespeare: the World as Stage, the Lost Continent: Travels in Small-Town America, the Mother Tongue, Notes From a Big Country, Bryson's Dictionary of Troublesome Words, Down Under, Made in America, Bill Bryson's African Diary. Source: Wikipedia. Free updates online. Not illustrated. Excerpt: A Short History of Nearly Everything (ISBN 0-7679-0817-1) is a general science book by Bill Bryson, which explains some areas of science, using a style of language more accessible to the general public than many other books dedicated to the subject. It was the bestselling popular science book of 2005 in the UK, selling over 300,000 copies. A Short History deviates from Bryson's popular travel book genre, instead describing general sciences such as chemistry, paleontology, astronomy, and particle physics. In it, he explores time from the Big Bang to the discovery of quantum mechanics, via evolution and geology. Bryson tells the story of science through the stories of the people who made the discoveries, such as Edwin Hubble, Isaac Newton, and Albert Einstein. Bill Bryson wrote this book because he was dissatisfied with his scientific knowledge that was, not much at all. He writes that science was a distant, unexplained subject at school. Textbooks and teachers alike did not ignite the passion for knowledge in him, mainly because they never delved in the whys, hows, and whens. "It was as if wanted to keep the good stuff secret by making all of it soberly unfathomable." Bryson, on the state of science books used within his school. It was in his later years that he realized with stunning shame ...More: http: //booksllc.net/?id=101240

    But that's much more easily said than done. What does being happy actually mean? And how do you even know when you feel it?Across the millennia, philosophers have thought long and hard about happiness, and come up with all sorts of different definitions and ideas for how we might live a happier life. Here, Derren explores the history of happiness from classical times until today, when the self-help industry has attempted to claim happiness as its own. His aim is to reclaim happiness for us all, and enable us to appreciate the really good things in life for what they are.Fascinating, entertaining and revelatory, this is a book for anyone who has ever wondered if there must be more to life...

    Ryle's linguistic analysis remaps the conceptual geography of mind, not so much solving traditional philosophical problems as dissolving them into the mere consequences of misguided language. His plain language and esstentially simple purpose place him in the traditioin of Locke, Berkeley, Mill, and Russell.

    They have greatly increased the life-expectancy of those of us who live in "advanced" countries, but they have destabilized society, have made life unfulfilling, have subjected human beings to indignities, have led to widespread psychological suffering (in the Third World to physical suffering as well) and have inflicted severe damage on the natural world. The continued development of technology will worsen the situation. It will certainly subject human beings to greater indignities and inflict greater damage on the natural world, it will probably lead to greater social disruption and psychological suffering, and it may lead to increased physical suffering even in "advanced" countries.

    Proceeding from the assumption that human beings desire pleasure (and avoid pain), Bentham's unique perspective, known as utilitarianism, is used to construct a fascinating calculus for determining which action to perform when confronted with situations requiring moral decision-makingthe goal of which is to arrive at the "greatest happiness of the greatest number." Toward this end, he endeavors to delineate the sources and kinds of pleasure and pain and how they can be measured when assessing one's moral options. Bentham supports his arguments with discussions of intentionality, consciousness, motives, and dispositions.Bentham concludes this groundbreaking work with an analysis of punishment: its purpose and the proper role that law and jurisprudence should play in its determination and implementation. Here we find Bentham as social reformer seeking to resolve the tension that inevitably exists when the concerns of the many conflict with individual freedom.The Principles of Morals and Legislation offers readers the rare opportunity to experience one of the great works of moral philosophy, a volume that has influenced the course of ethical theory for over a century.

    Rick Strassman conducted US DEA-approved clinical research at the University of New Mexico in which he injected 60 volunteers with DMT, one of the most powerful psychedelics known. His detailed account of those sessions is an inquiry into the nature of the human mind and the therapeutic potential of psychedelics. DMT, a plant-derived chemical that is also manufactured by the human brain, consistently produced near-death and mystical experiences. Many volunteers reported convincing encounters with intelligent nonhuman presences, especially "aliens." Nearly all felt that the sessions were among the most profound experiences of their lives.Strassman's research connects DMT with the pineal gland, considered by Hindus to be the site of the seventh chakra and by René Descartes to be the seat of the soul. DMT: The Spirit Molecule makes the case that DMT, naturally released by the pineal gland, facilitates the soul's movement in and out of the body and is an integral part of the birth and death experiences, as well as the highest states of meditation and even sexual transcendence. Strassman also believes that alien abduction experiences are brought on by accidental releases of DMT. If used wisely, DMT could trigger a period of remarkable progress in the scientific exploration of the most mystical regions of the human mind and soul.

    The authors also make an important contribution to the interpretation of The Tibetan Book of the Dead. They show that it is concerned not with the dead, but with the living. The last section of the manual provides instructions for an actual psychedelic session, under adequate safeguards.The authors were engaged in a program of experiments with LSD and other psychedelic drugs at Harvard University until sensational national publicity unfairly concentrating on student interest in the drugs, led to the suspension of the experiments. Since then, the authors have continued their work without academic auspices.

    Wright unveils the genetic strategies behind everything from our sexual preferences to our office politics--as well as their implications for our moral codes and public policies. Illustrations.

    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.

    From the self-mocking haikus of Zen masters on their deathbeds to the last words of Christian saints and modern-day sages, this text looks at what the world's greatest minds have made of death.

    First published in 1951, it was greeted as a monumental study blazing new trails in the investigation of prejudice. As offshoots of ethnocentrism, anti-semitism and fascism cast new and dark shadows on the world, the topic again demands study and social action. The Authoritarian Personality remains an important document for our time.

    Yet for all the hours, minutes, and even seconds being saved, we're still filling our days to the point that we have no time for such basic human activities as eating, sex, and relating to our families. Written with fresh insight and thorough research, Faster is a wise and witty look at a harried world not likely to slow down anytime soon.

    But what exactly is populism? Should everyone who criticizes Wall Street or Washington be called a populist? What precisely is the difference between right-wing and left-wing populism? Does populism bring government closer to the people or is it a threat to democracy? Who are "the people" anyway and who can speak in their name? These questions have never been more pressing.In this groundbreaking volume, Jan-Werner MUller argues that at populism's core is a rejection of pluralism. Populists will always claim that they and they alone represent the people and their true interests. MUller also shows that, contrary to conventional wisdom, populists can govern on the basis of their claim to exclusive moral representation of the people: if populists have enough power, they will end up creating an authoritarian state that excludes all those not considered part of the proper "people." The book proposes a number of concrete strategies for how liberal democrats should best deal with populists and, in particular, how to counter their claims to speak exclusively for "the silent majority" or "the real people."Analytical, accessible, and provocative, What Is Populism? is grounded in history and draws on examples from Latin America, Europe, and the United States to define the characteristics of populism and the deeper causes of its electoral successes in our time.

    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.