Book Description
The Closing of the American Mind, a publishing phenomenon in hardcover, is now a paperback literary event. In this acclaimed number one national best-seller, one of our country's most distinguished political philosophers argues that the social/political crisis of 20th-century America is really an intellectual crisis. Allan Bloom's sweeping analysis is essential to understanding America today. It has fired the imagination of a public ripe for change.
Customer Reviews:
The value of a liberal education........2007-07-08
"Men may live more truly and fully in reading Plato and Shakespeare than at any other time, because they are participating in essential being and are forgetting their accidental lives. The fact that this kind of humanity exists or existed, and that we can somehow still touch it with the tips of our outstretched fingers, makes our imperfect humanity, which we can no longer bear, tolerable. The books in their objective beauty are still there, and we must help protect and cultivate the delicate tendrils reaching out toward them through the unfriendly soil of students' souls. Human nature, it seems, remains the same in our altered circumstances because we still face the same problems, if in different guises, and have the distinctively human need to solve them, even though our awareness and forces have become enfeebled" (p. 380).
Allan Bloom (1930-1992) was a professor of philosophy and political science at the University of Chicago, and the subject of Saul Bellow's final novel, Ravelstein (2000). In his bestselling book, The Closing of the American Mind (1987), Professor Bloom draws from his training as a philosophical thinker and his long career as a teacher to describe "how higher education has failed democracy and impoverished the souls of today's students."
Summarizing Bloom's book in a short review is no easy task. He believes in "the good old Great Books approach" to education, and observes how students, in a culture of movies and rock music, have "lost the practice of and the taste for reading." He not only believes the high incidence of divorce has left students less critical in their thinking, but argues their lax sexual mores deprive students of what Plato described as the "erotic" element in education--the element of excitement, mystery, and longing inherent to a liberal education. Bloom believes the "openness" of cultural relativism--the practice of valuing the opinion of each person equally--undermines critical thinking with indifference, devalues the study of languages, philosophy, and science, and deprives students from searching for the truth that leads to a higher life. In his book, Bloom is concerned with nothing less than "the state of our souls."
Professor Bloom's argument is carefully reasoned, and reveals a great mind at work. The Closing of the American Mind is truly profound. Although it was published twenty years ago, it remains relevant nonetheless and should be considered essential reading in understanding the value of a liberal education in our society.
G. Merritt
Necessary Questions.......2007-05-22
This was the most difficult fun and knowledge seeking free time reading I have done in years. At times Dr. Bloom was speaking to me, freely articulating my own disappointment with the academy. His comments about the free fall of traditional inquiry and the current status of the social sciences and humanities was piercing. Since I was born in the 50s, the transformations he spoke of that became so apparent to him in the 80s were experienced in the public school and university careers of those of us born in the first decade or so after WWII.
In spite of the delight in reading Dr. Bloom's astute observations of those years, in no time, the next pages would lose and confuse me, forcing a re-read and consultation of other sources. Ironically, this exemplified the point he was making since those areas had to do with philosophy. (Plato is next.) Nonetheless, this is a marvelous work of incredible intellectual depth by a very scholarly man who was aware, and somewhat saddened, by the trends of his times.
The book is long, requires real dedication, but in my opinion it was well worth the read. The first two thirds of the book seem as if they are not related to one another, but then, by the last part, especially the chapter The Sixties, all the detail about the German School, Marcuse, Plato, converge. Although the 60s seemed groundbreaking and exciting to the youth of its time (including me), Bloom ventures to state, quite convincingly, that it was void of intellectual gravitas due a highly stylized, yet simplistic view of its philosophical and historical context.
Dr. Bloom also greatly delves into the role of the university and his founded fears of the compromise of the special status of inquiry in the academy being wedded to popular culture and politics. He repeatedly asserts that there's a lack of support, in his experience even among some professors, to uphold the bigger questions of existence, philosophy, religion, science, culture - what have you - that transcend popular culture and politics.
On the topic of politics, one might be tempted to state that Dr. Bloom took sides, and that his opus has left-right implications. It may have appeared a bit critical of what is commonly thought of as the left, but the notion of being "progressive", of throwing off tradition, of being less discriminate about what is good or evil, ugly or beautiful, right or wrong, tends to be the territory of the modern left. I never felt he was simply being opinionated, but that he just attributed his assessment of the late 20th century academia to certain movements and philosophies that permeated many areas of the university. Dr. Bloom greatly laments what the university has become because he clearly loved the institution and believed it was indispensable to the knowledge and mysteries of mankind.
See Evan Sayet's analysis..........2007-05-19
Evan says that Prof Bloom's book influenced him, but Evan has expanded on the reasons why Modern Liberals act like they do.
I recommend everyone watch Evan's talk.
You can find it at YouTube by searching on "Evan Sayet". Choose "How Modern Liberals Think". It's phenomenal.
Nice Intro..........2007-04-24
The best part about this book was the intro. In fact all you need to understand what the late Mr. Bloom was trying to put forth is in the introduction.
The rest of the book is a chore to read. The confusing and tedious writing style leads to a lot of re-reading of sentences to figure out the point the author is trying to make. Someone should have counseled Mr. Bloom that "Brevity is the soul of wit."
An analysis of historical importance.......2007-03-26
This is a truly outstanding analysis of what went wrong with America in our generation, and how the erosion of our freedom accompanies the decomposition of our culture.
That said, let's get the other editorial reviews off the back page and up front where folks can see them:
The New York Times Book Review:
An unparalleled reflection on today's intellectual and moral climate....That rarest of documents, a genuinely profound book.
The New York Times:
Remarkable....hits with the approximate force and effect of electroshock therapy.
The Wall Street Journal, William Kristol:
Brilliant....No other book combines such shrewd insights into our current state....No other book is at once so lively and so deep, so witty and so thoughtful, so outrageous and so sensible, so amusing and so chilling....An extraordinary book.
The Washington Post Book World, S. Frederick Starr:
Rich and absorbing....A grand tour of the American mind.
.
Book Description
Catholic higher education in the United States is undergoing dramatic changes, driven largely by the virtual disappearance of nuns, brothers, and priests from Catholic university campuses. Today Catholic colleges and universities are dealing with critical questions about what constitutes Catholic collegiate identity. What are appropriate ways to engage the Catholic tradition across all sectors of university life? What constitutes a critical mass of committed and knowledgeable Catholics necessary to maintain religious identity? What is an appropriate level of knowledge and religious commitment for those who lead, govern, and teach at Catholic institutions and how do they acquire it? Many people have strong - and strongly differing - opinions about the current state of Catholic higher education. Melanie M. Morey and John J. Piderit, S.J., wade into these waters with a study of 124 senior administrators at 33 Catholic colleges and universities across the United States. Exceptionally candid appraisals by administrators across a varied landscape attest that a cultural crisis is looming at a number of Catholic institutions. Based on their research, Morey and Piderit describe the present situation and offer concrete suggestions for enhancing Catholic identity, culture, and mission at all Catholic colleges and universities. The authors define the critical issues and analyze and address them by using the rich construct of culture, particularly organizational culture. They provide four different models of how Catholic colleges and universities can operate and successfully compete as religiously distinctive institutions in the higher education market. After identifying the content of the Catholic tradition - intellectual, moral, and social - the authors analyze present performance among institutions in all four models. They derive criteria for identifying religious cultural crisis at institutions and provide specific policy proposals for enhancing religious culture. They also suggest principles for effectively leading and managing cultural change. Morey and Piderit offer the first in-depth cultural analysis of the Catholic character of Catholic universities and colleges at a crucial time for these institutions. With new research and practical applications, this book is an invaluable resource for Catholic educators and anyone concerned about the future of Catholic higher education.
Customer Reviews:
Relevance for all Faiths.......2006-05-22
As a member of the Jewish faith, I am definitely an unlikely candidate to have purchased and read CATHOLIC HIGHER EDUCATION: A CULTURE IN CRISIS. After our weekly Rotary club meetings, some of my fellow Rotarians and I, both Catholic and Protestant, have coffee and discuss and compare our involvements in our respective congregations. A devout Catholic with whom I have known many years recommended the book at our of our informal meetings.
First, I learned more about the Catholic Church in my first hour of reading than I had learned in my lifetime. The book was well-written and easy for a non-Catholic like me to follow and not get lost.
Having been involved in the past in religious education at my synagogue, I found many of Piderit and Morey's ideas to be potentially helpful for Jewish education as well, whether at the higher education level or any level for that matter. I know that after our discussion last week, one of our Episcopalian members of our Rotary Club is going to read it for the same reason. Their ideas and thinking on the matter of Catholic higher education can be implemented to some degree by Jewish educational institutions, as well as Protestant and Muslim for that matter I am sure.
Review.......2006-05-18
I enjoyed this book immensely. Rev. John Piderit, S.J. and Mealnie Morey have presented a hot-button topic in a sensible way that is easy to follow for someone like me who is not well-versed in the field of Catholic higher education.
First, I bought this at the bookstore because I saw the name of Father John Piderit, S.J. as the author. I attended Fordham University in the 1980's when Father Pidertit was an economics professor there. While he was known as being a demanding professor whose courses were definitely not an easy "A", as was the case for some of his Jesuit brethren, Father Piderit taught a special manners class every semester in which students who partook learned how to cultivate superior table manners. This manners seminar was legendary. In fact, the sitcom in the 1990's "Spin City", starring Michael J. Fox, featured the actor as a Fordham grad who was the Deputy Mayor of New York City; during Fox's five year run on the hit show, there were several references to his character having taken Father Piderit's manners class while a student at Fordham.
I admit I embarked upon this book due to Father Piderit's reputation, but Father Piderit and Melanie Morey won me over. I read the book during the recent controversies at the University of Notre Dame and it helped me to better formulate and express my opinions on the role of Catholic colleges and universities. In recent years there have been many controversies like the aforementioned ones at Notre Dame in 2006; in my opinion, this book should be used as a textbook for such cases, both by Catholic educators and the Catholic press.
One thing that struck me as impressive was how each of the various order of priests, brothers and nuns were held to the same standard. The fact that Father Piderit is a Jesuit and is the former president of Loyola University in Chicago is irrelevant because a whole spectrum of religious congregations received equal attention in the book. The Jesuits by no means received prominent coverage.
Certainly there are other crises in the Catholic Church at the moment, but the success of Piderit and Morey in addressing the crisis in Catholic higher education should receive much attention, both in the Catholic media and the secular media alike.
Two people have already asked to borrow the book, but I have refused to lend it out because I know that I will definitely use it as a reference guide in the future. I would not be surprised if some heads of institutions of Catholic higher education were to receive this book as a gift from an alumnus or two.
A Book That You Will Want to Read Twice!.......2006-05-05
I purchased Catholic Higher Education: A Culture in Crisis after hearing Father John Piderit on a news show about the crisis in Catholic higher education. He and his writing partner, Melanie M. Morey, present a compelling case for practical change to remedy a definite crisis situation. I was impressed to read that Father Piderit is the former president of Loyola University in Chicago, the largest Jesuit university in the U.S.
Piderit and Morey point out the problems in Catholic higher education today and offer straightforward and practical solutions. The third part of book deals with the collapse of congregations of religious women and the devastating effect it has had on all levels of Catholic education over the last three decades. Piderit is right on target when he credits Catholic nuns for creating the strongest Catholic culture in the U.S. It made me realize how lucky past generations were to have so many nuns ready to serve in educational capacities.
The first part chronicles the recognition of four different ways to be a Catholic college or university. The authors suggest some minimal and quite compelling Catholic goals of their model. The fourth and final section puts forth policies that can be implemented inexpensively for the purpose that will likely strengthen the Catholic culture on the campus in question. Each of the four sections could be a book in their own right.
The massive amount of information in the book is presented in a fast-flowing and easy-to-read style that is almost reminiscent of a John Grisham novel. Usually I am intimidated by non-fiction books on heavy topics, but Piderit and Morey know the correct way to connect with a reader.
While the authors focus on the present day Catholic Church in the U.S., I also found the book to be an awesome and fascinating history lesson on the Catholic Church in the U.S. that I have ever read. The book gives the reader a great view of the crisis in Catholic higher education, but offers so much more. This book is a "must read" for anyone interested in Catholic education or even in Catholicism in general. Expect this book to be quoted extensively in Catholic circles in years to come.
Book Description
In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
Download Description
In this much needed resource, Maryellen Weimer-one of the nation's most highly regarded authorities on effective college teaching-offers a comprehensive work on the topic of learner-centered teaching in the college and university classroom. As the author explains, learner-centered teaching focuses attention on what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning. To help educators accomplish the goals of learner-centered teaching, this important book presents the meaning, practice, and ramifications of the learner-centered approach, and how this approach transforms the college classroom environment. Learner-Centered Teaching shows how to tie teaching and curriculum to the process and objectives of learning rather than to the content delivery alone.
Customer Reviews:
Shifting the Focus.......2006-08-07
These days the trend in education has been to shift the focus of classes from the teachers to the students. The idea is that by taking responsibility for their own education and by learning by doing and working with others, students will be able to learn skills that will stay with them for the rest of their lives. On the other hand, teacher-centered lectures will only cause the students to cram for exams and quickly forget what they learned as soon as the exams are finished. This book offers an easy to read guideline for shifting your class to a learner-centered environment. The author has done a good job in writing a practical text. It's not weighed down with too many discussions of research and theory. Instead, the author presents her ideas through her own experiences and the experiences of other teachers. This makes it very easy to follow her recommendations as they have been tested and tried in a classroom setting rather than in an academic journal.
If you're looking for a scholarly work, this may not be what you're looking for, but if you want an easy-to-read practical guide to implementing learner-centered teaching practices, then this is perfect. One more thing, this book was written by and primarly for those who are teaching in university. With some adjustments, you may be able to use the recommendations in this book in a high school setting as well.
Excellent Overview.......2004-08-03
This book not only makes the very strong case for a shift from teacher-centered to learner-centered instruction, it provides a road map for how to achieve that shift in both the classroom and the entire academic institution. It is an excellent book for both faculty and administrators in higher education.
A very useful and well-researched approach.......2003-08-09
Expertly written by Maryellen Weimer (Associate Professor of Teaching and Learning, Berks-Lehigh Valley College, Pennsylvania State University), Learner-Centered Teaching: Five Key Changes To Practice is an invaluable resource for college and university educators concerning the learner-centered teaching approach that takes into account what, how, where, and what conditions under which students are learning. Individual chapters convincingly address implementation and fine-tuning adjustments to adopting the learner-centered teaching style, and the appendices include a syllabus, sample learning log, and more. A very useful and well-researched approach, Learner-Centered Teaching is an important and strongly recommended addition to Educational Reference collections and Classroom Instruction reading lists.
Book Description
In 2003, David Horowitz began a campaign to promote intellectual diversity and a return to academic standards in American universities. To achieve these goals he devised an Academic Bill of Rights and created a national student movement with chapters on 160 college campuses. Take No Prisoners is a riveting account of the reaction to Horowitz's campaign by professor unions and academic associations, whose leaderships have been taken over by the political left.
Customer Reviews:
Horowitz exposes the left-wing academic cabal.......2007-09-06
Northwestern University is just down the road from me. I see evidence of the political tilt of the academy all around me. In the seemingly endless numbers of posters espousing an endless variety of left-wing causes, including protecting terrorists who murder innocent civilians. I see it in the daily university newspaper which is distributed in town. I see and hear in the academics I encounter in daily life.
Why parents pay to send their children to a political indoctrination machine which will ultimately destroy the United States is beyond my comprehension.
David Horowitz was once a leftist. He came to his senses and has been combatting left-wing ideology since. In 2002 he "drew up an Academic Bill Of Rights whose purpose was to promote intellectual diversity on college campuses and restore academic values to university classrooms."
Any reasonable person who follows the news knows of Ward Churchill and dozens of other college professors and even high school and middle school teachers who are blatantly anti-American and use their classrooms to influence their student's thinking if not force them to regurgitate left-wing political views.
In this book, Horowitz relies heavily on his personal experiences in campaigning for his proposal to illuminate how the left-wing suppresses any poltical thought that doesn't agree its notions.
Unwittingly, though, Horowitz demonstrated the dangers of left-wing academics. In 2006, Horowitz appeared on the Duke campus. There a small group of demonstrators led by a tenured left-wing academic named Diane Nelson disrupted his address, clearly violating faculty rules of conduct. Shortly thereafter the same Diane Nelson literally signed on as one of the infamous Group of 88. The Group of 88 are a collection of mostly tenured academics at Duke who simply ignored any concept of judicial innocence and condemned three Duke lacrosse players who had been accused of sexually assaulting a black exotic dancer. The Group of 88 made it clear that race and gender trumped judicial process. In their eyes, the accused were guilty until proven innocent, a complete reversal of American Constitutional precepts.
The Group of 88 for months maintained an offensive against anyone who disagreed with them.
Even after the North Carolina Attorney General took the highly unusual step of declaring the three accused completely innocent and that no crime of any kind had occurred and even after the prosecuting attorney was disbarred for witholding evidence, Diane Nelson and the rest of the Group of 88 maintain their left-wing position.
Therein is the danger of allowing political demgogues to hold America's children hostage to their poltiical views. (It should be remembered as well that one of the Group of 88 members flunked two lacrosse players in her class, forcing Duke to settle a lawsuit with one of them.)
Horowitz succeeds in making his point - and he was helped along by circumstances. The hegemeony of the left-wing in academia is a dangerous thing and something similar to Horowitz's Academic Bill Of Rights is required to bring independence back to American academia.
Jerry
INDOCTRINATION U provides an eye-opening argument........2007-07-09
In 2003 the author began a campaign to promote intellectual diversity and a return to academic excellence in American universities, devising an 'Academic Bill of Rights' and launching a nation-wide student movement to support it. INDOCTRINATION U: THE LEFT'S WAR AGAINST ACADEMIC FREEDOM presents a case for the intellectual corruption of American universities by faculty activists who have turned classrooms into political causes. Such academic radicals have no real interest in intellectual discourse deserving of university status, Horowitz maintains: INDOCTRINATION U provides an eye-opening argument.
Code Blue: Horowitz is in a coma.......2007-06-06
Anyone who can write and publish a book in 2007 with the thesis that "leftist thinking" pervades the modern university and is corrupting the minds of youth so that he must draw up a manifesto to protect them is either dreaming, stuck in a time warp, or just plain stuck. Like a comedian who has told the same joke for decades, and wonders why no one laughs at demeaning jokes about his 'wife,' I can only conclude that Horowitz doesn't understand that the world of higher education and the culture at large have changed radically since 1967 (when he was in college).
The most popular majors today in college are Business with its concentrations in finance, marketing, management, etc., or majors that focus on IT and other computer-related subjects. The most popular and sought after master's degree by far) is the M.B.A. So much for transforming undergraduates into countercultural nemeses. Tuition at Harvard University (according to its own website) will be $71,000 with room and board. Would parents lay out thousands of dollars to prep their children from the time they are in elementary school to get into prestige institutions if they heard news from the campus front lines their hard earned and hard spent money was contributing to an army of radicals? The most popular event during the school year at most colleges is career day. I've seen the ritual enacted dozens of times. Oddly, during such events I've never once heard a reference to Gramsci or Trotski. Not even once!
Universities today have virtually frozen any hiring of professors in the humanities, and it's rare that a student need take a course in a subject that could address ideological issues. The only conjecture I'm left with is that Horowitz is still mad at his father for making him attend Hebrew School. Get over it, already.
Addresses a serious problem.......2007-05-31
There's plenty that I like in this book. But there are some things that I would have said differently.
I probably would have used a smaller percentage of the book for anecdotal information. Sure, there are some professors who are abusing their positions and using their classrooms to propagandize. And students in those classes who disagree with such professors may be intimidated, given that their grades are at stake. But anecdotes are not always the best way to present evidence.
To explain what I mean, imagine that you are in a debate about which side the United States fought on in World War Two. You claim that we fought against Japan, while your opponent says that we and Japan were allies against China in that war. Anyway, the evidence that we fought against Japan is overwhelming, and you say so. In addition, you use some anecdotes to confirm it. But to your annoyance, your opponent cites some anecdotes that purport to show the opposite! The discussion gets into details about the anecdotes, and the whole issue looks controversial. Well, that's one reason I am less than enamored of anecdotal evidence.
Continuing my example, your opponent may then attack you as an untrustworthy person. Suddenly, the topic has changed. The issue is no longer World War Two. It's you! That is when you realize that when one has no case, the rules appear to change. You, with an overwhelming case, have truth and logic on your side, so you need to be careful to respect truth and logic. Otherwise, you will cede your advantage in a reasoned discussion. However, your opponent is under no such restrictions!
All this is a little like the theme of this fine book. Yes, there are some anecdotes. And there are discussions about unwarranted ad hominem attacks that are often used by indoctrinators to avoid having to discuss the truth. And we see that although free speech is protected, there are consequences for it. Horowitz says that "a pastor who goes into church on Sunday to preach a sermon that God does not exist will be looking for work on Monday, free speech rights or no." I agree. A person who makes elementary misstatements about mathematics may be entitled to do so, by their rights of free speech. But that in no way says that there will be no penalties. A student who does this may get a bad grade on a math exam. A professor who does so may be subject to disciplinary measures. The issue here is not academic freedom but simply academic standards. And I think these are occasionally at stake when a few professors simply substitute political propaganda for what is supposed to be scholarly work.
I don't need to debate a few anecdotes to see that there is a problem in some universities. In a field I know something about, namely the Arab war against Israel, I can see what material some professors assign in an assortment of universities. And I can see what is in the college bookstores on this topic. There's a manifest problem in quite a few of these universities.
The main point of Horowitz's book is that we should support an academic bill of rights, which he shows us in Appendix 1 of the book. These rights include ensuring "intellectual independence of professors, researchers and students." And they include demanding that faculty hiring be based on competence and knowledge of a field. In many areas, I think we already have this. But in some fields, I think competence may be of secondary value compared to "political correctness," and that is totally contrary to what ought to be the charter of our academic institutions.
While Horowitz wants to avoid political indoctrination by either liberals or conservatives, he makes it clear that the liberals look to him like the bigger problem at the moment. After all, in this book he reports that the number of "self-described `liberals'" in university positions outnumber the "self-described `conservatives'" by more than seven to one. Well, that may be a good point. But I think that the solution would be to recruit plenty of academics who might support such academic standards, and that means trying to appeal to a group of people, the majority of whom call themselves liberals.
I'm strongly against the indoctrination that Horowitz complains about. However, I think that it is not easy to make rules about it. Indoctrinators can often attempt to claim that you, not they, are in violation of your own rules. I also feel that "balance" is a tricky concept. In many classes, it is important to illustrate concepts by showing dissenting opinions. And professors should use their skills to determine what sorts of material to use in these situations. But at other times, the dissenting "opinions" are simply unreasonable, insincere, or gross propaganda. I'm not so sure what benefits there are, educationally speaking, to systematically assigning some of that subject matter in the name of "balance." To Horowitz's credit, that's not what he has in mind either.
I think this book raises some important issues, and I recommend it.
Horowitz's argument is fundamentally wrong. Here is a simple refutation of it..........2007-05-17
The view of "intellectual diversity" that Horowitz promotes should NOT be seen as a goal of education. The kind of research and teaching that goes on in universities should be guided by the pursuit of truth. Intellectual diversity, in the sense of a variety of viewpoints, is INSTRUMENTALLY useful for this goal of increasing knowledge, because more beliefs gives us a greater chance to defend our ideas and view different sides of an issue. But such diversity of beliefs should not be confused with the goal of truth or knowledge. Yet, this is the confusion that Horowitz makes when he promotes "intellectual diversity." People may be tricked into believing this argument because he appropriates the language of "diversity" from liberals' promotion of racial, gender, and ethnic diversity in affirmative action and hate speech codes. Yet, this kind of diversity is a diversity of identities, while the kind of diversity that Horowitz wants to promote in the classroom is a diversity of beliefs. The former is a plausible goal, while the latter is only instrumentally valuable, (because identities cannot be shown to be mistaken, while beliefs can be). Horowitz exploits the ambiguity between these two senses of diversity in order to make his argument. (Note: in this critique, I am drawing on Stanley Fish's critique of Horowitz's "intellectual diversity" arguments in an article in the Chronicle of Higher Education from 2004, and for the distinction of diversity of beliefs vs. diversity of identities, I draw on Walter Benn Michaels' The Trouble with Diversity: How We Learned to Love Identity and Ignore Inequality).
Book Description
Learning Communities is a groundbreaking book that shows how learning communities (LCs) can be a flexible and effective approach to enhancing student learning, promoting curricular coherence, and revitalizing faculty. Written by Barbara Leigh Smith, Jean MacGregor, Roberta S. Matthews, and Faith Gabelnick¾acclaimed national leaders in the learning communities movement¾this important book provides the historical, conceptual, and philosophical context for LCs and clearly demonstrates that they can be a key element in institutional transformation.
Customer Reviews:
A hard look at weaknesses in undergraduate education .......2004-11-11
Co-written by four professional eductors that include Barbara Leigh Smith, Jean MacGregor, Roberta S. Matthews, and Faith Gabelnick, Learning Communities: Reforming Undergraduate Education is a hard look at weaknesses in undergraduate education available to students today, and plans for strengthening the quality of instruction. Focusing especially upon structures and practices that yield beneficial results for a learning community, and in particular exploring means to improve learning communities for which English is a second language, Learning Communities is a superb resource of ideas and experiences worthy of being examined at length. Especially recommended reading for anyone responsible for undergraduate education or the academic environment in which such teaching takes place.
Average customer rating:
- Calculations are only as good as your numbers
- Pants on fire?
- Accepted History & Chronology Must Be Changed.
- Very Interesting
- History as Science Fiction
|
History: Fiction or Science? (Chronology, No. 1)
Anatoly Fomenko
Manufacturer: Mithec
ProductGroup: Book
Binding: Paperback
 Chinese
| Ethnic & National
| Biographies & Memoirs
| Subjects
| Books
Irish
| Ethnic & National
| Biographies & Memoirs
| Subjects
| Books
Japanese
| Ethnic & National
| Biographies & Memoirs
| Subjects
| Books
Women
| Specific Groups
| Biographies & Memoirs
| Subjects
| Books
Augustine, Saint
| ( A )
| People, A-Z
| Biographies & Memoirs
| Subjects
| Books
Doctors & Medicine
| Humor
| Entertainment
| Subjects
| Books
Lawyers & Criminals
| Humor
| Entertainment
| Subjects
| Books
Love, Sex & Marriage
| Humor
| Entertainment
| Subjects
| Books
Assyria, Babylonia & Sumer
| Ancient
| History
| Subjects
| Books
Early Civilization
| Ancient
| History
| Subjects
| Books
General
| Ancient
| History
| Subjects
| Books
Historiography
| Historical Study
| History
| Subjects
| Books
General
| World
| History
| Subjects
| Books
General
| Asian American
| United States
| World Literature
| Literature & Fiction
| Subjects
| Books
Asian American
| Poetry
| United States
| World Literature
| Literature & Fiction
| Subjects
| Books
French
| Erotica
| Literature & Fiction
| Subjects
| Books
Victorian
| Erotica
| Literature & Fiction
| Subjects
| Books
Epic
| Poetry
| Literature & Fiction
| Subjects
| Books
German
| Poetry
| Literature & Fiction
| Subjects
| Books
Russian
| Poetry
| Literature & Fiction
| Subjects
| Books
Spanish
| Poetry
| Literature & Fiction
| Subjects
| Books
Chinese
| Classics
| Literature & Fiction
| Subjects
| Books
Conspiracy Theories
| Current Events
| Nonfiction
| Subjects
| Books
War on Drugs
| Crime & Criminals
| Nonfiction
| Subjects
| Books
English (All)
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Arabic
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Armenian
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Czech
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Greek
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Hungarian
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Japanese
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Korean
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Norwegian
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Persian & Farsi
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Polish
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Portuguese
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Romanian
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Russian
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Swedish
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Turkish
| Foreign Language
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Science
| Dictionaries & Thesauruses
| Reference
| Subjects
| Books
Online Research
| Genealogy
| Reference
| Subjects
| Books
Native American
| Earth-Based Religions
| Religion & Spirituality
| Subjects
| Books
General
| Science
| Subjects
| Books
General
| History & Philosophy
| Science
| Subjects
| Books
History of Science
| History & Philosophy
| Science
| Subjects
| Books
Magic & Wizards
| Fantasy
| Science Fiction & Fantasy
| Subjects
| Books
Sailor Moon
| Popular Characters
| Children's Books
| Subjects
| Books
Pilates
| Exercise & Fitness
| Health, Mind & Body
| Subjects
| Books
History
| Fashion
| Arts & Photography
| Subjects
| Books
Look Inside Art Books
| Trip
| Specialty Stores
| Books
Look Inside Biographies
| Trip
| Specialty Stores
| Books
Look Inside Children's Books
| Trip
| Specialty Stores
| Books
Look Inside Entertainment Books
| Trip
| Specialty Stores
| Books
Look Inside Health Books
| Trip
| Specialty Stores
| Books
Look Inside History Books
| Trip
| Specialty Stores
| Books
Look Inside Fiction Books
| Trip
| Specialty Stores
| Books
Look Inside Nonfiction Books
| Trip
| Specialty Stores
| Books
Look Inside Reference Books
| Trip
| Specialty Stores
| Books
Look Inside Religion & Spirituality Books
| Trip
| Specialty Stores
| Books
Look Inside Romance Books
| Trip
| Specialty Stores
| Books
Look Inside Science Books
| Trip
| Specialty Stores
| Books
Look Inside Science Fiction & Fantasy Books
| Trip
| Specialty Stores
| Books
All Titles
| Qualifying Textbooks - Fall 2007
| Stores
| Books
Similar Items:
-
History: Fiction or Science? Chronology 2 (Chronology)
-
History: Fiction or Science? Astronomical methods as applied to chronology. Ptolemy's Almagest. Chronology III
-
Discovering the Mysteries of Ancient America: Lost History And Legends, Unearthed And Explored
-
Before the Pharaohs: Egypt's Mysterious Prehistory
-
They Cast No Shadows: A Collection of Essays on the Illuminati, Revisionist History, and Suppressed Technologies
ASIN: 2913621058 |
Book Description
Recorded history is a finely-woven magic fabric of intricate lies about events predating the sixteenth century. There is not a single piece of evidence that can be reliably and independently traced back earlier than the eleventh century. This book details events that are substantiated by hard facts and logic, and validated by new astronomical research and statistical analysis of ancient sources.
Customer Reviews:
Calculations are only as good as your numbers.......2007-08-03
Yes, we can all agree that mainstream history is nearly 100% BS due to politics, economics, ego, problems with dating techniques, and various conspiracies. Agreed. But, I've been researching the distinct possibility that human history (in terms of civilizations) are much more ancient than we've been told, so coming across this book was very interesting to me. I wondered how Fomenko could be wrong (if at all) because he is very persuasive in his presentations. Then it dawned on me. If at previous times in prehistory, due to the various catastrophies that are well documented (comets, asteroids, planetary disruptions, plasma discharge, pole reversals, etc) the Earth was in a different position in relation to the sun, different tilt on its axis, different orbit, different rotation (in terms of velocity and DIRECTION), and the continents were in different positions, then would this not cause the ancients to see the sky (constellations) differently? In other words, is Fomenko making erronious assumptions about the physics of the Earth in pre-history, which then corrupt his data with regards to dating the relevant astrology? The last event to seriously disrupt our planet occured roughly 3500 years ago, according to other good researchers, so is it possible Fomenko has been confused by this? The vastly different physics of our planet in the not so distant past may explain this confusion, which is not to say the "mainstream" version of history is correct; on the contrary. I am not an expert in these fields, but wanted to see if this idea could spark discussion.
Pants on fire?.......2007-07-19
Will people ever read before spamming? Yes, Jesuits could not rewrite world history alone, they had help. Anyway, Dr Prof Acad A.Fomenko does not point to jesuits as the driving force of world wide history manipulation in published volumes 1,2,3;, actually he barely mentions the poor devils. Check it with 'Search inside' feature, please. China is rarely mentioned either, in fact, Dr Fomenko is completely eurocentric. Right, his theory contradicts all mainstream schools of history, because in their actual state they are all built on blatantly erroneus chronology. You don't need a mysterious cabal (conspiracy) to falsify history, the falsification is its modus operandi. It is inherent to history(ians) to falsify (distort) events, as it is inherent to humans to boast as it is inherent to power (authority) to legimize itself by referrring to glorious past made to its own order. Dr Prof Fomenko and team have identified scores of instances of such manipulation in Russian, European, etc.. history, and delivered valid statistical proof thereof. His own 'reconstruction' is completely another story. Forget c14 as a valid method of dating. W.Libby has initially discovered a brilliant method of INDEPENDENT dating. Too bad, c14 method has become a joke after a forced marrige with dendrochronology with consensual chronological scale inbuilt. Radiocarbon method can't stand blind tests, but is so very productive as a rubberstamp.
Accepted History & Chronology Must Be Changed. .......2007-04-09
There is no doubt that history as most know it is a sham, & institution's version of History both University & Church is fradulent & inaccurate. Everything was established with an agenda, The real "Dark Ages" are now when we have access to incredible amounts of information past authorities & more important 'common folk' didn't have but our institutions & educators are slow to evolve because of what has ignorantly & arrogantly been taught for too long. This is on many subjects not just Chronology.
For anyone to question "Why would a Mathematician have anything credible to say of History?" The answer is from Dr. Fomenko's preface in the book: "It would be worthwhile to remind the reader that in the XVI-XVII century Chronology was considered to be a subdivision of Mathematics." These volumes could possibly be some of the most important works to date & should be read by everyone with an interest in History, especially professors & educators who have a duty to the public. I have read both books & must say that 'Chronology 1' has some very eye opening & revolutionary information. Even if these volumes are part true the implications are profound & opens the doors to further investigations & questions which must be done. I speak several different lanquages & must say the logic Dr. Fomenko uses with "inflection" of words & words being read from left to right in one region & right to left in another then written backwards, the removal of vowels & get down to basics of words, or different cities & locations having the same name etc. is correct. Vowel usage has always been optional & varied, actually complicating linquistics & study. The first thing one has to understand is that words never had a fixed spelling in history like we do now, the spelling of words was mutable & regional, as well as names & titles of people were vast, varied & changed, NOTHING WAS FIXED or understood linear. Matters of Life & Death as well as financial profiteering yesterday & today were & are made with ignorant, illogical & conspiratorial views of history & reality, it's time people get closer to the Truth & society collectively grow up.
Very Interesting.......2007-03-07
It is a good proposal and I believe it will mature into something even better in the future. I think it deserves to be read.
History as Science Fiction.......2007-01-10
Anatoly Fomenko has written a very intriguing book, full of pictures, charts, and computer 'proof' of his thesis: backwards of AD900 we don't really know what happened or when. Between AD900 and AD1600 there is more certainty, but there is still a lot of fuzzy ground, and things don't get reliable until we get past the 1600's where the printing press made it very difficult for the perpetrators of this timeline manipulation to change anything that had been committed to print. The Dark Ages did not happen. Books were burned for a reason. One organization has doubled the actual length of its existence by expanding the real chronology. Read why.
I had always wondered why Christ died about AD33 and yet men waited until the 11th century to form the Knights Templar, the Cathars, etc and go after the Holy Land by force. Why the 1000 year gap? Turns out there wasn't more than a 10-12 year gap and he proves it using astronomy. This also implies that the planet is not as old as we have been told, and current Christian and other creationist scientists are already championing that idea without being aware of Fomenko's book. The two groups, creationist scientists and the Russian mathematical analysts corroborate each other. Fascinating.
Of course, all this flies in the face of what we have been told traditionally is the 'proper' chronology of western civilization, and most readers will experience 'cognitive dissonance' in reading this book. It means that our history going backwards from AD1600 becomes progressively more incorrect and unreliable until it cannot be trusted at all... in the space of 700-800 years.
Naturally, the curious, open-minded reader will want to know WHO did this, WHY, and did any of the events we think of as really ancient ever happen?
Dr. Fomenko is a respected scientist/mathematician at Moscow State University who has already answered these questions to the satisfaction of his initially skeptical colleagues. Most of them are now believers, a few still refuse to believe (the usual diehards), and of course the western press has ignored Fomenko's work -- for obvious reasons when you read the book. The ones who perpetrated this chronology ruse have a lot to answer for. They are still with us. That's why this book is a well-kept secret.
I gave the book a 4-star rating because I was unable to check out some of his claims; those I checked were as he said. But if even 1/3 of his claims are true, this punches a big hole in what we think is our history, the meaning of western civilization, our educational process (for repeating the ruse as gospel), and the trustworthiness of the organization that perpetrated this ruse, well-intentioned or not.
This book relates to current research into a Young Earth paradigm, to John Keel's discoveries about our planet, and Fr Malachi Martin's insights (in his now out-of-print books). We are indeed sheep who are manipulated and kept ignorant -- for a reason. While knowing what these men have to say may be the "booby prize" (as in: 'what can you do with this knowledge?'), it will provide interesting reading. Didn't someone say: "...and the Truth will set you free."?? For you to judge if this book contains the truth.
Book Description
From the authors of Student Success in College—the book that describes the policies, programs, and practices of twenty colleges and universities that have created success-oriented campus cultures and learning environments—comes the next-step resource to help an institution assess whether these conditions exist. The authors present the Inventory for Student Engagement and Success (ISES), a self-guided framework for conducting a comprehensive, systematic, institutionwide analysis. The process also can be applied to areas within an institution, such as a school or college within a university, an academic or student affairs division, or a department or program. The ISES includes sets of diagnostic queries that focus on the six properties and conditions common to high-performing schools as well as the five clusters of effective educational practices featured on the National Survey of Student Engagement. Suggestions are offered to illustrate how the information generated from the ISES process can be used for various purposes including accreditation self-studies, program reviews, staff development, faculty and governing board retreats, and strategic planning.
Book Description
A revealing look at the college freshman experience, from an insider's point of view
After fifteen years of teaching anthropology at a large university, Rebekah Nathan had become baffled by her own students. Their strange behavior—eating meals at their desks, not completing reading assignments, remaining silent through class discussions—made her feel as if she were dealing with a completely foreign culture. So Nathan decided to do what anthropologists do when confused by a different culture: Go live with them. She enrolled as a freshman, moved into the dorm, ate in the dining hall, and took a full load of courses. And she came to understand that being a student is a pretty difficult job, too. Her discoveries about contemporary undergraduate culture are surprising and her observations are invaluable, making My Freshman Year essential reading for students, parents, faculty, and anyone interested in educational policy.
Customer Reviews:
Required Reading for University Administration and Parents.......2007-10-09
Rebeka Nathan's anthropological account of campus life at the anonymous "AnyU" public university should be read by every professor, university administrator, or parent of a college student. As Nathan says, "Most students have no understanding of...how the university actually functions," while professors "have no idea what a dorm room looks like,...or the cost of books, tuition and housing." Her assessment of what's wrong (students are working more nowadays, and "diversity" is nothing more than a buzzword) are dead-on.
College freshman today!.......2007-09-18
Although this book was a mandatory assignment in a graduate course, it was a great read. The author's decision to transform from a professor to student was a brilliant idea to uncover the truths of college freshman. Although her methods raise some ethical flags, her discoveries of what goes on in the dorms, class and outside of class are amazingly true. Her discoveries at AnyU not only premise on this campus, but so many others.
In addition, so many professors today make unrealistic demands on college students. For once, a professor was able to understand what it is like to be a freshman and adapt to the needs of her students after this research. In addition, the author was able to express her ideas and those of others on academic integrity, meaningful courses, international students, learning and campus community.
The author's detailed descriptions of her personal experiences intrigued me every step of the way. I would definitely recommend anyone, student, parent or professor to read this book. Very insightful and productive research!
Things look better when you're there.......2007-07-16
Shows what an older person in her 50s can get out of the college atmosphere by registering as a real full-time student. This anthropologist learned how younger students behave in the dorms, in the hall discussions, and what they really think of their teachers and of one another. The new (but somewhat older freshman) did not reveal who she really was and went along with the students in what they did or said. Not until the very end does she tell who she is; surprise and understanding are the remarks she heard, but retributions.
Quite an open book, like Augustine's Confessions (almost) and Rousseau's of the same title. It's a good read no matter what your age/sex/education.
Clueless.......2007-07-03
I'm around the author's age (50) and I actually went back to college to study, not to spy on people. Just through casual conversations I know 100x more than I learned from this book. You know, she has revelations like today's students have cell phones instead of rotary dial phones, and some have been known to actually drink alcohol a day or two before reaching age 21. (I'm being sarcastic.)
She didn't seem to interact much with students. This is a dry, dull, uninteresting book with little useful information and is more like a community college paper than a serious study.
Informative to both the professor and the student.......2007-06-09
I found this book, this account of re-entering college to study the student, insightful. It brought back memories of my undergraduate days, though I did not go to a large public university like the one in the book. This fact leads me to disagree about with the author as to the state of "community" in the undergraduate life. The small, private school that I attended was a Christian college. In having this affiliation, it gave every student a connection to every other student, and this lead to more community than I was portrayed in the book. I am not suggesting that every college and university in the country become Christian, just that having another (or at least one) thread that ties all the students together did more for community than policy could. We regularly had meetings, floor activities, and group meals that were attended by the vast majority of the dorm/floor. In sharing another bond, we were more willing to share other things, which is something to think about at least.
I was surprised to learn that cheating was so prevalent in universities, and in student life. It was facts like this, and others that the author peppered throughout her narrative that I found, while not altogether new, useful and interesting. I was especially interested in the final chapter, which in the paperback edition was a discussion of ethics. I found the rules, both institutionally and self imposed to be both pleasing (that the research wasn't "compromised") and frustrating (that I couldn't get the full story - not that I wanted it, just that I couldn't get it). As a future researcher myself, albeit with molecules not humans, the chapter brought up many points to think about.
All in all, the book was worth reading, and was loaded with information I am sure I will make use of as I teach my own classes.
Customer Reviews:
Arsenal For Attacking Flawed Presentations.......2003-09-22
A presentor is usually happy when people pose questions, as long as they are not critical questions. Most of the time the audience doesn't pose any questions because they simply don't know what questions to ask or how to formulate those questions.
The prinicipal points of this book:
Establishing the issue and the conclusion.
- Knowing and agreeing with the counterpart on the issue prevents us from veering off away from the subject of discussion. People like chaning the issue when they feel trapped.
- Listening to the person's conclusion about the mentioned issue which will indicate the person's opinion.
What are the reasons for their arguments on a certain suject?
- Reasoning takes many roads but often we don't know how to counter weak reasoning. Key words that give way to faulty reasoning with no substance to back up the argument.
Finding words that are ambiguous
- Counterparts discussing a subject, saying the same thing with several key words but some words have many meanings. Make sure you are talking about the same thing.
What are the value conflicts and assumptions?
- Value conflicts are explosive because of different political, religous and moral beliefs. A speaker who is devoutly religious will try and bring biblical arguments in to reasoning which for someobdy who is an athiest, would mean absolutely nothing.
How good is the evidence: Appeals to authority and testamonials.
- Probably one of the most abused factors in supporting an argument. How often have you heard, "Experts on the subject state 70% of medical doctors say x,y and z habits are great for your health". Don't forget to ask who the authority is. The more general authority and testamonials are the weaker the argument. The authors of many surveys make them biased. e.g. If scientific study has proven that smoking is good for your health and the author of the article is a lobbyist for the tobbaco industry, could it be possible that the author has something to gain from the study? If so ask what other authors or experts say about the subject. The so called industry specific gurus who give their testamonials are in most cases biased, because they have something to gain with the report.
Deceptive statistics are also factors that need to be examined closely. When a presentor starts talking about averages and percentages, ask which average and how large the sampeling was on people who took the survey. You would be surprised about how many presentors do not know anything about the facts they are presenting.
The author does not only wirte about critical thinking but has included many exercises to acitvate the reader to look for faulty reasoning and how to build up questions to counter evidence being presented. It is a great introduction text to critical thinking.
Maybe "user-friendly" makes it average..........2002-05-08
It took my a while to read through the book... a sign of boring content... I would say the book is good for a beginner in this field, it provides many examples, which are easy to grasp, but which I found too basic for the more advanced reader... or which even constitute common sense.
It may be well suited to be covered in High School ... not much more to add (sorry).
While I haven't looked around, I am convinced there a better titles out there.
Teaching Students to THINK!.......2001-02-07
I first utilized this excellent book in undergraduate classes about a year ago.I enjoyed using it and it received accolades from the students, (once they realized that sometimes, thinking is WORK!)
It is "user-friendly", and the segments in each chapter are short but concise. There are numerous exercises after each section so that the student can put to immediate use, their newly acquired knowledge.
But I believe the highest praise came from the students that jokingly complained, "I can't think the same way anymore!" They had become "Critical Thinkers". And we can certainly use all of those that we can get!
Average customer rating:
|
Building Community: Social Science in Action
Philip Nyden ,
Anne Figert ,
Mark Shibley , and
Darryl Burrows
Manufacturer: Pine Forge Press
ProductGroup: Book
Binding: Paperback
General
| Social Sciences
| Nonfiction
| Subjects
| Books
Research
| Social Sciences
| Nonfiction
| Subjects
| Books
Social Work
| Social Sciences
| Nonfiction
| Subjects
| Books
General
| Sociology
| Social Sciences
| Nonfiction
| Subjects
| Books
Rural
| Sociology
| Social Sciences
| Nonfiction
| Subjects
| Books
General
| College & University
| Education
| Nonfiction
| Subjects
| Books
Philosophy & Social Aspects
| Education Theory
| Education
| Nonfiction
| Subjects
| Books
General
| Science
| Subjects
| Books
College
| By Level
| Education
| Professional & Technical
| Subjects
| Books
Look Inside Nonfiction Books
| Trip
| Specialty Stores
| Books
Look Inside Science Books
| Trip
| Specialty Stores
| Books
All Titles
| Qualifying Textbooks - Fall 2007
| Stores
| Books
Nonfiction
| Qualifying Textbooks - Fall 2007
| Stores
| Books
Professional
| Qualifying Textbooks - Fall 2007
| Stores
| Books
Science
| Qualifying Textbooks - Fall 2007
| Stores
| Books
Similar Items:
-
Dry Bones Rattling: Community Building to Revitalize American Democracy (Princeton Studies in American Politics)
ASIN: 0803990936 |
Book Description
This is a genuine innovation, because it is the ONLY text available which demonstrates how social science theory/research can be APPLIED to successful collaborative work with community groups. "Sustainable Communities on an Aging Planet is a course I am designing for Fall, 1996. This text is exactly what I need for the course. I was very impressed with the case material." --Stan Ingman, University of North Texas "I will be teaching a new course next semester entitled 'Community Building.' I would love to have a text that emphasizes case studies, while providing some information on needs assessment and evaluation research. It looks like [this book] would be exactly what I need." --Roland Liebert, University of Illinois, Champaign-Urbana Twenty-seven instructive cases, originally written for this volume, are framed by two introductory chapters and a concluding chapter, which draw out the principles and perspectives underlying the case materials. Each case also concludes with extensive editorial commentary.
Books:
- The Evolutionary Ecology of Ant-Plant Mutualisms (Cambridge Studies in Ecology)
- The Irresistible Revolution: Living as an Ordinary Radical
- The Joy of Living: Unlocking the Secret and Science of Happiness
- The Last Hours of Ancient Sunlight: Revised and Updated: The Fate of the World and What We Can Do Before It's Too Late
- The Log from the Sea of Cortez (Penguin Classics)
- The Magic School Bus At The Waterworks (Magic School Bus)
- The Shape of Reason: Argumentative Writing in College (4th Edition)
- The Toyota Way
- Tomorrow's Professor: Preparing for Careers in Science and Engineering
- Ultrananocrystalline Diamond: Synthesis, Properties, and Applications
Books Index
Books Home
Recommended Books
- The Cold War: A History in Documents and Eyewitness Accounts
- It's Your Ship: Management Techniques from the Best Damn Ship in the Navy
- Line of Fire: Corps 05
- Hyde Park Headsman
- History: Fiction or Science
- Introduction to Chemical Principles
- On the Run: A Mafia Childhood
- The Education of the Eye: Painting, Landscape, and Architecture in Eighteenth-Century Britain
- Guide to Adirondack Trails: West-Central Region
- How to Know the Non-Gilled Fleshy Fungi
The Republic of Plato
The Road to Serfdom Fiftieth Anniversary Edition
The Opening of the American Mind
The Conservative Mind: From Burke to Eliot
Natural Right and History (Walgreen Foundation Lectures)
