Preliminary Material -- INTRODUCTION -- LIFE OF PLATO -- THOUGHT OF PLATO -- WORKS OF PLATO -- EUTHYPHRO -- APOLOGY -- CRITO -- PHAEDO -- CONCLUSION -- WORKS CITED -- BIBLIOGRAPHIC GUIDE TO FURTHER STUDY -- ABOUT THE AUTHOR -- INDEX OF NAMES -- INDEX OF SUBJECTS -- VIBS.

Not a method of turning your degree back in and having your loans forgiven, but an argument that by becoming vocational schools measured by reduced cost and efficient production, colleges and universities are neglecting their essential purpose. The reason for college education, says Allan, is to provide an environment within which students can absorb the moral practices that determine how they can acquire and evaluate knowledge, best conduct their lives, and become responsible adults. He maintains that such learning requires imagination, dialogue, conversation, and cultured intercourse. Annotation copyrighted by Book News, Inc., Portland, OR

A genetics expert and professor challenges our understanding of intelligence, explaining what it truly means to be “smart,” why conventional assessments are misleading, and what everyone can do to optimize their potential. Growing up in middle-class suburban Los Angeles in the 1980s, Rina Bliss saw intelligence as her ticket out. Like height and stature, intelligence was said to run in families. The prevailing idea was that mental capacity was determined by our DNA and could be measured; a simple IQ test could predict a child’s future. Yet, once Dr. Bliss looked closer, first as a student, then as a scientist, and later as a mom of identical twins who share a genome, she began to challenge conventional wisdom about innate intelligence. In Rethinking Intelligence, she shares her findings, drawing on cutting-edge scientific research to offer a new model for how we understand, define, and assess intelligence, using a measurement that is far more flexible and expansive. Intelligence has little to do with standardized test results or other conventional measures of intellect, Dr. Bliss argues. Intelligence is a process, a journey defined by change that cannot be scored or taken away. Intelligence is influenced by our surroundings in ways that are often overlooked—more than Baby Mozart or flash cards or superfoods, factors like stress, connection, and play actually sculpt young minds. In Rethinking Intelligence, Dr. Bliss shares insights from the burgeoning science of epigenetics to help us harness our environments to empower our minds. If we truly want to nurture potential, we must eliminate toxic stress so that our genes can work optimally, in harmony with our environment. Dr. Bliss offers successful strategies we can use as individuals and a society, including embracing a growth mindset, prioritizing connection, becoming more mindful, and reforming systemic issues—poverty, racism, the lack of quality early childhood education—that have a negative and lasting neurobiological impact. Joining acclaimed works by Carol Dweck, Amy Cuddy, and James Clear, Rethinking Intelligence reframes human behavior and intellect, offering a new perspective for understanding ourselves and our children, and the practical tools necessary to thrive.

"In the 1970s, the term 'sexual harassment' was coined by American women to describe what until then had been an experience without a name. The phenomenon subsequently acquired a discourse that has gone largely unchallenged in the intervening years. But do prevailing definitions of harassment adequately reflect the complexity of the issue? Or is it now time to challenge the conventional assumptions that underlie our approach to - and our ways of dealing with - the problem of harassment?" "Rethinking Sexual Harassment makes a significant contribution to our understanding of the issue by questioning the language we use to describe harassment and the assumptions we make when we think about it. It investigates the connections that exist between types of behaviour usually described as harassment; it reexamines the complicated relationship between gender and ethnicity, sexuality, age, religious belief and other aspects of identity; it scrutinises the ways in which harassment is perceived." "Rethinking Sexual Harassment is an innovative and challenging contribution from feminists in Britain to an important and continuing debate."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved

The essays in this collection combine fresh interpretations of well known literary texts by leading critics (such as Frank Kermode, Sandra Gilbert, J. Hillis Miller, Barbara Hardy, Tony Tanner, and many others), those critics' retrospective thinking about their individual professional development, and an implicit communal reflection on changes on the critical and cultural scene of our times. It shows a transition from closed systems to more open configurations and from a view of texts as autonomous to complex interactions between text and context. Within the latter framework, ethical, social, ideological, political (feminist, post-colonial), psychoanalytic, and biographical dimensions of various texts are explored.

This is the first volume of its kind to analyze the impact that theories and practices of imaging have had on a variety of fields. It draws on an impressive range of philosophical approaches, from analytic, to pragmatic, to phenomenological -- concluding that imaging is developing a social and cultural impact comparable to language.

In this timely book David Steiner argues that democratic education should equip citizens to be "the measure of all things." Questioning, criticizing, and reconstructing the language of the day, dissecting the rhetoric of politics, economy, and culture--these are the skills, Steiner contends, needed by those who will one day be the sovereign voices of our society. But this goal is not the focus of current educational reform--which aims at educating "productive citizens"--nor is it encouraged by democratic theorists in colleges and universities. A Theory of Democratic Education is the first work since John Dewey's to provide a model of education focused on the human capacity to judge and construct a well-measured life--a model in which philosophy, psychology, and pedagogy are brought together in a single, over-arching conception.

Contains 13 articles whose contributors believe there was a common thread linking the problems that plagued constitutional reform in the late 1980s and early 1990s and the politics of judicial review under the Charter of Rights and Freedoms. The essays combine legal, political, historical, and philosophical analysis, a Canadian liberal constitutionalist perspective, and critiques of the Supreme Court's Chartre decisions, the preoccupation with "rights talk", and other recent developments in constitutional law and politics. Annotation copyrighted by Book News, Inc., Portland, OR