Thinking through Kierkegaard is a critical evaluation of Søren Kierkegaard's vision of the normatively human, of who we are and might aspire to become, and of what Mehl calls our existential identity. Through a pragmatist examination of three of Kierkegaard's key pseudonymous "voices" (Judge William, Climacus, and Anti-Climacus), Peter J. Mehl argues that Kierkegaard's path is not the only end of our search, but instead leads us to affirm a plurality of paths toward a fulfilling existential identity. Contrary to Kierkegaard's ideal of moral personhood and orthodox Christian identity, Mehl aims to acknowledge the possibility of pluralism in existential identities. By demanding sensitivity to the deep ways social and cultural context influences human perception, interpretation and self?representation, Mehl argues that Kierkegaard is not simply discovering but also participating in a cultural construction of the human being. Drawing on accounts of what it is to be a person by prominent philosophers outside of Kierkegaard scholarship, including Charles Taylor, Owen Flanagan, Alasdair MacIntyre, and Thomas Nagel, Mehl also works to bridge the analytic and continental traditions and reestablishes Kierkegaard as a rich resource for situating moral and spiritual identity. This reexamination of Kierkegaard is recommended for anyone interested in what it means to be a person.

The ninth edition of this textbook for hybrid introductory communication courses provides a balanced introduction to the fundamental theories and principles of communication. The book explores communication in a variety of contexts—including interpersonal, group, organizational, and mass media—and provides students the theoretical knowledge and the research and critical thinking skills they’ll need to succeed in advanced communication courses and professions. The first section explores the history of communication study and explains basic perspectives used by scholars in the field. The second looks at how communicators decode and encode messages, while the third examines channels and contexts, from interpersonal to mass media. This edition devotes attention to how new technologies are changing the ways we think about communication, with revised and updated examples, and gives special attention to relevant critical theory. Two appendices give users the flexibility to tailor their courses to the interests and needs of their students, offering guidelines for preparing and presenting public presentations and giving examples of major research methods. Thinking Through Communication is an ideal textbook for Introduction to Communication courses that aim to provide a comprehensive overview of the field. Material for instructors containing PowerPoint slides, test questions, and an instructor’s manual is available at https://routledge.com/9780367857011.

Thinking through Writing demonstrates that thinking skills are taught best through writing. All parts of the brain and all types of learning styles are used in writing activities, simultaneously developing thinking skills. These skills are invaluable in linking student experience and new information, incorporating content knowledge and exploring ideas and solutions. This book provides an example of a writing course, illustrating how thinking and writing converge, and is addressed to college instructors, although it would be useful for instructors on any educational level. The elements, examples, and guidelines for planning learner-centered instruction and positive assessment practice increase student engagement through writing activities, applicable in all content areas.

Departing from the sociological dual process model that divides thoughts into automatic and unconscious, or deliberate and conscious occurrences, this book draws on empirical cases to demonstrate the existence of “automatic deliberation.” Through research into the ways in which people address difficult subjects, such as death and dying, pedophilia, and career decision-making, the author sheds light on a mode of thinking which is both habitual and effortful, displaying a combination of habituated understandings and conscious deliberation. Advancing a blended view of cognition by which individuals draw on schemas and frames to think through complex topics, this volume will appeal to sociologists and psychologists with interests in cognition and the ways in which we make decisions.

What is 'style', and how does it relate to thought in language? It has often been treated as something merely linguistic, independent of thought, ornamental; stylishness for its own sake. Or else it has been said to subserve thought, by mimicking, delineating, or heightening ideas that are already expressed in the words. This ambitious and timely book explores a third, more radical possibility in which style operates as a verbal mode of thinking through. Rather than figure thought as primary and pre-verbal, and language as a secondary delivery system, style is conceived here as having the capacity to clarify or generate thinking. The book's generic focus is on non-fiction prose, and it looks across the long nineteenth century. Leading scholars survey twenty authors to show where writers who have gained reputations as either 'stylists' or as 'thinkers' exploit the interplay between 'the what' and 'the how' of their prose. The study demonstrates how celebrated stylists might, after all, have thoughts worth attending to, and that distinguished thinkers might be enriched for us if we paid more due to their style. More than reversing the conventional categories, this innovative volume shows how 'style' and 'thinking' can be approached as a shared concern. At a moment when, especially in nineteenth-century studies, interest in style is re-emerging, this book revaluates some of the most influential figures of that age, re-imagining the possible alliances, interplays, and generative tensions between thinking, thinkers, style, and stylists.

Thinking Through the Arts draws together a number of different approaches to teaching young children that combine the experience of thinking with the act of expression through art. Developed as an inclusive, broad-ranging and user-friendly text, Thinking Through the Arts presents the unique insight of teachers as researchers, and counters the view that art is emotionally-based and therefore irrelevant to thinking and learning. The areas covered include drama, dance, music, arts environments, technologies, museums and galleries, literacy, cognition, international influences, curriculum development, research and practice. Early childhood and primary teachers and students alike will find this book is an invaluable source of new insights for their own teaching.

The contributors look at how teachers can best help children to become effective thinkers and learners, and how the various approaches to teaching 'thinking' do - or don't fit together.

Contemporary debates on God's emotionality are divided between two extremes. Impassibilists deny God's emotionality on the basis of God's omniscience, omnipotence and incorporeality. Passibilists seem to break with tradition by affirming divine emotionality, often focusing on the idea that God suffers with us. Contemporary philosophy of emotion reflects this divide. Some philosophers argue that emotions are voluntary and intelligent mental events, making them potentially compatible with omniscience and omnipotence. Others claim that emotions are involuntary and basically physiological, rendering them inconsistent with traditional divine attributes. Thinking Through Feeling: God, Emotion and Passibility creates a three-way conversation between the debate in theology, contemporary philosophy of emotion, and pre-modern (particularly Augustinian and Thomist) conceptions of human affective experience. It also provides an exploration of the intelligence and value of the emotions of compassion, anger and jealousy.

Offers a range of research into how primary classrooms actually work looking at the development of specific curriculum areas and how they can be taught and assessed across the ability range.

Sociological research is hard enough already—you don’t need to make it even harder by smashing about like a bull in a china shop, not knowing what you’re doing or where you’re heading. Or so says John Levi Martin in this witty, insightful, and desperately needed primer on how to practice rigorous social science. Thinking Through Methods focuses on the practical decisions that you will need to make as a researcher—where the data you are working with comes from and how that data relates to all the possible data you could have gathered. This is a user’s guide to sociological research, designed to be used at both the undergraduate and graduate level. Rather than offer mechanical rules and applications, Martin chooses instead to team up with the reader to think through and with methods. He acknowledges that we are human beings—and thus prone to the same cognitive limitations and distortions found in subjects—and proposes ways to compensate for these limitations. Martin also forcefully argues for principled symmetry, contending that bad ethics makes for bad research, and vice versa. Thinking Through Methods is a landmark work—one that students will turn to again and again throughout the course of their sociological research.