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The Hardhat Riot: Nixon, New York City, and the Dawn of the White Working-Class Revolution
by David Paul KuhnThe nail-biting story of when the hardhats of downtown Manhattan beat scores of hippies bloody in May 1970, four days after Kent State, and how the nation reacted. In May 1970, four days after Kent State, construction workers chased students through downtown Manhattan, beating scores of protestors bloody. As hardhats clashed with hippies, it soon became clear that something larger was happening; Democrats were at war with themselves. In The Hardhat Riot, David Paul Kuhn tells the fateful story-how chaotic it was, when it began, when the white working class first turned against liberalism, when Richard Nixon seized the breach, and America was forever changed. It was unthinkable one generation before: FDR's "forgotten man" siding with the party of Big Business and, ultimately, paving the way for presidencies from Ronald Reagan to Donald Trump. In the shadow of the half-built Twin Towers, on the same day the Knicks rallied against the odds and won their first championship, we relive the schism that tore liberalism apart. We experience the tumult of Nixon's America and John Lindsay's New York City, as festering division explodes into violence. Nixon's advisors realize that this tragic turn is their chance, that the Democratic coalition has collapsed and that "these, quite candidly, are our people now." In this nail-biting story, Kuhn delivers on meticulous research and reporting, drawing from thousands of pages of never-before-seen records. We go back to a harrowing day that explains the politics of today. We experience the battle between two tribes fighting different wars, soon to become different Americas, ultimately reliving a liberal war that maimed both sides. We come to see how it all was laid bare one brutal day, when the Democratic Party's future was bludgeoned by its past, as if it was a last gasp to say that we once mattered too.
The Hardhat Riot: Nixon, New York City, and the Dawn of the White Working-Class Revolution
by David Paul KuhnThe nail-biting story of when the hardhats of downtown Manhattan beat scores of hippies bloody in May 1970, four days after Kent State, and how the nation reacted. In May 1970, four days after Kent State, construction workers chased students through downtown Manhattan, beating scores of protestors bloody. As hardhats clashed with hippies, it soon became clear that something larger was happening; Democrats were at war with themselves. In The Hardhat Riot, David Paul Kuhn tells the fateful story-how chaotic it was, when it began, when the white working class first turned against liberalism, when Richard Nixon seized the breach, and America was forever changed. It was unthinkable one generation before: FDR's "forgotten man" siding with the party of Big Business and, ultimately, paving the way for presidencies from Ronald Reagan to Donald Trump. In the shadow of the half-built Twin Towers, on the same day the Knicks rallied against the odds and won their first championship, we relive the schism that tore liberalism apart. We experience the tumult of Nixon's America and John Lindsay's New York City, as festering division explodes into violence. Nixon's advisors realize that this tragic turn is their chance, that the Democratic coalition has collapsed and that "these, quite candidly, are our people now." In this nail-biting story, Kuhn delivers on meticulous research and reporting, drawing from thousands of pages of never-before-seen records. We go back to a harrowing day that explains the politics of today. We experience the battle between two tribes fighting different wars, soon to become different Americas, ultimately reliving a liberal war that maimed both sides. We come to see how it all was laid bare one brutal day, when the Democratic Party's future was bludgeoned by its past, as if it was a last gasp to say that we once mattered too.
The Oxford Handbook of the Positive Humanities (Oxford Library of Psychology)
by Louis Tay, James O. PawelskiThis handbook examines the new and rapidly growing field of the positive humanities--an area of academic research at the intersection of positive psychology and the arts and humanities. Written by leading experts across a wide range of academic disciplines, the volume begins with an overview of the science and culture of human flourishing, covering historical and current trends in this literature. Next, contributors consider the well-being benefits of engagement with the arts and humanities, marking out neurological, cognitive, emotional, behavioral, and social pathways to human flourishing. These pathways lead to detailed investigations of individual fields within the arts and humanities, including music, the visual arts, philosophy, history, literature, religion, theater, and film. Along the way, the book thoroughly synthesizes theory, research, and exemplary practice, concluding with thought-provoking discussions of avenues for public engagement and policy. With its expansive coverage of both the field as a whole and specialized disciplinary and interdisciplinary drivers, The Oxford Handbook of the Positive Humanities advances the literature on the theory and science of well-being and extends the scope of the arts and humanities.
The Oxford Handbook of the Positive Humanities (Oxford Library of Psychology)
This handbook examines the new and rapidly growing field of the positive humanities--an area of academic research at the intersection of positive psychology and the arts and humanities. Written by leading experts across a wide range of academic disciplines, the volume begins with an overview of the science and culture of human flourishing, covering historical and current trends in this literature. Next, contributors consider the well-being benefits of engagement with the arts and humanities, marking out neurological, cognitive, emotional, behavioral, and social pathways to human flourishing. These pathways lead to detailed investigations of individual fields within the arts and humanities, including music, the visual arts, philosophy, history, literature, religion, theater, and film. Along the way, the book thoroughly synthesizes theory, research, and exemplary practice, concluding with thought-provoking discussions of avenues for public engagement and policy. With its expansive coverage of both the field as a whole and specialized disciplinary and interdisciplinary drivers, The Oxford Handbook of the Positive Humanities advances the literature on the theory and science of well-being and extends the scope of the arts and humanities.
The Frenzied Dance of Art and Violence
by David E. GussakSome artists have an inclination towards violence, with art helping to mitigate or redirect their destructive energy. For others, their art helps them gain power over or make sense of violent environs. Finally, for some violent perpetrators, art simply mirrors and even perpetuates their psychopathic cycles. Through it all, The Frenzied Dance of Art and Violence explores - and seeks to understand - these interrelated paths of destruction and creation. To inform this dynamic, Dr. David E. Gussak relies on various psychological and sociological perspectives of violence and aggression. Beginning with brief psychobiographies of violent artists, such as Caravaggio, Cellini, Pollock, and Dali, and those whose work emerged from violence, such as Goya, Beckmann, Picasso, and Vann Nath, among others, Gussak illustrates a potent dual nature of art-making: as a way to mitigate violent inclinations and as a tool to regain control amidst turmoil. From here, the book provides an in-depth look at our society's fascination with the products of violent perpetrators in the form of murderabilia, as the art of serial killers such as Gacy, Manson, and Rolling finds its way to art collections, feeding into perpetrators' narcissism and psychopathy. The book concludes with Gussak's reflections from his thirty years as an art therapist working with violent offenders on how art can be used as a therapeutic tool to assuage violence and aggression and promote peace in volatile situations. The Frenzied Dance of Art and Violence is a far-reaching and thought-provoking examination of the competing and complex impulses motivating artwork and those who make it.
The Frenzied Dance of Art and Violence
by David E. GussakSome artists have an inclination towards violence, with art helping to mitigate or redirect their destructive energy. For others, their art helps them gain power over or make sense of violent environs. Finally, for some violent perpetrators, art simply mirrors and even perpetuates their psychopathic cycles. Through it all, The Frenzied Dance of Art and Violence explores - and seeks to understand - these interrelated paths of destruction and creation. To inform this dynamic, Dr. David E. Gussak relies on various psychological and sociological perspectives of violence and aggression. Beginning with brief psychobiographies of violent artists, such as Caravaggio, Cellini, Pollock, and Dali, and those whose work emerged from violence, such as Goya, Beckmann, Picasso, and Vann Nath, among others, Gussak illustrates a potent dual nature of art-making: as a way to mitigate violent inclinations and as a tool to regain control amidst turmoil. From here, the book provides an in-depth look at our society's fascination with the products of violent perpetrators in the form of murderabilia, as the art of serial killers such as Gacy, Manson, and Rolling finds its way to art collections, feeding into perpetrators' narcissism and psychopathy. The book concludes with Gussak's reflections from his thirty years as an art therapist working with violent offenders on how art can be used as a therapeutic tool to assuage violence and aggression and promote peace in volatile situations. The Frenzied Dance of Art and Violence is a far-reaching and thought-provoking examination of the competing and complex impulses motivating artwork and those who make it.
The Oxford Handbook of Meaning in Life (Oxford Handbooks)
by Iddo LandauA topic of universal concern that touches everyone, philosophy of meaning in life has roots in spiritual and religious movements in almost all cultures. Many of the issues dealt with in these movements, such as human vocation, the life worth living, our relation to what is "greater" than us, and our encounters with suffering and with death, are also discussed (even if in a different manner) in the philosophy of meaning in life. However, only recently has the topic received elaborate discussion within analytic philosophy, and become a thriving field of research. This volume presents thirty-two chapters by leading authorities in their respective subfields on a wide array of subjects in meaning in life research. The chapters are organized into six sections. Section I focuses on ways of conceptualizing life's meaning. It discusses, among other issues, whether meaning in life should be understood objectively or subjectively, the relation between meaningfulness and importance, and whether meaningful lives should be understood narratively. Section II, Meaning in Life, Science, and Metaphysics, presents opposing views on whether neuroscience sheds light on life's meaning, inquires whether determinism must render life meaningless, and explores the relation between time, personal identity, and meaning in life. Section III considers life's meaning from both atheist and theist perspectives, and examines the relation between meaningfulness, mysticism and transcendence. Section IV, Ethics and Meaning in Life, examines (among other issues) whether meaningful lives must be moral, how important forgiveness is for meaning, the implications of life's meaningfulness or meaninglessness for procreation ethics, and whether animals can have meaningful lives. Section V compares philosophical and psychological research on life's meaning, explores the experience of meaningfulness, and discusses the relation between meaningfulness and desire, love, and gratitude. Finally, section VI, Living Meaningfully: Challenges and Prospects, elaborates on meaning in life and topics such as suicide, suffering, education, optimism and pessimism. Many of the chapters deal with topics that have never before been discussed in the literature. This handbook presents ground-breaking work within a rapidly developing field and offers the first published scholarly companion to the philosophical study if meaning in life.
The Oxford Handbook of Meaning in Life (Oxford Handbooks)
A topic of universal concern that touches everyone, philosophy of meaning in life has roots in spiritual and religious movements in almost all cultures. Many of the issues dealt with in these movements, such as human vocation, the life worth living, our relation to what is "greater" than us, and our encounters with suffering and with death, are also discussed (even if in a different manner) in the philosophy of meaning in life. However, only recently has the topic received elaborate discussion within analytic philosophy, and become a thriving field of research. This volume presents thirty-two chapters by leading authorities in their respective subfields on a wide array of subjects in meaning in life research. The chapters are organized into six sections. Section I focuses on ways of conceptualizing life's meaning. It discusses, among other issues, whether meaning in life should be understood objectively or subjectively, the relation between meaningfulness and importance, and whether meaningful lives should be understood narratively. Section II, Meaning in Life, Science, and Metaphysics, presents opposing views on whether neuroscience sheds light on life's meaning, inquires whether determinism must render life meaningless, and explores the relation between time, personal identity, and meaning in life. Section III considers life's meaning from both atheist and theist perspectives, and examines the relation between meaningfulness, mysticism and transcendence. Section IV, Ethics and Meaning in Life, examines (among other issues) whether meaningful lives must be moral, how important forgiveness is for meaning, the implications of life's meaningfulness or meaninglessness for procreation ethics, and whether animals can have meaningful lives. Section V compares philosophical and psychological research on life's meaning, explores the experience of meaningfulness, and discusses the relation between meaningfulness and desire, love, and gratitude. Finally, section VI, Living Meaningfully: Challenges and Prospects, elaborates on meaning in life and topics such as suicide, suffering, education, optimism and pessimism. Many of the chapters deal with topics that have never before been discussed in the literature. This handbook presents ground-breaking work within a rapidly developing field and offers the first published scholarly companion to the philosophical study if meaning in life.
Conceiving People: Genetic Knowledge and the Ethics of Sperm and Egg Donation
by Daniel GrollEach year, tens of thousands of children are conceived with donated gametes (sperm or eggs). By some estimates, there are over one million donor-conceived people in the United States and, of course, many more the world over. Some know they are donor-conceived. Some do not. Some know the identity of their donors. Others never will. Questions about what donor-conceived people should know about their genetic progenitors are hugely significant for literally millions of people, including donor-conceived people, their parents, and donors. But the practice of gamete donation also provides a vivid occasion for thinking about questions that matter to everyone. What is the value of knowing who your genetic progenitors are? How are our identities bound up with knowing where we come from? What obligations do parents have to their children? And what makes someone a parent in the first place? In Conceiving People: Identity, Genetics and Gamete Donation, Daniel Groll argues that people who plan to create a child with donated gametes should choose a donor whose identity will be made available to the resulting child. This is not, Groll argues, because having genetic knowledge is fundamentally important. Rather, it is because donor-conceived people are likely to develop a significant interest in having genetic knowledge and parents must help satisfy their children's significant interests. In other words, because a donor-conceived person is likely to care about having genetic knowledge, their parents should care too.
Conceiving People: Genetic Knowledge and the Ethics of Sperm and Egg Donation
by Daniel GrollEach year, tens of thousands of children are conceived with donated gametes (sperm or eggs). By some estimates, there are over one million donor-conceived people in the United States and, of course, many more the world over. Some know they are donor-conceived. Some do not. Some know the identity of their donors. Others never will. Questions about what donor-conceived people should know about their genetic progenitors are hugely significant for literally millions of people, including donor-conceived people, their parents, and donors. But the practice of gamete donation also provides a vivid occasion for thinking about questions that matter to everyone. What is the value of knowing who your genetic progenitors are? How are our identities bound up with knowing where we come from? What obligations do parents have to their children? And what makes someone a parent in the first place? In Conceiving People: Identity, Genetics and Gamete Donation, Daniel Groll argues that people who plan to create a child with donated gametes should choose a donor whose identity will be made available to the resulting child. This is not, Groll argues, because having genetic knowledge is fundamentally important. Rather, it is because donor-conceived people are likely to develop a significant interest in having genetic knowledge and parents must help satisfy their children's significant interests. In other words, because a donor-conceived person is likely to care about having genetic knowledge, their parents should care too.
Theories of the Flesh: Latinx and Latin American Feminisms, Transformation, and Resistance (Studies in Feminist Philosophy)
by Andrea J. Pitts, Mariana Ortega, and José Medina"A theory in the flesh means one where the physical realities of our lives all fuse to create a politic born of necessity," writes activist Cherríe L. Moraga. This volume of new essays stages an intergenerational dialogue among philosophers to introduce and deepen engagement with U.S Latinx and Latin American feminist philosophy, and to explore their "theories in the flesh." It explores specific intellectual contributions in various topics in U.S. Latinx and Latin American feminisms that stand alone and are unique and valuable; analyzes critical contributions that U.S. Latinx and Latin American interventions have made in feminist thought more generally over the last several decades; and shows the intellectual and transformative value of reading U.S Latinx and Latin American feminist theorizing. The collection features a series of essays analyzing decolonial approaches within U. S. Latinx and Latin American feminist philosophy, including studies of the functions of gender within feminist theory, everyday modes of resistance, and methodological questions regarding the scope and breadth of decolonization as a critical praxis. Additionally, essays examine theoretical contributions to feminist discussions of selfhood, narrativity, and genealogy, as well as novel epistemic and hermeneutical approaches within the field. A number of contributors in the book address themes of aesthetics and embodiment, including issues of visual representation, queer desire, and disability within U. S. Latinx and Latin American feminisms. Together, the essays in this volume are groundbreaking and powerful contributions in the fields of U.S Latinx and Latin American feminist philosophy.
Theories of the Flesh: Latinx and Latin American Feminisms, Transformation, and Resistance (Studies in Feminist Philosophy)
"A theory in the flesh means one where the physical realities of our lives all fuse to create a politic born of necessity," writes activist Cherríe L. Moraga. This volume of new essays stages an intergenerational dialogue among philosophers to introduce and deepen engagement with U.S Latinx and Latin American feminist philosophy, and to explore their "theories in the flesh." It explores specific intellectual contributions in various topics in U.S. Latinx and Latin American feminisms that stand alone and are unique and valuable; analyzes critical contributions that U.S. Latinx and Latin American interventions have made in feminist thought more generally over the last several decades; and shows the intellectual and transformative value of reading U.S Latinx and Latin American feminist theorizing. The collection features a series of essays analyzing decolonial approaches within U. S. Latinx and Latin American feminist philosophy, including studies of the functions of gender within feminist theory, everyday modes of resistance, and methodological questions regarding the scope and breadth of decolonization as a critical praxis. Additionally, essays examine theoretical contributions to feminist discussions of selfhood, narrativity, and genealogy, as well as novel epistemic and hermeneutical approaches within the field. A number of contributors in the book address themes of aesthetics and embodiment, including issues of visual representation, queer desire, and disability within U. S. Latinx and Latin American feminisms. Together, the essays in this volume are groundbreaking and powerful contributions in the fields of U.S Latinx and Latin American feminist philosophy.
Growing Moral: A Confucian Guide to Life (Guides to the Good Life Series)
by Stephen C. AngleAncient and enduring, rich and wide-ranging, the tradition of Confucianism offers profound insights into how we can lead good lives--lives built on understanding that we are deeply connected to one another. For thousands of years, Confucian thinkers have carefully honed a philosophy for living fully, passing that knowledge along to their students over generations. Kongzi, also known as Confucius (551-479 BCE), is the most famous of the 2500-year-long tradition's philosophers. Though Kongzi lived more than two millennia ago and on the other side of the earth from many picking up this book, his teachings about how to live reverberate everywhere there are parents, children, and families; everywhere people feel stirrings of compassion for others, but sometimes selfishly ignore them; everywhere people wonder how they should interact with their environment. In Growing Moral, philosopher Stephen C. Angle engages readers to reflect on and to practice the teachings of Confucianism in the contemporary world. Angle draws on the whole history of Confucianism, focusing on three thinkers from the classical era (Kongzi, Mengzi, and Xunzi) and two from the Neo-Confucian era (Zhu Xi and Wang Yangming). While laying out the fundamental teachings of Confucianism, the book highlights the enduring lessons that the philosophy offers contemporary readers. Although the book reveals the many helpful ways we can engage Confucian philosophy in our modern lives, it also scrutinizes those elements of Confucianism that may not align with 21st-century standpoints. Angle questions whether Confucianism, historically affiliated with patriarchal societies and monarchical governments, genuinely can be attractive to those committed to gender equality and democratic politics, and points the way towards a progressive, evolving version of Confucianism that is nonetheless consistent with the principles it has upheld over the centuries. At its core, Confucianism describes a way for humans to live and grow together in our world--a way characterized at its best by joy, beauty, and harmony. This book builds a case for modern Confucianism as a way of life well worth the attention of reflective modern readers no matter their age, where they live, or the paths they've taken so far.
Growing Moral: A Confucian Guide to Life (Guides to the Good Life Series)
by Stephen C. AngleAncient and enduring, rich and wide-ranging, the tradition of Confucianism offers profound insights into how we can lead good lives--lives built on understanding that we are deeply connected to one another. For thousands of years, Confucian thinkers have carefully honed a philosophy for living fully, passing that knowledge along to their students over generations. Kongzi, also known as Confucius (551-479 BCE), is the most famous of the 2500-year-long tradition's philosophers. Though Kongzi lived more than two millennia ago and on the other side of the earth from many picking up this book, his teachings about how to live reverberate everywhere there are parents, children, and families; everywhere people feel stirrings of compassion for others, but sometimes selfishly ignore them; everywhere people wonder how they should interact with their environment. In Growing Moral, philosopher Stephen C. Angle engages readers to reflect on and to practice the teachings of Confucianism in the contemporary world. Angle draws on the whole history of Confucianism, focusing on three thinkers from the classical era (Kongzi, Mengzi, and Xunzi) and two from the Neo-Confucian era (Zhu Xi and Wang Yangming). While laying out the fundamental teachings of Confucianism, the book highlights the enduring lessons that the philosophy offers contemporary readers. Although the book reveals the many helpful ways we can engage Confucian philosophy in our modern lives, it also scrutinizes those elements of Confucianism that may not align with 21st-century standpoints. Angle questions whether Confucianism, historically affiliated with patriarchal societies and monarchical governments, genuinely can be attractive to those committed to gender equality and democratic politics, and points the way towards a progressive, evolving version of Confucianism that is nonetheless consistent with the principles it has upheld over the centuries. At its core, Confucianism describes a way for humans to live and grow together in our world--a way characterized at its best by joy, beauty, and harmony. This book builds a case for modern Confucianism as a way of life well worth the attention of reflective modern readers no matter their age, where they live, or the paths they've taken so far.
More than Nothing: A History of the Vacuum in Theoretical Physics, 1925-1980
by Aaron Sidney WrightThe vacuum is central to physicists' best theories of subatomic particles, gravitation, and cosmology. Nothingness provides the reference point with which to compare new particle creation and annihilation. Cosmologists use empty universes to study the causal structure of spacetime. Paradoxically, our best physical theories of particles, gravity, and spacetime are theories of nothingness. Stranger still, the physicists' vacuum is a hive of activity. Quantum fluctuations fill empty space with particles, and astronomers measure gravitational waves, the vibrations of empty spacetime itself. More than Nothing uses the history of the vacuum to show how technical concepts in physics are made real through everyday practice. It provides new insight into the development of twentieth-century theoretical physics through sustained analysis of understudied figures including John Wheeler's geometrodynamics and Sidney Coleman's false vacuum. It reveals the surprising influence on physicists from the psychology of impossible objects to drawings of the black hole, and the ways in which the development of the physics of the vacuum became inseparable from the development of larger cultural movements in aesthetics, art, psychology, and fiction. Across decades and across disciplines, More than Nothing shows how physicists over and again chose to study the vacuum for insight into the world around them. Drawing on newly unearthed laboratory notes, private letters, and published material, More than Nothing offers a scoping history of the vacuum as a lens into the development of modern physics.
More than Nothing: A History of the Vacuum in Theoretical Physics, 1925-1980
by Aaron Sidney WrightThe vacuum is central to physicists' best theories of subatomic particles, gravitation, and cosmology. Nothingness provides the reference point with which to compare new particle creation and annihilation. Cosmologists use empty universes to study the causal structure of spacetime. Paradoxically, our best physical theories of particles, gravity, and spacetime are theories of nothingness. Stranger still, the physicists' vacuum is a hive of activity. Quantum fluctuations fill empty space with particles, and astronomers measure gravitational waves, the vibrations of empty spacetime itself. More than Nothing uses the history of the vacuum to show how technical concepts in physics are made real through everyday practice. It provides new insight into the development of twentieth-century theoretical physics through sustained analysis of understudied figures including John Wheeler's geometrodynamics and Sidney Coleman's false vacuum. It reveals the surprising influence on physicists from the psychology of impossible objects to drawings of the black hole, and the ways in which the development of the physics of the vacuum became inseparable from the development of larger cultural movements in aesthetics, art, psychology, and fiction. Across decades and across disciplines, More than Nothing shows how physicists over and again chose to study the vacuum for insight into the world around them. Drawing on newly unearthed laboratory notes, private letters, and published material, More than Nothing offers a scoping history of the vacuum as a lens into the development of modern physics.
Learning How to Hope: Reviving Democracy through our Schools and Civil Society
by Sarah M. StitzleinDemocracy is struggling in America. Citizens increasingly feel cynical about an intractable political system, while hyper-partisanship has dramatically shrank common ground and intensified the extremes. Out of this deepening sense of political despair, philosopher of education Sarah M. Stitzlein seeks to revive democracy by teaching citizens how to hope. Offering an informed call to citizen engagement, Stitzlein directly addresses presidential campaigns, including how to select candidates who support citizens in enacting and sustaining hope. Drawing on examples from American history and pragmatist philosophy, this book explains how hope can be cultivated in schools and sustained through action in our communities -- it describes what hope is, why it matters to democracy, and how to teach it. This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations.
Learning How to Hope: Reviving Democracy through our Schools and Civil Society
by Sarah M. StitzleinDemocracy is struggling in America. Citizens increasingly feel cynical about an intractable political system, while hyper-partisanship has dramatically shrank common ground and intensified the extremes. Out of this deepening sense of political despair, philosopher of education Sarah M. Stitzlein seeks to revive democracy by teaching citizens how to hope. Offering an informed call to citizen engagement, Stitzlein directly addresses presidential campaigns, including how to select candidates who support citizens in enacting and sustaining hope. Drawing on examples from American history and pragmatist philosophy, this book explains how hope can be cultivated in schools and sustained through action in our communities -- it describes what hope is, why it matters to democracy, and how to teach it. This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations.
TRUTH ABOUT DENIAL C: Bias and Self-Deception in Science, Politics, and Religion
by Adrian BardonPeople believe what they want to believe. It is a striking-yet all too familiar-fact about human beings that our belief-forming processes can be so distorted by fears, desires, and prejudices that an otherwise sensible person may sincerely uphold a false claim about the world despite overwhelming evidence to the contrary. When we describe someone as being "in denial," we mean that he or she is personally threatened by some set of facts and consequently fails to assess the situation properly according to the evidence, instead arguing and interpreting evidence in light of a pre-established conclusion. In a world polarized over politics, culture, race, and religion, it is evident that ideological commitments can influence one's perception of reality in socially destructive ways, especially when one perceives a threat to these commitments. When group interests, creeds, or dogmas are threatened by unwelcome factual information, biased thinking can become ideological denialism. This is a problem that affects everybody: Whereas denial can interfere with individual well-being, ideological denialism can stand in the way of urgent advancements in public policy. This book offers an accessible, historically and scientifically informed overview of our understanding of denial and denialism. Adrian Bardon introduces the reader to the latest developments in the interdisciplinary study of denial, and then investigates the role of human psychology and ideology in, respectively, science denial, economic policy, and religious belief.
The Truth About Denial: Bias and Self-Deception in Science, Politics, and Religion
by Adrian BardonPeople believe what they want to believe. It is a striking-yet all too familiar-fact about human beings that our belief-forming processes can be so distorted by fears, desires, and prejudices that an otherwise sensible person may sincerely uphold a false claim about the world despite overwhelming evidence to the contrary. When we describe someone as being "in denial," we mean that he or she is personally threatened by some set of facts and consequently fails to assess the situation properly according to the evidence, instead arguing and interpreting evidence in light of a pre-established conclusion. In a world polarized over politics, culture, race, and religion, it is evident that ideological commitments can influence one's perception of reality in socially destructive ways, especially when one perceives a threat to these commitments. When group interests, creeds, or dogmas are threatened by unwelcome factual information, biased thinking can become ideological denialism. This is a problem that affects everybody: Whereas denial can interfere with individual well-being, ideological denialism can stand in the way of urgent advancements in public policy. This book offers an accessible, historically and scientifically informed overview of our understanding of denial and denialism. Adrian Bardon introduces the reader to the latest developments in the interdisciplinary study of denial, and then investigates the role of human psychology and ideology in, respectively, science denial, economic policy, and religious belief.
MUSIC & SOCIAL JUSTICE C: A Guide for Elementary Educators
by Cathy BenedictIn this book author Cathy Benedict challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas and lesson plans geared toward elementary students (ages 6-14). Taken-for-granted subjects often considered beyond the understanding of elementary students such as friendship, racism, poverty, religion, and class are addressed and interrogated in such a way that honours the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect and redirect dialogue with questions that uncover bias, misinformation and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored encouraging music teachers to embrace a path toward socially just engagements at the elementary and middle school levels.
Music and Social Justice: A Guide for Elementary Educators
by Cathy BenedictIn this book author Cathy Benedict challenges and reframes traditional ways of addressing many of the topics we have come to think of as social justice. Offering practical suggestions for helping both teachers and students think philosophically (and thus critically) about the world around them, each chapter engages with important themes through music making and learning as it presents scenarios, examples of dialogue with students, unit ideas and lesson plans geared toward elementary students (ages 6-14). Taken-for-granted subjects often considered beyond the understanding of elementary students such as friendship, racism, poverty, religion, and class are addressed and interrogated in such a way that honours the voice and critical thinking of the elementary student. Suggestions are given that help both teachers and students to pause, reflect and redirect dialogue with questions that uncover bias, misinformation and misunderstandings that too often stand in the way of coming to know and embracing difference. Guiding questions, which anchor many curricular mandates, are used throughout in order to scaffold critical and reflective thinking beginning in the earliest grades of elementary music education. Where does social justice reside? Whose voice is being heard and whose is being silenced? How do we come to think of and construct poverty? How is it that musics become used the way they are used? What happens to songs initially intended for socially driven purposes when their significance is undermined? These questions and more are explored encouraging music teachers to embrace a path toward socially just engagements at the elementary and middle school levels.
Abstract Concepts and the Embodied Mind: Rethinking Grounded Cognition
by Guy DoveOur thoughts depend on knowledge about objects, people, properties, and events. To think about where we left our keys, what we are going to make for dinner, when we last fed the dogs, and how we are going to survive our next visit with our family, we need to know something about locations, keys, cooking, dogs, survival, families, and so on. As researchers have sought to explain how our brains can store and access such general knowledge, a growing body of evidence suggests that many of our concepts are grounded in action, emotion, and perception systems. We appear to think about the world by means of the same mechanisms that we use to experience it. Yet, abstract concepts like 'democracy,' 'fermion,' 'piety,' 'truth,' and 'zero' represent a clear challenge to this idea. Given that they represent a uniquely human cognitive achievement, answering the question of how we acquire and use them is central to our ability to understand ourselves. In Abstract Concepts and the Embodied Mind, Guy Dove contends that abstract concepts are heterogeneous and pose three important challenges to embodied cognition. They force us to ask: How do we generalize beyond the specifics of our experience? How do we think about things that we do not experience directly? How do we adapt our thoughts to specific contexts and tasks? He further argues that a successful theory of grounding must embrace multimodal representations, hierarchical architecture, and linguistic scaffolding. Focusing on a topic that has generated a lot of recent interest, this book shows that abstract concepts are the product of an elastic mind.
Abstract Concepts and the Embodied Mind: Rethinking Grounded Cognition
by Guy DoveOur thoughts depend on knowledge about objects, people, properties, and events. To think about where we left our keys, what we are going to make for dinner, when we last fed the dogs, and how we are going to survive our next visit with our family, we need to know something about locations, keys, cooking, dogs, survival, families, and so on. As researchers have sought to explain how our brains can store and access such general knowledge, a growing body of evidence suggests that many of our concepts are grounded in action, emotion, and perception systems. We appear to think about the world by means of the same mechanisms that we use to experience it. Yet, abstract concepts like 'democracy,' 'fermion,' 'piety,' 'truth,' and 'zero' represent a clear challenge to this idea. Given that they represent a uniquely human cognitive achievement, answering the question of how we acquire and use them is central to our ability to understand ourselves. In Abstract Concepts and the Embodied Mind, Guy Dove contends that abstract concepts are heterogeneous and pose three important challenges to embodied cognition. They force us to ask: How do we generalize beyond the specifics of our experience? How do we think about things that we do not experience directly? How do we adapt our thoughts to specific contexts and tasks? He further argues that a successful theory of grounding must embrace multimodal representations, hierarchical architecture, and linguistic scaffolding. Focusing on a topic that has generated a lot of recent interest, this book shows that abstract concepts are the product of an elastic mind.
The Blind Storyteller: How We Reason About Human Nature
by Iris BerentDo newborns think? Do they know that "three" is greater than "two"? Do they prefer "right" to "wrong"? What about emotions--can newborns recognize happiness or anger? If the answer to these questions is yes, then how are our inborn thoughts and feelings encoded in our bodies? Could they persist after we die? Going all the way back to ancient Greece, human nature and the mind-body problem have been the topics of fierce scholarly debates. But laypeople also have strong opinions about such matters. Most people believe, for example, that newborn babies don't know the difference between right and wrong--such knowledge, they insist, can only be learned. For emotions, they presume the opposite--that our capacity to feel fear, for example, is both inborn and embodied. These beliefs are stories we tell ourselves about what we know and who we are. They reflect and influence our understanding of ourselves and others and they guide every aspect of our lives. In The Blind Storyteller, the cognitive psychologist Iris Berent exposes a chasm between our intuitive understanding of human nature and the conclusions emerging from science. Her conclusions show that many of our stories are misguided. Just like Homer, we, the storyteller, are blind. How could we get it so wrong? In a twist that could have come out of a Greek tragedy, Berent proposes that our errors are our fate. These mistakes emanate from the very principles that make our minds tick: Our blindness to human nature is rooted in human nature itself. An intellectual journey that draws on philosophy, anthropology, linguistics, cognitive science, and Berent's own cutting-edge research, The Blind Storyteller grapples with a host of provocative questions, from why we are so afraid of zombies, to whether dyslexia is "just in our heads," from what happens to us when we die, to why we are so infatuated with our brains. The end result is a startling new perspective on the age-old nature/nurture debate--and on what it means to be human.