Education Books

This is a super book that will give inspiration and guidance to those parents raising boys. With hilarious and insightful real experiences, this book is a must own owners manual that will explain the mysteries in the mind of the adolescent boys, much that will convince anyone that God had a sense of humor when he created boys! I recommend this book to many close friends to read!

RECOMMENDED!

I highly recommend this book to anybody who has ANY dealings with boys, even if they're not your own. This book was a wonderful insight into the mind of the male and definitely helped me understand (as the only female in a house with four males) some of the intricacies of the male psyche.

Dave Meurer is a wonderful author and the intermittant mentions of God and christianity were nice and didn't come close to the stuffy, cram-it-down-your-throat level that some authors seem to take.

I highly recommend this book, if only for the enjoyment of reading the story about Dave when he was a child and the fireworks. Hilariously funny.

I had the rare opportunity of meeting this author at a Writer's Conference. He is warm and witty and is the "real deal". Dave helps us see the lighter side of life but still through a stained glass perspective. He offers up humorous slices of life that will have you laughing out loud. Read all of the DAVE books - Boyhood Daze, Daze of Our Wives, Out on a Whim and his newest one to come in May 2002 - Stark Raving Dad.

Dave Meurer is a gifted author. I thoroughly enjoyed reading this book. As a parent of only one son, I too have learned the hard and fast rule: You can cry, or you can laugh. Like Dave, I think I'll stick with laughter.

I am the mother of a red headed 5 year old boy. I read this book over the weekend. This book helped me to laugh at the struggles of raising boys and enjoy what makes boys different and special.The author weaves in a Christian theme. The book is worth the price. It was a help to realize all this bliss of raising a son will not go away anytime soon.

The book is very helpful for the storytellers and teachers who feel that young people and students can become active storytellers as well and then they can enhance their lives and their society.

Now in a new second edition, Children Tell Stories: Teaching and Using Storytelling in the Classroom is the award-winning creation of Martha Hamilton and Mitch Weiss, who have been telling stories as "Beauty and the Beast Storytellers" for twenty-five years (and they never say who is the beauty and who is the beast). Chapters reveal the educational benefits of storytelling, how to get started with storytelling in the classroom, helping students choose stories to tell, assessing student storytellers, and much more. An accompanying DVD of helpful videos, web links, and stories to print out enhances this wonderful resource especially for educators, but also useful to home schoolers and child care providers.

This book has a wealth of information and is a great value. The DVD is a treasure! I teach special education in an elementary school and I plan to use the stories from the DVD with my students. My students also love the authors' Noondlehead Stories and Scary Tales books which I have read aloud in class.

As an elementary teacher for almost ten years, I've recognized the importance of telling stories to children and have been telling stories for years. I was missing a piece of the literacy puzzle, the piece in which children tell stories themselves, but I didn't know how to approach it until I stumbled across Mitch and Martha at a storytelling conference and bought their book. It provides a practical, manageable approach to teaching children to tell stories. Our school has a high percentage of ESL students and the lessons and activities in this book are of particular relevance. Perhaps the most important part of the book is the companion DVD. It's truly an inspiring 20 minutes. I've shown it several times around our school and teachers who claimed they have no time for storytelling are now finding time.

This book is as good as its cover and its cover is t-e-r-r-i-f-i-c! From the cover, and most importantly when you dive into the wealth of information within the book, it is clear that storytellers Martha Hamilton and Mitch Weiss know storytelling
is fun in its appeal and a powerful tool for learning. They've improved on an award-winning book that explores methods and merits for teaching storytelling to children. Their generosity and intelligence make the second edition with its DVD even more inspiring.

The DVD alone is worth the price of the product with its unobtrusive camera work and delightful music. We are in the room, not watching from afar. The DVD also introduces us to the most engaging children and adults. Kids have clearly strengthened their public speaking skills and enhanced their self-esteem. In a world gone mad with teaching to the test, this project attests to value of humanizing learning, and building a learning community in the classroom and beyond. Turn off the sound, you can see the success of this work in the faces of kids and administrators alike.
Carol Birch
Storyteller

I received this book as a Christmas Gift from my brother. He's a Deputy, I'm an Executive Protection Specialist. Next to Robert Oatman's books on Executive Protection, this is the most valuable book in my Library. I can see that this is a must have book for Police Officers everywhere, but it's also obvious that anyone who may find themselves in a position requiring deadly force can benefit from this book.

I found the book to quick to read and easy to absorb. The authors make simple explanations of others experiences, and help you understand what works. In particular, the mental preparation for use of force provided by this book is excellent and concise.

It's at the center of human nature to stay alive, anyone that's put in a situation to kill or be killed will benefit greatly from this book.

An easy 5/5.

This is a fantastic book that is easy to read and makes a lot of sense. Every law enforcement officer should read this book and it should be required reading in all academies. I wish that I had read it before my deadly force encounter, but it was still very helpful in understanding what was happening to me in the aftermath. It has also been enlightening to my fellow officers that heard the incident unfold on the radio and to my family that received the phone call after the incident. It is a must read.

This is a very important book about officer survival. The focus is not on tactics, but on mental aspects of combat, and especially the aftermath of violent encounter.

The book starts with introduction of Survival triangle: You have to survive both physically, mentally, and legally to fully survive an violent encounter. The authors keep that in mind through the book, while the stress is on mental survival. Next the authors discuss the selection process of police recruits, and the nature of violence the police are forced to encounter in their line of duty. Next they give a thorough explanation of fear and it's effects on a person, and they address the issue of training, as well.

The main portion of the second part of the book (about 100 pages) is real-life stories told by cops, and the author's comments of the events. There is not any tactical reviewing, but the incidents are discussed on a psychological point of view. At the end of the second part there is a chapter of psychological injuries, starting from physical effects right after the incident, going to post-traumatic stress disorder and difficulties with relationships with other persons.

The third part of the book covers the treatment of a traumatic event survivor. The authors cover all aspects: What the survivor himself can do, what his superiors, family members, peers and so on can and should do. The authors also stress that there are many different kinds of encounters that can cause post-traumatic stress disorder other than gunfights, and that all participants of such encounter can develop mental problems, not just the ones who pull the trigger. There is also advise to detectives who investigate officer-involved shootings.

All things considered, this book is a very complete package. It is easy to read and the text is not too "scientific" for a layman to understand. This was the first book by Loren Christensen I have read, but it sure won't be the last!

As with any book authored by Christensen, one feels the reality and truth of the content. This book is no different, it is enlightening to all inexperienced and experienced police officers. It should be mandatory reading for all police recruits in the academy as well as veteran officers on the job.

The mind MUST be prepared for what it will go through during a lethal encounter and more importantly, what it will go through after the encounter; unless of course you lost and are DEAD. Then, your loved ones must now deal with your failure to have survived. Do not do that to them ! Read this book, train and be prepared.

"The mind must be trained and then the body will follow." Anthony M. Cataldo www.blackbeltdojo.com

As a former Oakland, CA police sergeant and veteran of a number deadly force encounters, I can recommend this book to all street officers. In 1972 I was involved in an incident with an armed suspect who was killed. Today I can still relate the incident second by second. It will never leave me. This book allows you to gain from experience of deadly encounters without having to go through it yourself. This is very helpful and will certainly save lives. I recommend the book.

Wayne D. Ford, Ph.D, author of Managing Police Stress. docwifford@msn.com

Apologetics Concerning the Nature of Religion

Apologetics or is it antiapologetics, I have read Hodges arguments about cause and effect, primary and secondary causes in his work on systematic theology which was written a hundred years after this work. RC Sproulamong others discuss similar issues today with a contrary conclusion. David Hume's dialogue about the existence of God and the attributes of God does form some of the frame work for further philosophic and theological discussion. Some seems quite aimless like his discussion whether God is wholly other. Some theologians may make this statement and argument, but this certainly is not fundamentalist or scriptural perspective of God. What I found most interesting in this work is his discussion of causality. Mr. Hume's focus was on Natural theology or the idea that God could be perceived or not perceived through nature. But also included was knowing God through rationalization. To this he compared three notions:

{1} That there is a self existent Being who always existed, never created, and is the ultimate Cause of the whole universe. Something that never was caused, but is the cause of all else.

{2}That there is no ultimate cause. History is an infinite amount of causes and effects that has no starts or ends. Matter in some form has always existed and matter has always been in motion. Universe or galaxy may have a point of beginning, but not what it is composed of.

{3}At a point in time there was no matter, then at another point of time there was matter. The matter move in motion to develop things as we know it.

David Hume does not discuss the concept that simply nothing really exists. I would guess in an earlier work he had dismissed it in some form. It is my conclusion Mr. Hume found point one as absurd as point 2 or 3.

The other major focus of discussion in this work how an all knowing creator, who has all power, and has the capacity to perceive every thing that is going on can create a world that has the highest being of creation suffer pain and evil among each other. The argument is made in this work that the universe does not function in a rational manner, therefore such all knowing, all powerful and all powerful God does not seem to exist. Some reviewers consider it a complete debunk of intelligent design and it certainly a source of comfort for those who do desire.

With the possible exception of his incalculably influential A Treatise of Human Nature, this, I think, is Hume's finest work. The Dialogues is a paradigm of sustained philosophical argumentation on a single subject, and I can't think of a more inspiring work of philosophy. Another reason to read this book is that Hume is one of the few philosophical figures whose work is worth reading as literature. His prose is, of course, lovely and clear as can be; and the Dialogues is packed with the sort of evocative passages that readers of Hume except to find in his work. Furthermore, he's clearly mastered the dialogue format as a way of writing philosophy. He never turns his interlocutors into ciphers spouting the details of their respective positions. Each character has a forceful and distinct personality, and each of them comes to the debate with a well-defined position and adequate means of defending it. In short, I can't recommend this book highly enough.

Most of the Dialogues is devoted to discussion of a posteriori arguments for the existence of God. The main argument considered here is the classical argument from design, which Hume seems to understand as an analogical argument of the following sort: the complexity and order of the universe show that it is similar to artifacts created by human intelligences; similar causes have similar effects; therefore, the universe must have been created by a being with something like a human intelligence; therefore, the universe must have been created by God.

Hume's objections to this argument are legion, and many of the individual objections are both ingenious and forceful. He provides reasons for thinking that the universe isn't all that similar to artifacts created by human beings. He argues, for instance, that at least in some respects, the universe resembles animal or vegetable life more than it resembles artifacts created by human beings. Hume also provides for thinking that, even if we think the universe is similar to a human artifact, we ought to think the universe was created by a being quite unlike God. The relevant empirical evidence, he argues, provides us with no good reason to think that the universe wasn't created by multiple beings (large human artifacts are usually created by multiple beings), or that the being(s) who created it are still alive (human creators die), or that the being(s) who created it were infinite (it's not clear that creating the finite universe would have required infinite power), or that the being(s) who created it were morally perfect (the universe, with all its misery and despair, certainly isn't what one would expect from a perfect being). Furthermore, he proposes certain alternative naturalistic explanations of the existence and nature of the universe; and he claims that it's unclear why an appeal to divine creation is to be preferred to these speculative naturalistic stories of the universe's creation.

As I hope this all-too-brief synopsis suggests, Hume's cumulative case against the argument from design is quite impressive. It is, of course, possible to avoid some of these criticisms in various ways, and his speculative naturalistic explanations leave quite a bit to be desired. But the total case is a philosophical demolition par excellence. Indeed, I'm pretty sure that Hume has shown that the argument from design is more or less worthless as support for anything resembling traditional theism. So, if you're enamored of that argument, I suggest you pick up book and wrestle with the criticisms found here.

Now, this isn't all Hume discusses in the Dialogues. There's a section discussing a priori arguments for the existence of God; it focuses on arguments against a version of the cosmological (i.e. first cause) argument. And Hume's arguments concerning the cosmological argument also rule out any sort of ontological argument, as he claims that no sense can be made of the idea of a necessarily existing being. The book also includes a few some brief discussion of particular issues concerning religion.

Where, in the end, does Hume come down on the issue of theism? It's hard to tell, as it's not clear that any of the particular characters speaks for him. Philo, the character who often appears to be speaking for him, never denies the existence of a deity; he simply denies the ability of human reason to discover anything substantial about what such a being is like. That Hume agrees with this is, I think, the most we can glean from this text about Hume's own religious views. It seems clear that he has no sympathy for organized religion, or for any religious views that purport to describe the nature of God, His intentions, or how and why He created the universe as He did. And the only positive religious claim that is given respectful treatment here is the bare claim that we have reason to think that the cause of the universe as a whole is somewhat similar to a human intelligence.

But does acceptance of this minimal thesis amount to his being a theist? Again, it's very hard to tell. First, of course, one might wonder whether this fairly vague positive view is enough to amount to some form of theism. But let's put that issue to one side. Even if it is enough to support some form of theism, it's often difficult to tell whether Hume means to be advocating such a position here. The problem is that it often seems Hume's explicit advocation of this position amounts to little more than a description of what he thinks is an inevitable human tendency to think this way. Given how our minds actually work, he seems to think, we're bound to think something like this about the origin of the universe. Yet it's somewhat unclear that he thinks forming beliefs in this way is reliable. It may simply be that we have a brute instinct to think in a way that insures we'll see the world as resulting from some human-like intelligence, and it's at least not clear that that isn't a debunking account of the plausibility of theism. (For more support that this is a debunking explanation, see his The Natural History of Religion, where the explanations of various religious beliefs certainly seem to be one's that suggest those beliefs simply aren't plausible.)

David Hume made a reputation by writing on reason and its limits. The main thrust of the Dialogues Concerning Natural Religion is to question whether theological arguments for God that assign Him positive attributes (omniscient, omnipotent, omnibenevolent, etc.) go beyond reason's limits in assigning these attributes. We watch Cleanthes (believer in theological arguments), Demea (believer more on faith) and Philo (disbeliever in theology's efficacy) hash out whether reason and experience alone give us reason to say anything whatever about God.

Hume explores all of the major arguments for God's existence. First, the a posteriori argument is explored; the argument that just as seeing a house gives us reason to assume an architect and builder, seeing the world should give us reason to infer a designer. Hume (through the skeptical voice of Philo) sees much wrong with this argument. Why? Because the reason we infer a builder for a house is because experience has shown us that houses have builders, thus when we see a house, we assume that, like other houses we've seen, this one too has a builder. But experience does not tell us that where there is a world, there is a designer. The leap is extra-experiential. Further, even if we DID infer a designer, why infer just one? Houses have construction crews of multiple people; if we analogize between the house and the world, then why not infer that the world, too, might have infinite creators? (And why infer that the world's creator is omnipotent, if all that is needed to create something is to be more powerful than the thing created - no more, no less?)

Next, we go through the a priori argument - the argument from first cause. Hume (Philo) is quick to point out the obvious flaw with this. If everything needs a cause, then what caused God? If God is said to be eternally existing, then why couldn't the natural world - rather than God - be thought eternal instead? And further, why is a infinite chain of causes and effects so unimaginable, anyhow? (Isn't it just as sensical as an eternal God itself not caused?)

Lastly, Philo brings up the argument from evil. In a nutshell, Philo suggests that while theology sees all the perfections of the world, proclaiming them clear evidence of remarkable design, theologians dismiss or downplay the imperfections. If God is said to all-good Himself, then why did he create humans with such flaws? (one assumes that an all-powerful, all-good God could have avoided those errors).

Still, the main thrust of this book is that Philo, far from challenging whether God exists, challenges theologies capacity to assign ANY characteristics to God by reason and experience alone. Hume does a good job not only in outlaying arguments as to why reason is not capable of knowing a thing about God, but also in making believable dialogues (compared to Plato, whose characters are all made to be one-dimensional foils for "Socrates.") As in so many other areas, Hume was a pioneer in the realm of the philosophy of God. This book furnishes strong proof of that!

David Hume, a philosopher of the period often classified as British Empiricism, is the intellectual associate of philosophers John Locke and George Berkeley. Born in Edinburgh in 1711, he attended the University of Edinburgh but did not graduate. He went to France during his 20s, and spent time there working on what would become his most famous work, 'An Enquiry into Human Understanding', first published under the title 'Treatise of Human Nature'. However, Hume was a prolific writer, and dealt with many areas of philosophy, including politics and ethics, epistemology, and metaphysics. He wrote in the area of history as well, and had a politic career as British ambassador to France and a post as a minister in the government for a few years. His final work, 'Dialogues Concerning Natural Religion', was published posthumously in 1779, although work had begun on it as early as the 1750s.

Hume was very concerned about rationality. Hume was never publicly and explicitly an atheist, but his rational mind, concerned about sensory and intelligible evidence, led him to question and doubt most major systems of religion, including the more general philosophical sense of religion and proofs of the existence of God. The primary arguments in his 'Dialogues Concerning Natural Religion' deal with the Argument from Design, and the Cosmological Argument. There is an assumed distinction here between natural religion and revealed religion, an especially important distinction in the Enlightenment and post-Enlightenment philosophical structure.

- Natural Religion and Revealed Religion -
Natural religion is the idea that we come to know and understand God (and, consequently, what God wants or expects of us, if anything) simply from nature and our sensory perceptions, as well as our interpretations (emotion and rational) of this kind of understanding. From very early in his writing career, Hume attacked the idea of natural religion and most of its conclusions, drawing a sharp line between what we can actually know and what ends up being fanciful extrapolations based on other-than-rational ideas and evidence. Revealed religion is primary what most religions base themselves upon - the burning bush to Moses, the resurrection and post-resurrection appearances to the Apostles, the Buddha's enlightenment under the tree - these are examples of revelation. While Hume does take on the idea of revealed religion in his other works, this particular text does not concern itself with that topic, and stays in the domain of addressing natural religion.

- The Argument from Design -
Arguments from Design have always had a strong appeal to believers within religious frameworks; they have often been used as tools of evangelism, as attempts to show that beyond the revealed doctrines, the very nature of things points to a creator. In very short order, the Argument from Design in Hume's newly-industrial time might have read like this:

- Machines are designed by beings with intelligence.
- The world and the universe it is in resembles a machine.
- Therefore, the world must have been created by means of intelligent design.

This is an argument by analogy, and is convincing to some, but often more convincing to those already inclined to believe in the existence of God.

- The Cosmological Argument -
The Cosmological Argument is at once both more subtle and more simple. The most simple way of stating it would be that God is the 'first cause' of everything. If everything has to have a cause (even the whole universe), then that first cause must be God. In the twentieth century era of thinking of a universe that began with a Big Bang, it seemed to some that the Cosmological Argument was confirmed.

Hume would have been familiar with Leibniz's more subtle form of the Cosmological Argument, which argues for a world of infinite contingent causes. However, there has to be something outside of this system of infinite causes that produced the series - thus, even in a universe with no set beginning or ending, there would still need to be an overarching cause.

- Hume's Arguments -
Hume argues on many levels. His first criticism of the Argument from Design is that this analogy (as are most arguments from analogy) is faulty and not exact; we have no idea if the universe is like a machine. Even if it was, machines are often designed and built by several designers - why argue for one God rather than several? How do we know that matter and the universe don't have their own, internal self-organising principles?

With regard to the Cosmological Argument, the argument is a little more strained. Hume argues that, in any series of causality, once one knows about each cause, it makes no sense to inquire beyond the sequence of causes to some other effect. This is a very Empirical argument, to be sure, and while perhaps not entirely satisfying, it still has merit in philosophy to this day.

- Hume's Structure -
This is a dialogue, set up in the classical way of people talking with each other about the subjects. Hume draws primarily from Cicero, whose work 'On the Nature of the Gods' uses characters of the same names. However, whereas Cicero was concerned about the nature of the Gods (their attributes, powers, etc.) and not their existence, it is the very existence of God that occupies Hume's thoughts.

Hume, despite many years of work on this text, probably never quite thought it was finished. He left the work to Adam Smith (the noted economist, and friend of Hume in Edinburgh), who also thought the arguments against the existence of God were too strong, and likely too damaging to Hume's overall reputation. The tug-of-war over the publication makes for interesting reading in and of itself.

These are important arguments, worthy of discussion and dialogue in philosophy classes, theology classes, and among others who ponder the existence of God.

This short and artfully written book was published after Hume's death. Hume did not wish to experience the controversy engendered by the arguments advanced in the book. It is likely as well that Hume was concerned also with offending some of the moderate Presbyterian clergy who were his personal friends and had been his partisans in other controversies. This book is primarily an attack on the idea that the exercise of reason and logic provides support for religion, and particularly that application of reason leads to strong evidence for the existence of a beneficient God. This line of thought had become particularly popular among liberal theologians in the first half of the 18th century and was a widely held notion among Enlightenment intellectuals across Europe and North America. This idea is still widely held today and can be seen in the writings of the so-called 'intelligent design' advocates of creationism. Hume's criticisms, then, are not only of historic interest but continue to have relevance to our contemporary lives.

The Dialogues are constructed as a 3 cornered argument between three friends. Demea, a man upholding revealed religion against the idea that reason provides support for the existence of God. Cleanthes, an advocate of natural religion. Philo, a skeptical reasoner who attacks the positions held by Demea and Cleanthes. For those who like Hume's sprightly 18th century style, this is a fun book to read. Hume artfully divides some of his strongest arguments between Cleanthes and Philo, and gives the Dialogues the real sense of a dispute among 3 intelligent friends. Philo is generally taken to represent Hume's positions but Cleanthes articulates some strong arguments and provides some of the best criticisms of Demea's fideism. Much of the book is devoted to attacking the argument from design, which Cleanthes attempts to defend against assaults from Philo and Demea. In many ways, the argument from design is the major idea of those supporting the natural religion approach to existence of God. Hume's critique is thorough and powerful. It even includes an anticipation of Darwin's idea's of selection, though the basis for Hume's critique is primarily epistemological. In the later parts of the book, Hume attacks also the comsological argument for the existence of God, though this discussion is relatively brief and a bit confusing. Hume's analysis is consistent broadly with much of his philosophical work. In many ways, his great theme was the limitations of reason, and this book is an example of his preoccupation with the relatively limited role of reason in establishing certain facts about the universe. He finishes with short criticisms of the idea that religion is needed for a stable and well ordered society and defends the usefullness of skeptical reasoning.

It is important to view the Dialogues as part of a critique of religion that Hume sustained in several works. His Natural History of Religion, the On Miracles section of the Enquiry Concerning Human Understacing, and other essays comprise a broad criticism of religion. Other pillars of religion, such as the existence of miracles and revelation, are criticized in his other work. While Hume denied being an atheist and was apparently disturbed by the dogmatic atheism of French philosophes he met in Paris, he was certainly not religous in any conventional sense.

This is a short and very readable book but the power of its arguments are totally out of proportion to its length.

Reading this book gave me a great peace of mind. I'm an environmental scientist, but I wanted to inspire people to reconnect with the world around them before focusing on objective science (which Orr claims, and I agree, is not really objective, but an objective method to verify and support subjective perspectives and passions).

He lists everything that is wrong and what needs to be corrected. A good follow-up book or study would be if someone took his advice to a school or set of schools and set up a curriculuum after his suggestions and measured how students responded.

David W. Orr is chair of the environmental studies program at Oberlin College in Ohio and is most often credited with coining the word "ecoliteracy" (similar to the renown biologist Garrett Hardin's "ecolacy") to describe the very important study and understanding of ecology and natural resource processes. He is also credited with the simple, but profound statement, "When we heal the Earth, we heal ourselves."

No wonder then that Prof. Orr is well suited to write on the importance of ecoliteracy being incorporated into all educational systems for a more balanced perspective of reality.
Contemporary education, Orr says "...emphasizes theories, not values; abstraction rather than consciousness; neat answers instead of questions; and technical efficiency over conscience." (p 8) and, "As a result, after 12 or 16 or 20 years of education, most students graduate without any broad, integrated sense of the unity of things." (p 11)

"This is not an argument against education but rather an argument for the type of education that prepares people for lives and livelihoods suited to a planet with a biosphere that operates by the laws of ecology and thermodynamics." (p 27)

"Intelligence would lead us...to protect biological diversity, but for reasons that go beyond the calculation of self-interest. The surest sign of maturity of intelligence is the evolution of biocentric wisdom, by which I mean the capacity to nurture and shelter life-a fitting standard for a species calling itself homo sapiens." (p52)

"...I propose a different ranking system for colleges based on whether or not the institution and it's graduates move the world in more sustainable directions. Does four years at a particular institution instill knowledge, love, and competence toward the natural world or indifference and ignorance? Are the graduates of this or that college suited for a responsible life on a planet with a biosphere? This is an admittedly difficult, but not impossible, task."

A sense of "biophilia", as the renown sociobiologist, E.O. Wilson has described as that innate feeling of connectedness to a biological world where our roots and sustenance lie, is critical for developing a deep sense of respect and care of our world. Biophilia and it's antithesis, biophobia are well covered in chapter 20.

"We need an ecological concept of citizenship roots in the understanding that activities that erode soils, waste resources, pollute, destroy biological diversity, and degrade the beauty of landscapes are forms of theft from the commonwealth as surely as bank robbery. Ecological vandalism undermines future prosperity and democracy alike." (p 168)
"The first bit of conventional wisdom denies the importance of place and environment in favor of global vandalism masquerading as progress." (p 160)

Indeed, and a deep understanding of natural life-support systems would help mend that twisted perception of reality. David Orr has very well delineated the educational path here to creating graduates with a sense of awe and respect for the fragile, but life-supporting planet they live on.

David Orr exquisitely puts into words a need for an environmental ethos in the classroom. As a high school teacher, I have long-intuited his insights about how to bring daily connections to students about the natural world that we inhabit. He is deeply passionate, articulate and practical. I'd love to see school boards, administrations, faculty and students alike be exposed to his clear thinking and real suggestions. He brings urgency without bringing despair.

This is a very important book that should be read by all politicians, educators, and citizens of Earth. David Orr gives clear examples and ideas for making the radical changes we need to undo some of the damage that we have done to the planet. You will be inspired and moved if you read this book.

first off, as promised by the reseller, the book was in great condition.

as for the contents of the book, it's a fantastic read if you are interested in the root of the sustainability movement. that is to say the foundations and meaning of our educational system which as critical public good, is in dire need of a re-examination.

I've read quite of Krishnamurti's books and this one is the most unique. If you are an educator or a fan of Krishnamurti's teachings, you NEED this book. He points out the problems troubling modern education with such clarity you'll feel like Krishnamurti is putting your very own unarticulated feelings into thought.

You will definately leave this book a better, more intelligent person. But it now.

The focus point here is on just what education should produce. At present, it produces students intellectually prepared for their life's journey, but without a clue when it comes to self-knowledge. In fact, in Krishnamurti's eyes, education as it presently is, or at least was in the 50's when the book was written (and I haven't really seen evidence of huge change yet), discourages self-knowledge and focuses on false values, such as financial success and prestige.

The present educational system teaches reliance on authority, on books.

Krishnamurti comes down hard on the nationalistic mode our youth are molded in. This point may be difficult to agree with in today's America, especially in the past year. There has been a huge swing in patriotism since Sept. 11, and this is quite natural. And to read Krishnamurti's pleas to free ourselves from nationalism, from patriotism, may well be difficult.

And yet, if we truly want peace on this planet, loyalty to nation and loyalty to religion are blocks, according to Krishnamurti.

This is a book to read and study, even if you are uneasy with some points. I don't mean that this is a philosophy to pick up on and make the ruler of your life. And Krishnamurti makes it quite obvious that this isn't what he wants. Self-knowledge includes self-rule nd self-responsibility. Even if you, as I did, have a few reservations, this is a philosophy to consider, one which may call for action on your part to bring out a positive change in our educational system.

At first glance I thought this type of writing might be too heavily philosophical for my small mind to comprehend, but it engaged my interest by agreeing with me that our educational system is flawed and that children will benefit from being taught in small groups by people who love them. I homeschooled my two youngest children for nine years, and this book fits in well with my homeschooling philosophy.

Krishnamurti hoped to change the world for the better by helping parents and teachers become more effective. In chapter four, entitled Education and World Peace, he wrote:

"Peace is not achieved through any ideology, it does not depend on legislation; it comes only when we as individuals begin to understand our own psychological process. If we avoid the responsibility of acting individually and wait for some new system to establish peace, we shall merely become the slaves of that system." (p.68)

Some of the other chapters in the book are: Intellect, Authority and Intelligence; The School; Parents and Teachers; Sex and Marriage; and Art, Beauty, and Creation.

Krishnamurti encouraged us to take responsibility for the education of our children, rather than to leave this task to the public education system.

"Government control of education is a calamity. There is no hope of peace and order in the world as long as education is the handmaid of the State or of organized religion. . . . Education throughout the world has failed, it has produced mounting destruction and misery. Governments are training the young to be the efficient soldiers and technicians they need; regimentation and prejudice are being cultivated and enforced." (pp.75-76)

I totally agree that governments should not control education although I've never objected to the idea of parents educating their children in the religion of their choice. However I see Krishnamurti's point in wanting to free the minds of the people from organized religions. He idealized a state of 'creative intelligence' for the people of the future, something that is impossible when people are pressured to accept limited ideologies.

"If those who are young have the spirit of inquiry, if they are constantly searching out the truth of all things, political or religious, personal and environmental, then youth will have great significance and there is hope for a better world." (p.40)

Sadly, it seems the world hasn't been listening. This book was first published in 1953, and since then, society has disintegrated. The strength of the typical family unit has eroded, schools now focus on teaching to the test, and children turn away from the ways of wisdom and toward mind-numbing video game systems as well as other distractions. Perhaps it is time for parents to reconsider Krishnamurti's educational philosophy.

Interestingly, and totally against the Westernized concept of education, Krishnamurti taught that children should not be pushed to succeed. He wrote:

"As long as we want our children to be powerful, to have bigger and better positions, to become more and more successful, there is no love in our hearts; for the worship of success encourages conflict and misery." (p.102)

I enjoyed reading the book, and am fascinated by Krishnamurti's depth of understanding, the originality of his ideas, and the concern he showed in writing so passionately about the education of children. Naturally I wanted to know more about him and soon found several sites on the internet with information about his life and writings.

Krishnamurti was born in India in 1895 and died in Ojai, California in 1986. He was discovered as a teenager in India by C.W. Leadbeater, a leader of the Theosophical Society, and was trained by Leadbeater and Annie Besant who believed Krishnamurti was the promised incarnation of a world spiritual teacher. However in 1929 Krishnamurti denied this idea and dissolved The Order of the Star of the East, an organization set up to promote this claim of his greatness. Though she was not pleased with his decision, he remained a close friend of Besant until her death in 1933. He spent his life traveling and teaching about his philosophy, which is that "truth is a pathless land." In other words, that people can come to truth only on their own, and not through any teaching, organized religion, government, philosophy, psychological technique, dogma, ritual, priest, guru, or creed.

I've read over 25 Krishamurti books, including all the "big ones" like Freedom from the Known, The First and Last Freedom, Total Freedom, Awakening of Intelligence, Flight of the Eagle, Krishmaurti's Notebook, etc., many of which I've read more than once. I've given all of them away to share K's message but kept four of them which I keep as references for focused daily reflection/meditation (as opposed to the meditation of all waking life). The four I've kept are Freedom from the Known, On God, On Right Livelihood, and Education and the Significance of Life (the last one of great relevance to me since I'm an educator). And so now I always recommend (and often give) the first three books on that list I just mentioned to anyone who wants to learn more about K's "teachings." "Freedom from the Known" is the single best, most concise and thorough summary of all K's teachings. "On God" should greatly help anyone who is searching for ultimate reality, Truth, God, Enlightenment, Nirvana, The Meaning of Life, or whatever one wants to call it. No summary will do it justice; you must read it for yourself. "On Right Livelihood" addresses the issue of our daily living, in work, leisure, and even to some degree home life and family relationship, becuase, as K emphasizes, they all should be an integrated whole, not fragmented parts of our lives. "Education and the Significance of Life" is also or relevance to anyone who has children or who teaches; it will transform the way you view childrearing and education. I would say that those four books would be all a person would need to transform one's life; to have a radical revolution in living.

The primary premise of the book is that nearly all of the education system (govt. based, religious based, private) fails the child. These systems educate children to be good at techniques or skills, but do not educate them to know themselves.

Without knowledge of oneself, children will grow to be conflicted between the reality of their true nature, and the constrictions of conforming to civil society or religious doctrine.

An educational system that truly sought to benefit the children would be staffed by adults who were continually studying themselves, and striving to deepen their own awareness, not just conformists seeking the safety of job, income and leisure. Only when open-minded, self-aware adults teach with true love can children learn to know themselves, and so lead dignified, effective lives.

We are far from this vision, but it is worth it for each of us to walk along this path.

The shipping was fast and it was the right book for my 2 of my college math classes.

The book was brand new.. and in the wrapper. The only bad thing is that I needed "MyMathLab",too. I was under the impression that it came with the book if you bought it new. If you need the book & the "MyMathLab"... then specifically search it that way so you will be given that option. THANKS!

I recieved my book promptly, in perfect condition, and for way cheaper than at my college.

the instructors edition has all the answers..which was useful for last minute homework and the price i paid online was the price the college was selling the used copy for. what a great deal

The book is very good. It gives many examples for you to use as practice. It explains everything very well and that means a lot, especially since I have not taken algebra in about 25 years. Also I would like to say thanks to Amazon for being so prompt in shipping my order. I ordered the book at 8pm and it arrived by UPS at 10am the next day.

The author understands the intricacies of modern, father-daughter relationships and helps a daughter to understand, and emotionally embrace, this person people call "father". The author takes a woman, who is desiring to have a relationship with her father, through an enlightening journey of discovery of her own feelings and thoughts, and those of her father. It is obvious that the author understands her subject matter and basic human nature. The insights that the author leads us to are nothing short of amazing! If you read this book and are unchanged, demand your money back and check with the morgue to see if you're still breathing.

The book is addressed to daughters who miss their fathers, physically, emotionally etc. But I gained a lot of insights on what daughters really expect and miss from fathers. Dr.Nielson takes the reader through a human development cycle on how much daughters can give their fathers in terms of love and opportunities to learn, grow and become better human beings, and contribute to family solidarity through empathy. Dr.Nielson advocates a "voluntarist" conception of love. A great departure from screaming "what's in it for me?" That is not to say that she discounts reciprocity in relationships.

The context addressed is set in the US culture of the post 1960 decades. However, the basic motivations are applicable universally. I have lived in the US among young people for over 12 years as a student and as a Univ Faculty. Now, in India I perceive the same problems and the message that parents have even more to learn through interaction with their children. The emphasis on daughters adds more emotional content and nuances to the discourse. I would observe that most of the problems and solutions discussed in the book apply equally well to sons.

There is an elemental message that runs through the book. It urges parents to come out of their pre-conceived roles, inhibitions and relate directly one to one with their children. It echoes TSElliot's view that a cultural role is only a formal outcome of fundamental motivations and rationale`. We will be better off looking for those fundamental rationale` instead of assuming roles and be mere consumers.

Taking time out to read this book has been a blessing to my life and so many of my sisters. We are single mothers who have been divorced and raising girls on our own. The importance of relationships with our daughters and their fathers is essential and Dr. Nielsen did a wonderful job making the interactions realistic and meaningful. I would recommend this book to all of my african american sisters who often times need alittle help from the fathers of their daughters. Thank you Dr. Neilsen for your caring enough to give us sisters a hand at mending and reintiating father-daughter relationships. I can't wait to read more!

This book is the most insightful, rewarding book I have read in years. Dr. Nielsen unfolds and unlocks real information in a format that you can grasp and apply. It should be a required read for every female, even if she has a good relationship with her father or her father has passed. Pure unlightenment and understanding ~ that is what you walk away with after reading this book. It was very, very helpful to understand more completely the demeaning and demoralizing of divorced fathers. I believe this is a real issue in today's world and she addresses it head on. I would love to see a book by this title from Dr. Nielsen. What a gift to the world that book would be! I hope to see Dr. Nielsen on Oprah and Dr. Phil promoting her book very soon.

A wonderful relationship with your father is truly one of life's greatest joys. But how can we find this if we don't already have it? Dr. Nielsen's book provides many practical and creative suggestions for doing just this. We did not choose our father or the life we had as a child. However, we can choose to change the way we interact with our dad once we are adults. Dr. Nielsen uses a variety of interesting techniques: short questionnairss to focus on specific problems; "Eye Opener" research summaries to provide perspective; and sample dialogues to help us get started talking with our dad. Dr. Nielsen's academic credentials give her the credibility to write this ground-breaking book. And her warm, encouraging voice and helpful ideas give us the courage to actually try to reconnect with our dad. I am recommending this book to all of my friends who are puzzled, angry, or disappointed with their father. It's never too early, or too late, to start.

This is the workbook to the text, Ordinary Parent's guide to teaching your child to read. It is incremental, and covers everything that the texts does in the order that the text book covers it. It really is a shame that the OPGTTYCR did not tell me that these were the workbooks for that guide. I found out on a homeschooling yahoo group and we have been happily progressing along.

This series is amazing!!!!! My four year old has completed explode the code 1 and is sounding words out, reading and SPELLING!!!!! These books are engaging and she loves them. Where were these books when I was a child? The author has broken down phonics, reading and spelling into a very easy, very user friendly system. I use it and my best friend who also homeschools in using these books with the same results.

I have used these products with small reading groups and with my own children. I also like the before the code and beyond the code books.

This product is topnotch for teaching phonics and spelling.
Explode the Code Book 1 focuses on the short vowels. For each short vowel there are eight pages of exercises consisting of matching, spelling, writing, and copying. The prerequiste to using this curriculum is to know the consonants which are taught in the primers "Get Ready for the Code, Get Set for the Code, Go for the Code."
The graphics for Explode the Code are all in black and white with the illustrations having been drawn by children. This would be a good curriculum for those children who are sensitive to color stimuli.
Theoretically this is a sound curriculum, however it is not for every child. This was the situation in our homeschool, so we switched to utilizing School Speciality Publishing (formerly McGraw Hill) products which we are very happy with.

I purchased and have used Explode the Code books 1-4 to date. I also bought and am using the Teachers Guides as well. I enjoy the Guides as they take me through the process of introducing a skill, by offering short and effective interactive presentations or exercises. These usually take only minutes each, and with only a small amount of creativity can be extended when needed. Such activities include a short review of previous skill(s), a phonemic awareness activity, fluency, comprehension, writing, and a challenge, as well as the introduction of that unit's skill. The feedback from these is just what I need to know if its time to progress or not. The exercises also allow me to teach objectives from several angles despite my limited experience. Additional exercises are also presented to appeal to various learning styles.

My student enjoys the Student pages in the Explode the Code books. Once a student learns to do each type of exercise they can be completed with a great degree of independence. Some times we spend more time on student pages one day and more time with other activities the other just to mix it up a bit.

The ETC 1/2 numbered series offers more practice on the same skills taught in the whole numbered books.

For those on a budget, or who are not ready to commit to purchasing an entire phonics system, as well as others who only need to remediate certain objectives, the fact that these books are sold separately is nice.

While I use these as part of our home schooling day, I feel these books would be well suited for parents who wish to challenge a reader who is not being challenged in early grades at school, or who wishes to help remediate a slow or struggling reader. Explode the code is actually written for use in a class setting but well designed and lends to any student to teacher ratio.

Find a copy of this book if you are seperated or divorced. It is a powerful book with a wonderful message.

Find a Fresh Start retreat you can attend also. You will not be disapointed.

I bought this book so I could get some emotional help as I go through my current divorce..... I have had it for a couple weeks now and a near 6 year marriage ended 2 months ago..... If anyone is in any type of situation like this,, I recommend this book.. Questions such as: How did you know when the relationship was 'really' over? Who all are you angry at right now? What did your spouse do? What have you done to contribute to the current situation? How have you tried to keep the relationship together even when you knew it was over....... basically, questions that make you admit the truth to yourself so you can heal and grow from this and go on to enjoy your life... During the lonely days and nights, and times I don't want to answer the phone, this book is a Godsend!

My own divorce hit me like an earthquake: my whole world shook apart and then collapsed. I was left to raise two sons on my own.

I found this book soon after the divorce and was immediately comforted by the well-organized approach to the problems I was facing. This book helped me structure my life and gradually, get back on track.

Well-written, very practical, this book takes you step-by-step through the major things you are already dealing with --- or soon will be.

Barbara Sheldon, M.S.W.
Single Mom with two sons
I also highly recommend: Moving Forward After Divorce: Practical Steps to * Healing Your Hurts * Finding Fresh Perspective * Managing Your New Life

Let's face it: divorce often catches us by surprise, and it always changes many things about our daily life. More than just the loss of a partner, we find ourselves confronting brand-new challenges and dealing with things we never expected. For some of us, it's just too much: we can't handle it.

This author (not the radio host Jim Burns) is a minister who himself went through the experience of divorce. Out of that experience he gathered some of the most useful ideas and successful strategies that helped him and have helped others also. The result is a highly readable book.

You'll find good help here, especially if you're struggling to keep things together and trying to figure out what your priorities should be. Well-written and helpful.

Dr. David Frisbie
The Center for Marriage & Family Studies
Author of Moving Forward After Divorce: Practical Steps to * Healing Your Hurts * Finding Fresh Perspective * Managing Your New Life

This book has helped me through one of the most difficult times in my life. Things that made me feel like I was going crazy, I realized are just part of the proccess. I realize now that I will get through this and I am not going crazy.