Humanities Books

Doing justice to Heidegger can be difficult, but this book would not be rough justice, as it zooms into the context of the World War as this produced not just a war but the mobilization of ideologies. Here the fate of the classic discourse of culture and civilization seems funerary, at best. But it is a sophisticated philosophical funeral. 'War fever' is a simpler term for the psychology. The tragic irony of the reversal of the terms 'culture' and 'civilization', in all the Splengerian idiocies of 'culture as tough talk' given the original moral intent of the distinction, is transparent, yet a enigma in a philosopher such as Heidegger who describes this reification even as he succumbs to it. This book provides an important snapshot for anyone textually focussed wishing to desmerize, where the plight of metaphysical profundity turning into the quagmire de profundis. Oswald Spengler seems better adapted to these lurid falls. But the evidence speaks for itself.

This book examines the thought of such thinkers as Karl Jaspers, Oswald Spengler, Friedrich Nietzsche, Ernst Junger, Carl Schmitt, Thomas Mann, Max Weber, and in particular the philosophical thinking of Martin Heidegger and traces the development of their thought as it relates to the German ideology of war that developed after the First World War. Praise of the battlefield, "the socialism of war", and the resultant reaction to technology and modernity play their unique roles in the transformation of the West during this period of crisis in Germany. These forms of reactionary modernism, and nostalgic heroism are precursors to the rise of the Third Reich to power and the subsequent World War which follows that rise to power. In particular, the author emphasizes how Heidegger's thinking is in line with this ideology of war and how his subsequent (though brief) alignment with the Nazi regime plays into his philosophical thought. The decline of the West, the superiority of the Germanic peoples, the negation of the "universal man" of Revolutionary rhetoric, the "Judaic-Bolshevik conspiracy", and the ideologies of "Blood and Soil" and "reactionary modernism" are discussed by the author Losurdo as they relate to the unique philosophical grounding of the various thinkers above. In particular, the thought of Max Weber and Karl Jaspers is shown to have fallen into the same ideological framework despite the fact that they would not openly sympathize with the Nazi regime. This book is an important work for understanding the type of thinking that underlay the German experience before the Second World War, the philosophical basis of this thinking, and the roots of the ideology of war. In particular, the thought of Martin Heidegger is examined and exposed as profoundly opposed to modernism and liberalism. The exaltation of the European and the contrast between German Reich, Roman Imperium, and Hellenic Polis are expounded upon throughout. The guilt experienced by the German nation subsequent to its defeat in the World War and the collapse of the Nazi Third Reich and a proper assessment of Martin Heidegger's unique philosophical thinking in relationship to this guilt is a problem which continues to plague students of this great philosopher's thought. This book is important for what it has to say about that thought, for its understanding of these European thinkers and their inter-relationships, and for the role of the ideology of war played in each of their thought.

I loved this book. It wasn't a dry historical recap, but a very funny, interesting, and informative read. There were lots of extra tidbits sprinkled throughout the book about how life was back then, and that added to the enjoyment. The illustrations were terrific and enhanced the text. I highly recommend for junior high, and even for adults!

Henry VIII and his Chopping Block is a wonderful way to get kids to actually want to read history! It's all unbelievingly true. Henry VIII is a fun and funny way to learn about England's most famous king. What were his manners like(you may not want to know)? What were the secrets of his six wives? Get the chief executioner's tips on how to die. Read the Tudor Tatler, the newspaper of the time. Get the truth on how they dressed, what they did, what they ate, and...how they died. Read Henry's "Secret Diary". Be sure to read the "For the Chop" letters which tell the real storys on famous people who died because fat Henry lost his temper(quite normal, compared to other things he did).This first quality book is complete with HISTARICAL cartoon illustrations. Buy it today.

I use this series of Here, I am Lord as part of my classes for religious instruction for younger teenagers (12-14 years old). The stories feature the range of human emotion and life, challenging one to grow through self-awareness and reflection.

I bought this book for my almost teenage son, and I enjoyedreading it myself. It was very insightful and full of great shortstories. As usual the authors have did it again!

Wonderful, entertaining, insightful and full of information, this CD has intellegent text and beautiful examples. Anyone who loves opera should own this CD.

For those of you who take long car rides, I recommend the tape version of this book; for educators the CD format is best for instant access to any composer. As for the material itself, it is a superb "beginner's guide" to the history of opera. Running just short of 320 minutes (each CD is packed up to nearly the 80 minute limit), the not too cultivated British voice of the narrator takes us through the stages of the development of opera with copious illustrations drawn from the mammoth Naxos catalogue. The information is beautifully organized and very very clearly expressed. I transferred my CD copy to tape so I could hear it several times while on the road and let the information sink in. There is a Naxos set along the same lines that traces the history of all Western music; but there I felt that 4 CDs were not enough. Here I congratulate whoever did the abrigement for a fine job.

Dr. Groth's work is unique in holocaust studies. It is by a survivor who interviewed survivors to gain statistically valid insights into their experiences, knowledge, and attitudes both before the holocaust and after. Dr. Groth's approach is sympathetic but scholarly and objective. Of particular interest is his own assessment of the scholarship of others in this field. Although he recognizes, of course, the brutality of many Germans, he rejects the Goldhagen conclusion that the German people as a whole were particularly conditioned and prepared to perpetrate the holocaust.

Alexander Groth's latest book is a provocative combination of survey research and personal voice. Groth's attitudinal survey of Holocaust survivors (including a sub-sample of those who managed to escape from Nazi control during the war) provides a wealth of information about the survivors' assessments of their ordeal and those responsible for it. The survey itself is well constructed with a sample of respondents closely representing the Jewish population in Europe in 1939. Especially interesting are the survey's findings regarding Jewish perception of potential danger before and during the Holocaust, assignment of blame for their experience, and empathy toward victims of similar activities in Bosnia, Rwanda, and Cambodia. The results serve as a springboard for Groth's critique of prominent examples of Holocaust scholarship, e.g., Arendt and Goldhagen, and a pointed reminder of broader responsibility for the events that transpired.

This book is of great use for elementary school teachers. I got a copy when it was first published several years ago and have given several copies to teachers. When teaching elementary school students, as I did, things must be kept simple. This is not only true because of the availability of supplies but, also, the ability of the students and supervision needed in teaching the art process. The author had years of teaching experience and it shows in the instructions given - - - particularly, for those of us who don't have a great artistic talent ourselves. I purchased my most recent copy for a young friend who is starting her first year of teaching in the fourth grade. I hope that she uses it and enjoys it.

Great book with many interesting ideas. I began flipping through it with post it notes in my hand to mark the best pages but soon gave up as there were so many.
The ideas are presented with clear instructions so that you can easily follow them but also change them to suit your particular need or age level. They are not the sort of instructions that you have to follow to the letter. You can easily adapt them.
There are no color photos of the end result which is a bonus because you can more easily imagine your own creation.

Richard Showstack is a wonderful story teller. His
books draw you in then give you alot to think about;
hope, trust, patience, joy and even a touch of healing
power is hidden in the pages. They are a fun, quick
reading collection of short stories with illustrations
that blend magically with the stories that share
valuable wisdom with the reader. Just what young
people need more of these days.

"These stories are fun! They are sweet! They are true!
They are soothing! They make you think again... They are very 'useful,'
not only for the young but for the 'young at heart'...All in all, I love them all!"

This book is well written in a clear and concise fashion! It breaks down the components of research so that anyone can thoroughly understand them. I highly recommend this book for ANYONE who is involved or planning to be involved in educational research!

I will keep this book even though it was a required textbook for a research class. I have found this book to be very easy to read and understand. The author uses brilliant examples that bring the concepts to life. The book is very well organized, and the workbooks are wonderful in reinforcing and practicing the material. I find it easy to use as a reference which is why I will keep this book. If every textbook was like this one we could all learn by reading the text.

Similar to the review below, I find this book invaluable every time I teach COMS 101 or its equivalent. Not only does the book offer a wealth of information pertaining specifically to the study and field of Communication, but it offers a great deal of visceral information to supplement its core material interesting anecdotes and digressions. The supplemental material proves to be useful in *waking students up* to the lectures at hand.

I have read earlier books by Pearson--they were good, but this book is spectacular. As a classroom teacher, I appreciate the supplements that come with the book. My students responded very well to the first six chapters and to the public speaking chapters.

Human Diversity in Education is a great supplemental or support text for a diversity course in education or for any teacher or student who wants to know more about the historical and social perspectives of student diversity in American schools. The importance of language use and learning styles is emphasized and research is presented (although the text does not present an in-depth discussion of current research or applications). The only negative is the lack of coverage on individual diversity, although the absence of text book opinions and presentation can spark great discussions in class!! Overall, an extremely well organized and easy to read text!!

One thing is certain - no matter how much US Americans may wax poetically about the good old days when things, including public education, were much more simple, those days are not going to return. As recent census data has indicated, the demographics of the US are continuing to change and the nation is getting more and more diverse. Within the next forty years, those of us living may witness a changing of the majority guard from White to Biracial and Hispanic/Chicano Americans.

That being the case, pre-service teachers and those considering a career in education need to be able to work with those most unlike them. They will need to examine the barriers they have build in their own mind, and create new categories for dealing with difference. The text points out that most pre-service teachers want to work in communities similar from whence they came. With the present teaching force being made up of an 88% White-Middle-Class and 66% female, well, that may not be a reality for those pre-service teachers once they become certified. Human diversity in education: an integrative approach addresses many of the issues that pre-service teachers and others who wish to (or actually do) work in education must understand.

This text is excellent for illuminating diversity and multiculturalism. It is rich in information and resources and information. It will be a most welcome addition to the shelf of any educator or student serious about diversity and multicultural education.