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Popular and groundbreaking crime novelist Sara Paretsky earned a PhD in history at the University of Chicago in the mid-1970s, with a dissertation on moral philosophy and religion in New England in the early and mid-nineteenth century. This edition of that work analyzes attempts by theologians at the Andover Seminary to square and secure Calvinist religious beliefs with emerging knowledge from history and the sciences. As Paretsky shows, the open-minded scholasticism of these theologians paradoxically led to the weakening of their intellectual credibility as conventional religious belief structures became discredited, and this failure incited reactionary forces within Calvinism. Leading religious scholar Amanda Porterfield provides an afterword discussing where Paretsky s work fits into the contemporary study of religion. Paretsky s foreword offers a sobering picture of what it was like to be a female graduate student at the University of Chicago in the 1970s."
Crime writer Sara Paretsky is known the world over for her acclaimed series of mysteries starring Chicago private investigator V. I. Warshawski, now in its seventeenth installment. Paretsky’s work has long been inflected with history—for her characters the past looms large in the present—and in her decades-long career, she has been recognized for transforming the role of women in contemporary crime fiction. What’s less well-known is that before Paretsky began her writing career, she earned a PhD in history from the University of Chicago with a dissertation on moral philosophy and religion in New England in the early and mid-nineteenth century. Now, for the first time, fans of Paretsky can read that earliest work, Words, Works, and Ways of Knowing. Paretsky here analyzes attempts by theologians at Andover Seminary, near Boston, to square and secure Calvinist religious beliefs with emerging knowledge from history and the sciences. She carefully shows how the open-minded scholasticism of these theologians paradoxically led to the weakening of their intellectual credibility as conventional religious belief structures became discredited, and how this failure then incited reactionary forces within Calvinism. That conflict between science and religion in the American past is of interest on its face, but it also sheds light on contemporary intellectual battles. Rounding out the book, leading religious scholar Amanda Porterfield provides an afterword discussing where Paretsky’s work fits into the contemporary study of religion. And in a sobering—sometimes shocking—preface, Paretsky paints a picture of what it was like to be a female graduate student at the University of Chicago in the 1970s. A treat for Paretsky’s many fans, this book offers a glimpse of the development of the mind behind the mysteries.
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
The concept of free will is profoundly important to our self-understanding, our interpersonal relationships, and our moral and legal practices. If it turns out that no one is ever free and morally responsible, what would that mean for society, morality, meaning, and the law? Just Deserts brings together two philosophers – Daniel C. Dennett and Gregg D. Caruso – to debate their respective views on free will, moral responsibility, and legal punishment. In three extended conversations, Dennett and Caruso present their arguments for and against the existence of free will and debate their implications. Dennett argues that the kind of free will required for moral responsibility is compatible with determinism – for him, self-control is key; we are not responsible for becoming responsible, but are responsible for staying responsible, for keeping would-be puppeteers at bay. Caruso takes the opposite view, arguing that who we are and what we do is ultimately the result of factors beyond our control, and because of this we are never morally responsible for our actions in the sense that would make us truly deserving of blame and praise, punishment and reward. Just Deserts introduces the concepts central to the debate about free will and moral responsibility by way of an entertaining, rigorous, and sometimes heated philosophical dialogue between two leading thinkers.
George Orwell set out ‘to make political writing into an art’, and to a wide extent this aim shaped the future of English literature – his descriptions of authoritarian regimes helped to form a new vocabulary that is fundamental to understanding totalitarianism. While 1984 and Animal Farm are amongst the most popular classic novels in the English language, this new series of Orwell’s essays seeks to bring a wider selection of his writing on politics and literature to a new readership. In Why I Write, the first in the Orwell’s Essays series, Orwell describes his journey to becoming a writer, and his movement from writing poems to short stories to the essays, fiction and non-fiction we remember him for. He also discusses what he sees as the ‘four great motives for writing’ – ‘sheer egoism’, ‘aesthetic enthusiasm’, ‘historical impulse’ and ‘political purpose’ – and considers the importance of keeping these in balance. Why I Write is a unique opportunity to look into Orwell’s mind, and it grants the reader an entirely different vantage point from which to consider the rest of the great writer’s oeuvre. 'A writer who can – and must – be rediscovered with every age.' — Irish Times
In The Hundreds Lauren Berlant and Kathleen Stewart speculate on writing, affect, politics, and attention to processes of world-making. The experiment of the one hundred word constraint—each piece is one hundred or multiples of one hundred words long—amplifies the resonance of things that are happening in atmospheres, rhythms of encounter, and scenes that shift the social and conceptual ground. What's an encounter with anything once it's seen as an incitement to composition? What's a concept or a theory if they're no longer seen as a truth effect, but a training in absorption, attention, and framing? The Hundreds includes four indexes in which Andrew Causey, Susan Lepselter, Fred Moten, and Stephen Muecke each respond with their own compositional, conceptual, and formal staging of the worlds of the book.
Now revised and updated, with many new lesson plans and a new chapter on writing instruction, this trusted book guides upper elementary teachers to design and implement a research-based literacy program. The expert authors show how to teach and assess students in differentiated small groups, and explain how instruction works in a tiered response-to-intervention model. Included are extensive reproducible lesson plans and other tools for building students’ skills in word recognition, fluency, vocabulary, comprehension, and writing. The convenient large-size format facilitates photocopying; purchasers also get access to a webpage where they can download and print the reproducible materials. Prior edition title: Differentiated Reading Instruction in Grades 4 and 5. New to This Edition *Chapter on differentiated writing instruction. *New lesson plans for Tier 1 instruction, interactive read-alouds, and narrative writing; new extended sample lessons for building fluency, vocabulary, and comprehension. *Updated with the latest research and recommended teacher resources. *All reproducible materials now available online.
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
The KJV Know the Word Study Bible offers three easy ways to begin studying Scripture and helps individuals transition from being a casual reader of the Bible to becoming a regular student of the Bible. You can choose to study the Bible book-by-book, verse-by-verse, or topic-by-topic; each path offers powerful insights that will help you develop a daily routine of Bible study. The book-by-book series of notes leads you through the main points of each book of the Bible. The verse-by-verse notes help you to dig deeper into God’s Word. The topic-by-topic articles, which cover 21 theological topics, guide you through a series of insightful notes and give you a thorough biblical understanding of each topic. With the beautiful and timeless text of the KJV translation, the KJV Know the Word Study Bible offers you choices of how to study Scripture and grow in your relationship with Christ. Features Include: King James Version Bible text Three easy approaches to study the Bible: 1. Book by Book; 2. Verse by Verse; 3. Topic by Topic Insightful introductions for each book of Scripture Words of Jesus in red Beautiful two-color interior page design Comprehensive list of theological notes Concordance Full-color maps 8-point type size
A surprisingly simple way for students to master any subject--based on one of the world's most popular online courses and the bestselling book A Mind for Numbers A Mind for Numbers and its wildly popular online companion course "Learning How to Learn" have empowered more than two million learners of all ages from around the world to master subjects that they once struggled with. Fans often wish they'd discovered these learning strategies earlier and ask how they can help their kids master these skills as well. Now in this new book for kids and teens, the authors reveal how to make the most of time spent studying. We all have the tools to learn what might not seem to come naturally to us at first--the secret is to understand how the brain works so we can unlock its power. This book explains: Why sometimes letting your mind wander is an important part of the learning process How to avoid "rut think" in order to think outside the box Why having a poor memory can be a good thing The value of metaphors in developing understanding A simple, yet powerful, way to stop procrastinating Filled with illustrations, application questions, and exercises, this book makes learning easy and fun.