Since its first publication in 1995, Lies My Teacher Told Me has gone on to win an American Book Award, the Oliver Cromwell Cox Award for Distinguished Anti-Racist Scholarship, and to sell over half a million copies in its various editions. What started out as a survey of the twelve leading American history textbooks has ended up being what the San Francisco Chronicle calls “an extremely convincing plea for truth in education.” In Lies My Teacher Told Me, James W. Loewen brings history alive in all its complexity and ambiguity. Beginning with pre-Columbian history and ranging over characters and events as diverse as Reconstruction, Helen Keller, the first Thanksgiving, and the Mai Lai massacre, Loewen offers an eye-opening critique of existing textbooks, and a wonderful retelling of American history as it should—and could—be taught to American students. This 10th anniversary edition features a handsome new cover and a new introduction by the author.
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Thomas Jefferson’s writings on morality have largely been ignored. His thoughts on the subject, never developed in any formal work, are said to be unsystematic—a judgment reinforced by his shift from Stoicism (intentions are critical) to Utilitarianism (consequences are critical) later in life. Yet his writings and the moral works he recommended reveal much about his moral sense and views on good living. Jefferson valued personal moral improvement, had great respect for moral exemplars and drew inspiration from moralists, sermonizers, novelists, poets, historians and such role models as Professor William Small and his friend George Wythe.
“Keluarga bahagia mirip satu dengan lainnya, keluarga tak bahagia tidak bahagia dengan jalannya sendiri-sendiri.” Novel Anna Karenina adalah kisah tentang tiga keluarga, salah satunya keluarga Karenin. Anna, istri Karenin, menyeleweng dengan seorang opsir muda yang mengaguminya, Aleksei Vronskii, dan akhirnya memutuskan tali perkawinan. Bagi Anna, penyelewengan itu merupakan petaka yang tak dapat ditolak dengan segudang alasan. Salah satunya, di mata Anna, Karenin hanyalah sepotong boneka tanpa jiwa dan harga diri meskipun dia seorang pejabat tinggi. “Dia itu bukan laki-laki, bukan manusia, tapi boneka!... Dia itu bukan manusia, tapi mesin kementerian,” kata Anna tentang suaminya.
Revised and expanded edition of the groundbreaking book which demystifies twenty-one of the most widespread myths and beliefs about immigrants and immigrations. Aviva Chomsky dismantles twenty-one of the most widespread and pernicious myths and beliefs about immigrants and immigration in this incisive book. "They Take Our Jobs!" challenges the underlying assumptions that fuel misinformed claims about immigrants, radically altering our notions of citizenship, discrimination, and US history. With fresh material including a new introduction, revised timeline, and updated terminology section, this expanded edition is essential reading for anyone who wants to understand how these myths are used to promote aggressive anti-immigrant policies.
"Adolescent culture is always changing, making it difficult for youth pastors to keep up. Even college students who are a few years out of high school find it challenging to stay current with the changing culture of teens. However, when equipped with tools that help them think critically about culture on a broad scale, youth ministry students can be prepared for a strategic ministry to teens that effectively addresses the youth cultural context. This academic resource uses a multi-disciplinary approach to understand culture by exploring the nature, theology, ecology, and ethnography of culture, then combining these different perspectives to develop a critical approach to youth culture."
I dedicate this book to all our military members who have served and those that are serving. I want to say Thank You for signing that blank check putting your lives on the line to keep the threats away from our doorsteps. I also want to apologize to the same individuals for the lack of respect you have gotten, are getting and apparently are going to receive even less in the near future if this government is allowed to continue its course of destruction. It is our fallen heroes that have secured, with the greatest sacrifice, the freedoms and rights that are so valued in the United States; yet, they are the first to be disrespected by the unappreciative free loaders that are polluting our culture.
If the truth be known, I am only a partially reformed idealist. In the secret depths of my soul, I still wish to make the world a better place and sometimes fantasize about heroically eradicating its faults. When I encounter its limitations, it is consequently with deep regret and continued surprise. How, I ask myself, is it possible that that which seems so fight can be a chimera? And why, I wonder, aren't people as courageous, smart, or nice as I would like? The pain of realizing these things is sometimes so intense that I want to close my eyes and lose myself in the kinds of daydreams that comforted me as a youngster. One thing is clear, my need to come to grips with my idealism had its origin in a lifetime of naivet6. From the beginning, I wanted to be a "good" person. Often when life was most treacherous, I retreated into a comer from whence I escaped into reveries of moral glory. When I was very young, my faith was in religion. In Hebrew school, I took my lessons seriously and tried to apply them at home. By my teen years, this had been replaced by an allegiance to socialism. In the Brooklyn where I grew up, my teachers and relatives made this seem the natural course. When I reached my twenties, however, and was obliged to confront a series of personal deficiencies, psychotherapy shouldered its way to the fore.
In this provocative collection of essays with a distinctly critical and nuanced approach to how democracy is taught, learned, understood, and lived, authors from four continents share their visions on how democracy needs to be cultivated, critiqued, demonstrated, and manifested throughout the educational experience. The collective concern is how we actually do democracy in education. The essays argue that democracy must be infused in everything that happens at school: curriculum, extra-curricular activities, interaction with parents and communities, and through formal organization and structures. One of the book's central questions is: Are educators merely teaching students skills and knowledge to prepare them for the world of work, or is education more about encouraging students to thrive within a pluralistic society? This book reveals that democracy is an ethos, an ideology, a set of values, a philosophy, and a complex and dynamic terrain that is a contested forum for debate. From seasoned veterans to emerging scholars, these writers challenge the idea that there is only one type of democracy, or that democracy is defined by elections. Using a range of theoretical, conceptual, and methodological approaches, each essay makes a compelling case for how education can advance a more critical engagement in democracy that promotes social justice and political literacy for all. Diverse examples illustrate the theme of doing democracy. With its numerous models for teaching and learning to encourage critical thinking and engagement, this book is certain to be an invaluable resource to educators, researchers, students, and anyone with a passion for democratic ideals.