Author: Anne Karpf File Type: epub THE SCHOOL OF LIFE IS DEDICATED TO EXPLORING LIFES BIG QUESTIONS IN HIGHLY-PORTABLE PAPERBACKS, FEATURING FRENCH FLAPS AND DECKLE EDGES, THAT THE NEW YORK TIMES CALLS DAMNABLY CUTE. WE DONT HAVE ALL THE ANSWERS, BUT WE WILL DIRECT YOU TOWARDS A VARIETY OF USEFUL IDEAS THAT ARE GUARANTEED TO STIMULATE, PROVOKE, AND CONSOLE.Society has a deep fear of ageing, and showing your age is increasingly one of our most pervasive taboos. Old age in modern life is widely viewed as either a time of inevitable decline or something to be resisted, denied or overcome. In How to Age, sociologist and award-winning journalist Anne Karpf urges us to radically change our narrative.Exploring how our outlook on ageing is historically determined and culturally defined, Karpf draws upon revealing case studies to suggest how ageing can be an actively enriching time of immense growth. She argues that if we can recognize growing older as an inevitable part of the human condition, then the great challenge of ageing turns out to be none other than the challenge of living. In How to Age, learn how ageing isnt about your wardrobe or physical fitness, but a determination to live fully at every age and stage of life.

Author: John Wilkinson File Type: pdf In this important new intervention, leading poet and critic John Wilkinson explores the material life of the lyric poem. How does the lyric considered as an object, as an event grapple with permanence and impermanence, the rhythms of change and the passing of time? Drawing on new insights from contemporary philosophy and object-oriented ontology, psychoanalysis and the visual arts, The Lyric in Its Times includes innovative and insightful new readings of work by a wide range of lyric poets, from Shakespeare, Blake and Shelley to Charles Baudelaire, Frank OHara and J.H. Prynne.

Author: Robert J. Fogelin File Type: pdf Since its publication in the mid-eighteenth century, Humes discussion of miracles has been the target of severe and often ill-tempered attacks. In this book, one of our leading historians of philosophy offers a systematic response to these attacks.Arguing that these criticisms have--from the very start--rested on misreadings, Robert Fogelin begins by providing a narrative of the way Humes argument actually unfolds. What Humes critics (and even some of his defenders) have failed to see is that Humes primary argument depends on fixing the appropriate standards of evaluating testimony presented on behalf of a miracle. Given the definition of a miracle, Hume quite reasonably argues that the standards for evaluating such testimony must be extremely high. Hume then argues that, as a matter of fact, no testimony on behalf of a religious miracle has even come close to meeting the appropriate standards for acceptance. Fogelin illustrates that Humes critics have consistently misunderstood the structure of this argument--and have saddled Hume with perfectly awful arguments not found in the text. He responds first to some early critics of Humes argument and then to two recent critics, David Johnson and John Earman. Fogelins goal, however, is not to bash the bashers, but rather to show that Humes treatment of miracles has a coherence, depth, and power that makes it still the best work on the subject.** Since its publication in the mid-eighteenth century, Humes discussion of miracles has been the target of severe and often ill-tempered attacks. In this book, one of our leading historians of philosophy offers a systematic response to these attacks.Arguing that these criticisms have--from the very start--rested on misreadings, Robert Fogelin begins by providing a narrative of the way Humes argument actually unfolds. What Humes critics (and even some of his defenders) have failed to see is that Humes primary argument depends on fixing the appropriate standards of evaluating testimony presented on behalf of a miracle. Given the definition of a miracle, Hume quite reasonably argues that the standards for evaluating such testimony must be extremely high. Hume then argues that, as a matter of fact, no testimony on behalf of a religious miracle has even come close to meeting the appropriate standards for acceptance. Fogelin illustrates that Humes critics have consistently misunderstood the structure of this argument--and have saddled Hume with perfectly awful arguments not found in the text. He responds first to some early critics of Humes argument and then to two recent critics, David Johnson and John Earman. Fogelins goal, however, is not to bash the bashers, but rather to show that Humes treatment of miracles has a coherence, depth, and power that makes it still the best work on the subject.ReviewWhat a joy to read a philosophy book that is graceful, clear, and short. . . . Fogelin writes with the simplicity and immediacy of a distinguished mind. . . . [I]mpressively conceived and executed. ReviewWhat a joy to read a philosophy book that is graceful, clear, and short. . . . Fogelin writes with the simplicity and immediacy of a distinguished mind. . . . [I]mpressively conceived and executed. (Mark Sainsbury Times Literary Supplement ) This book provides a subtle reading of Hume it is both engaging and well argued and, it makes a useful addition to the recent literature concerning both Humes argument and testimony in general. (Dan OBrien Philosophy in Review )

Author: Pamela Woolner File Type: pdf Learning can take place anywhere. So does the detail of the physical surroundings provided by schools matter? After many years of minimal investment in school premises, schools in the UK are in the midst of a wave of planning, building and using new schools. This includes all English secondary schools, being renewed through Building Schools for the Future (BSF), as well as schemes for English primaries and programmes of school construction in Scotland and Wales. Starting from an educational perspective, and building on work in architectural design, Pamela Woolner gives an overview of current issues in the design of learning environments, covering the physical design of spaces and how that design impacts on the organisation of people in schools, their relationships and their teaching and learning. Filling the gap in understanding and knowledge between the worlds of architecture and education, this is essential reading for school leaders and all those engaged in thinking about how school design might be planned and arranged to facilitate learning and teaching.**