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Critical race theory : an introduction / by Delgado, Richard,author.(CARDINAL)276997; Harris, Angela P.,1961-writer of foreword.; Stefancic, Jean,author.;
Includes bibliographical references and index.Foreword / Angela Harris -- I. Introduction -- What is critical race theory? -- Early origins -- Relationship to previous movements -- Principal figures -- Spin-off movements -- Basic tenets of critical race theory -- How much racism is there in the world? -- II. Hallmark critical race theory themes -- Interest convergence, material determinism, and racial realism -- Revisionist history -- Critique of liberalism -- Structural determinism -- Tools of thought and the dilemma of law reform -- The empathic fallacy -- Serving two masters -- Race remedies law as a homeostatic device -- III. Legal storytelling and narrative analysis -- Opening a window onto ignored or alternative realities -- Counterstorytelling -- Cure for silencing -- Storytelling in court -- Storytelling on the defensive -- IV. Looking inward -- Intersectionality -- Essentialism and Antiessentialism -- Nationalism versus assimilation -- Racial mixture -- V. Power and the shape of knowledge -- The Black-White binary -- Critical White studies -- Other developments : Latino and Asian critical thought, critical race feminism, LGBT theory -- VI. Critiques and responses to criticism -- "External" criticism -- "Internal" criticism -- The activist critiques -- Critique of the intellectual heart of the movement -- Critical race theory as a method of inquiry in new fields and countries -- VII.Critical race theory today -- Right-wing offensive-- Front-burner issues -- Race, class, welfare, and poverty -- Policing and criminal justice -- Hate speech, language rights, and school curricula -- Affirmative Action and color blindness -- Globalization and immigration -- Voting rights -- Identity -- Critical empirical analysis -- VIII. Conclusion -- The future -- A critical race agenda for the new century -- Likely responses to the critical race theory movement -- Critical race theory becomes the new civil rights orthodoxy -- Critical race theory marginalized and ignored -- Critical race theory analyzed but rejected -- Partial incorporation."Since the publication of the first edition of [this book], the United States has lived through two economic downturns, an outbreak of terrorism, and the onset of an epidemic of hate directed against immigrants, especially undocumented Latinos and Middle Eastern people. On a more hopeful note, the country elected and re-elected its first black president and has witnessed the impressive advance of gay rights. As a field, critical race theory has taken note of all these developments, and this primer does so as well. It not only covers a range of emerging new topics and events, it also addresses the rise of a fierce wave of criticism from right-wing websites, think tanks, and foundations, some of which insist that America is now colorblind and has little use for racial analysis and study."--
Subjects: Critical legal studies; Race discrimination;
Available copies: 4 / Total copies: 5
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The open society and its enemies : one-volume editions / by Popper, Karl R.(Karl Raimund),1902-1994.(CARDINAL)151125; Soros, George,writer of foreword.(CARDINAL)755444; Ryan, Alan,1940-writer of introduction.(CARDINAL)125920; Gombrich, E. H.(Ernst Hans),1909-2001.Personal recollections of the publication of the Open society.;
Includes bibliographical references and index.Foreword / George Soros -- Introduction / Alan Ryan -- 'Personal recollections of the publication of the Open society' / E. H. Gombrich -- Acknowledgments -- Preface to the first edition -- Preface to the second edition -- Author's introduction.Volume one: The spell of Plato (The myth of origin and destiny [1. Historicism and the myth of destiny ; 2. Heraclitus ; 3. Plato's theory of forms or ideas] ; Plato's descriptive sociology [4. Change and rest ; 5. Nature and convention] ; Plato's political programme [6. Totalitarian justice ; 7. The principle of leadership ; 8. The philosopher king ; 9. Aestheticism, perfectionism, utopianism] ; The background of Plato's attack [10. The open society and its enemies] ; Addenda (1957, 1961, 1965))Volume two: The high tide of prophecy (The rise of oracular philosophy [11. The Aristotelian roots of Hegelianism ; 12. Hegel and the new tribalism] ; Marx's method [13. Marx's sociological determinism ; 14. The autonomy of sociology ; 15. Economic historicism ; 16. The classes ; 17. The legal and the social system] ; Marx's prophecy [18. The coming of socialism ; 19. The social revolution ; 20. Capitalism and its fate ; 21. An evaluation of the prophecy] ; Marx's ethics [22. The moral theory of historicism] ; The aftermath [23. The sociology of knowledge ; 24. Oracular philosophy and the revolt against reason] ; Conclusion [25. Has history any meaning?] ; Addenda (1961, 1965))One of the most important books of the twentieth century, Karl Popper's The Open Society and Its Enemies is an uncompromising defense of liberal democracy and a powerful attack on the intellectual origins of totalitarianism. Popper was born in 1902 to a Viennese family of Jewish origin. He taught in Austria until 1937, when he emigrated to New Zealand in anticipation of the Nazi annexation of Austria the following year, and he settled in England in 1949. Before the annexation, Popper had written mainly about the philosophy of science, but from 1938 until the end of the Second World War he focused his energies on political philosophy, seeking to diagnose the intellectual origins of German and Soviet totalitarianism. The Open Society and Its Enemies was the result. An immediate sensation when it was first published in two volumes in 1945, Popper's monumental achievement has attained legendary status on both the Left and Right and is credited with inspiring anticommunist dissidents during the Cold War. Arguing that the spirit of free, critical inquiry that governs scientific investigation should also apply to politics, Popper traces the roots of an opposite, authoritarian tendency to a tradition represented by Plato, Marx, and Hegel. In a substantial new introduction written for this edition, acclaimed political philosopher Alan Ryan puts Popper's landmark work in biographical, intellectual, and historical context. Also included is a personal essay by eminent art historian E.H. Gombrich, in which he recounts the story of the book's eventual publication despite numerous rejections and wartime deprivations.--
Subjects: Philosophy.; Social sciences.;
Available copies: 1 / Total copies: 1
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The grand delusion : what we know but don't believe / by Hagen, Steve,1945-author.(CARDINAL)389141;
"Robert Pirsig wrote of Steve Hagen's first book, Why the World Doesn't Seem to Make Sense, "For those who are certain that objectivity and intellect are the ground floor of all knowledge, this can be a valuable trip to the sub-basement." Now, in The Grand Delusion, Hagen drills deeper, into the most basic strengths, assumptions, and limitations of religion and belief, philosophy and inquiry, science, and technology. In doing so, he shines new light on the question Why is there Something rather than Nothing?-and shines this light from an entirely unexpected (and largely unexplored) direction. Using a provocative mix of examples from physics, philosophy, religion, myth, neuroscience, and mathematics-and a clever, shade-throwing Socratic dialogue between Hagen and his foil, "ANYONE"-this book also offers a fresh perspective on other questions that science, philosophy, and religion have long grappled with. Such topics include: · What does it mean to exist? · What is mind? · What constitutes a measurement? · What exactly is motion? Layer by layer, Hagen examines the questions we ask, the way we ask them, the assumptions and beliefs we hold dear, and the ways in which we separate ourselves from the very answers we seek. In the process, he draws on sources that include Huang Po, Richard Feynman, Sir Arthur Eddington, Hui-Neng, Susan B. Anthony, Daniel Dennett, Joseph Campbell, Dogen, Emily Dickinson, Nagarjuna, Ikkyu, William I. McLaughlin, Sam Harris, and Henry David Thoreau. Ultimately, this book reveals how all of these fundamental questions-and many, many more-stem from a single error, a single unwarranted belief, a single Grand Delusion. The Grand Delusion helps readers move past this delusion into insight that can settle these age-old and seemingly intractable questions"--
Subjects: Knowledge, Theory of.; Belief and doubt.;
Available copies: 2 / Total copies: 2
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Enriching comprehension with visualization strategies [videorecording] : text elements and ideas to build comprehension, encourage reflective reading, and represent understanding / by Wilhelm, Jeffrey D.,1959-(CARDINAL)394815;
Includes bibliographical references (pages 202-204) and index.Frequently-asked questions about visualization strategies : the why, when, and how -- Reading is seeing: Why teaching students to visualize is so important -- What does it mean to teach? : Grounding our instruction in current research and theory -- Visual strategies: part of the processes and products of inquiry: Inquiring minds know how to see and model -- Using our lives to see what we read: Introductory visualization techniques -- From the known to the new: Building background before and during reading -- Time after time: Sequencing strategies that help students meet the next reading challenge -- Sequences for finding main ideas: Learning to get to the gist -- Technology to promote visualizing, reading, and composing: 21st Century multimedia and mutimodal literacies -- Making the scene! Seeing and summarizing characters, events, and situations -- Moving past main ideas: Identifying, place-holding, and interpreting key ideas to create knowledge -- Visualization, formative assessment, and reflective teaching: Learning from students how to best teach them. Afterword: To make learning visible.This book provides a wealth of enactment techniques that help students apply their social, physical, and intellectual selves to the books they read to help improve their comprehension. Includes a range of visualization strategies that teach students to picture scenes, events, settings, characters, and ideas. The accompanying DVD demonstrates visualization techniques at work in classrooms, as well as forms and PDFs.
Subjects: Video recordings.; Reading comprehension; Thought and thinking;
Available copies: 1 / Total copies: 1
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Baby steps to STEM : infant and toddler science, technology, engineering, and math activities / by Barbre, Jean,author.(CARDINAL)401197;
"Innately curious, infants and toddlers love to explore, investigate, and discover-making the earliest years a perfect time to begin teaching the foundations of STEM. This book defines what science, technology, engineering, and math education looks like for this age group, and why it is so vital for children to develop STEM knowledge. Expand your understanding of STEM to lay the foundation for children to develop skills in critical thinking, communication, collaboration, and creativity. This book supplies fifty play-based developmentally appropriate activities for introducing STEM. All activities include extensions, inquiry questions, and tips on how to help parents strengthen children's learning at home. Jean Barbre, EdD, holds a master's degree in child and family studies from California State University Long Beach, a master's degree in counseling from California State University Fullerton, and a doctorate degree in educational leadership from Pepperdine University. She has more than thirty years of experience working with children and families in a variety of roles and currently teaches early childhood courses in community college and California State University system as well as presents at professional conferences across the country"--"Jean Barbre's newest book offers rich, play-based, and developmentally appropriate STEM activities for the youngest of children--infants, toddlers, and twos. It also provides teachers with a strong basis of theory and practice in support of early childhood STEM education, instilling an awareness of the teachable STEM moments and suggesting a plethora of strategies, techniques, tips, and tools to lay the foundation for young children's twenty-first century STEM learning"--How infants, toddlers, and twos learn -- The role of the caregiver -- Enhancing STEM learning in young children -- STEM activities.Includes bibliographical references and index.
Subjects: Science; Technology; Engineering; Mathematics;
Available copies: 2 / Total copies: 3
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Ecology of consciousness : the alchemy of personal, collective, and planetary transformation / by Metzner, Ralph,author.(CARDINAL)349349;
Includes bibliographical references and index."Who are we, really? In The Ecology of Consciousness , a Harvard scholar and pioneer in the field of consciousness studies--well known for his groundbreaking psychedelic research with Ram Dass and Timothy Leary--presents an expansive work culminating decades of research in Eastern philosophy, shamanism, and more to guide you along the path of true consciousness and transformation.Questions surrounding consciousness have intrigued humankind throughout time, and have been addressed through a wide range of perspectives and traditions. From age-old philosophies to New Age spirituality, consciousness--and its various forms--has been the topic of much contemplation. This unique book is a comprehensive exploration that covers a wide range of disciplines and subjects within the framework of psychospiritual and consciousness studies.The Ecology of Consciousness revives ancient alchemical knowledge, spiritual traditions, and thoughtful theories about consciousness--drawing on ancient Eastern philosophy, shamanism, mythology, and others sources, and covering topics such as personal growth and reincarnation--to give you an expansive foundation for self-inquiry and transformation. Written by a leading authority, this book will give you a deeper understanding of consciousness, show you how to access your own spiritual intelligence, teach youabout shamanic and alchemical traditions and connect them to healing practices of today.With this consciousness-expanding book, you'll explore the human life cycle from a spiritual perspective, reflect on your own personal journey, and discover which pathway guides your life purpose for your ultimate fulfillment, growth, and well-being."--
Subjects: Trivia and miscellanea.; Altered states of consciousness.; Consciousness;
Available copies: 0 / Total copies: 1
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Professional development in art museums : strategies of engagement through contemporary art / by Kletchka, Dana Carlisle,editor.(CARDINAL)355920; Carpenter, B. Stephen,II,editor.(CARDINAL)797784;
Includes bibliographical references.Foreword / Pat Villeneuve -- Introduction and acknowledgements / Dana Carlisle Kletchka and B. Stephen Carpenter, II -- Context : contextualizing professional development : -- A change of heart: art museum education and professional development for teachers / Melinda M. Mayer -- Doing research in circles: the promise of art educators engaged in collaborative inquiry / Leslie Gates -- Teacher professional development in the art museum: current practice and future implications / Anne Kraybill -- Mind the gap: art museum education, academia, and the future of our field / Dana Carlisle Kletchka -- Toward an active partnership: a teacher resource center in transition / Hajnal E. Eppley and Dale K. Hilton -- Black boys and museums: educators collaborate for cultural awareness through multicultural critical reflective practice / Melissa R. Crum and Keonna Hendrick -- Practitioner reflections of professional growth: university contemporary art museum as catalyst / Stephanie Harvey Danker -- The benefit of visual art professional development for preK teachers / Andrea Saenz Williams -- Practice : professional development in practice : -- Connecting collections: integrating modern and contemporary art into the classroom / Sharon Vatsky -- Constructing identity: a collaborative teacher workshop / Allison Taylor and Jennifer Doyle -- Art as a catalyst for connecting teachers and instruction / Jill Taylor and Ashley Weinard -- SummerVision DC: an intensive museum experience transforms into an evolving professional learning community (PLC) / Renee Sandell and Carole Henry -- Textures of identity: a social justice art education program for teachers in an art museum / Natasha S. Reid -- View from the gap: the teacher institute at the Museum Of Contemporary Art Chicago / Rachel Harper and Lydia Ross -- Theory : theoretical perspectives and possibilities : -- Envisioning art museum education as social practice / Dana Carlisle Kletchka and B. Stephen Carpenter, II -- Art museums, teachers, and value: the "hidden curriculum" of professional development / Rebecca Shulman Herz -- Dialogues with diversity: addressing race and culture with students in art museum education / Alphonso Walter Grant and J. Célèste Kee -- Models of co-expertise in teacher professional development / William Crow, Mike Murawski, Rachel Stark, and Rosalie Tucker -- Resolving betwixt and between: curriculum, curation, and an emerging model for exhibition development with teachers / Ann Rowson Love -- Co-constructing triple-voiced narratives in the museum / Eunjung Choi -- Afterword: noticing, revealing / Susan Michael (Hazelroth) Barrett and Terry Barrett -- About the contributors.Professional Development in Art Museums: Strategies of Engagement Through Contemporary Art explores the research and practice of professional development for preK-12 teachers in art museums, with emphasis on curricular possibilities, conceptual considerations, historical precedents, learner-centered teaching, critical teaching strategies, and communities of practice. Three sections fill this book with examples, strategies, and possibilities for educators interested in enriching teaching and learning in conversation with the art and issues of our times. In this innovative anthology, co-editors Dana Carlisle Kletchka and B. Stephen Carpenter, II have compiled translations and examinations of theory and practice at the intersection of collaborative professional development, art museums, and contemporary art. To this end, a diverse group of art educators and art museum educators add to a growing body of knowledge about the purposeful reflections and dialogues, inspiring curricula, and innovative pedagogies that inform professional development experiences in art museum contexts.--publisher's website.
Subjects: Art museums; Art museums; Art;
Available copies: 1 / Total copies: 1
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Thinking critically about the Kennedy assassination : debunking the myths and conspiracy theories / by Gagné, Michel Jacques,Author(DLC)n 2021049332;
Includes bibliographical references (pages 453-459) and index.Introduction: Knowledge and Conspiracy Theories -- PART I: MYTH AND COUNTER MYTH: Will the Real JFK Please Stand Up? -- Three Dead in Dallas: The "Official Story" -- The Kennedy Mystique: From Irish Mafia to Camelot -- Case Never Closed: The Evolving Conspiracy Narrative -- PART II: MOTIVE: "Like Caesar, He Is Surrounded by Enemies..." -- The Anti-Civil Rights Movement: Right Wing Racists, Nixon, and the FBI -- "Double Cross! Double Cross!": The Mafia and Jack Ruby -- Spooks and Nukes: The CIA and its War on Cuba -- Dominoes and Dictators: The Pentagon and the War in Vietnam -- "A Damned Murder, Inc.!": LBJ and the Warren Commission -- "I'm Just a Patsy!": Lee Harvey Oswald's Life and Motive -- PART III: MEANS: "It's Gonna Be a Turkey Shoot!" -- The Shooting Gallery: The Motorcade and Dealey Plaza -- The Man in the High Window: The Evidentiary Case Against Lee Harvey Oswald -- Going Ballistic: Of Missing and Magic Bullets -- PART IV: OPPORTUNITY: "We're Through the Looking Glass Here!" -- The Secret Cleaning Service: Did JFK's Bodyguards Cover Up a Conspiracy? -- Of Missing Wounds and Fake X-Rays: Was JFK's Autopsy a Fraud? -- Crop Marks on My Face: Were Lee Oswald's Backyard Photos Doctored? -- America's Bloodiest Home Video: Is the Zapruder Film Authentic? -- Conclusion: Why Conspiracists Rewrite the Past.Thinking Critically About the Kennedy Assassination uses the tools of critical thinking, historical research, and philosophical inquiry to debunk the many myths and conspiracy theories surrounding JFK's shocking and untimely death. As we approach the sixtieth anniversary of the violent public assassination of President John F. Kennedy, over half of all Americans surveyed continue to believe that he was killed by a conspiracy involving multiple assassins. Through its reasoned and detailed analysis of the content and evolution of JFK conspiracy narratives, this book also serves as a comprehensive case study of paranoid reasoning and modern mythmaking. The book's opening chapters lay out the 'official' academic consensus concerning the Kennedy assassination (better known as the 'Lone Gunman Theory') and discuss the origins of popular interpretations of Kennedy's life and death, such as the nostalgic myth of 'Camelot,' the unsympathetic 'Irish Mafia' narrative, and the many conspiracy theories critical of both. Subsequent sections scrutinize the alleged motives of leading conspiracy suspects, the ballistic, forensic, and medical evidence related to JFK's murder, and the most popular 'proofs' of an enduring government cover-up. The book concludes that no clear evidence exists to suggest that JFK was the victim of a conspiracy and ends with a discussion of the causes and consequences of paranoid thinking in contemporary public discourse.
Subjects: Kennedy, John F. (John Fitzgerald), 1917-1963; Conspiracies;
Available copies: 1 / Total copies: 1
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Creating cultures of thinking : the 8 forces we must master to truly transform our schools / by Ritchhart, Ron.(CARDINAL)830534;
Includes bibliographical references and index.Machine generated contents note: List of Tables and Figures Acknowledgments About the Author Introduction: Demystifying Group and Organizational Culture A New Standard for Education The Forces that Shape Culture Tools for Transformation Chapter 1. The Purpose and Promise of Schools Thinking Differently about Outcomes Teaching as Enculturation Culture as the Enactment of a Story Uncovering the Old Story Taking a Hard Look at the Current Story Crafting a Different Story for Schools Enacting Our New Story, Realizing Our Vision Uncovering the Story of Your School or Classroom Chapter 2. Expectations: Recognizing How Our Beliefs Shape Our Behavior Focusing Students on the Learning vs. the Work Teaching for Understanding vs. Knowledge Encouraging Deep vs. Surface Learning Strategies Encouraging Independence vs. Dependence Developing a Growth vs. a Fixed Mindset Exploring and Developing Expectations Chapter 3. Language: Appreciating Its Subtle Yet Profound Power The Language of Thinking The Language of Community The Language of Identity The Language of Initiative The Language of Mindfulness The Language of Praise and Feedback Conclusion Becoming Proficient Users of the Languages of the Classroom Chapter 4. Time: Learning to Be Its Master Rather than Its Victim Recognizing Time as a Statement of Values Learn to Prioritize and Always Prioritize Learning Giving Thinking Time Invest Time to Make Time Manage Energy Not Time It's Time to Rethink Time Rethinking Time Chapter 5. Modeling: Seeing Ourselves through Our Students' Eyes Dispositional Apprenticeship: Being Role Models of Learning and Thinking Cognitive Apprenticeship: Making Our Thinking Visible Gradual Release of Responsibility: Modeling for Independence Interactive Modeling: Learning from Examples, Practice, and Reflection Learning from Models Modeling for the Development of Thinking, Learning, and Independence Chapter 6. Opportunities: Crafting the Vehicles for Learning Constructing Character: UsingMathematics to Understand Othello's Iago VoiceThread: Using Story Telling to Understand Migration Music 2 Save Music Categorizing, Recognizing, and Realizing Learning Opportunities Analyzing and Creating Opportunities for Learning Chapter 7. Routines: Crafting the Vehicles for Learning A Routine Is More than an Activity Using Claim-Support-Question to Delve into Number Theory in Fifth Grade More Than a Game: Differentiating Mathematics in Second Grade Making CSQ Fly in Secondary Mathematics Tools, Structures, and Patterns: Establishing Routines in the Classroom Making Thinking Routine in Our Classrooms Chapter 8. Interactions: Forging Relationships that Empower Learners New Roles for Students: Empowering Disenfranchised Learners Beyond Sit and Get: Teaching Students to Build on One Another's Ideas Building Culture through Affect and Actions Shaping Interactions through Roles Asking "Good" Questions Creating New Patterns of Discourse Promoting Interactions that Support Thinking and Learning Chapter 9. Environment: Using Space to Support Learning and Thinking New Learning in an Old Container Curating a Classroom Designing for Thinking Creating Environments to Enhance Learning and Build Culture: Four Fronts Creating Environments that Bring Out the Best in Learners Chapter 10. Moving Toward Transformation Supporting Change on a Large Scale Building a Vision across a School District Learning Together for the Long Haul Creating Opportunities Building the Capacity of Teachers to Teach One Another Forming Inquiry Action Groups to Go Deeper Sameness and Difference in the Journey to a Culture of Thinking Appendix A. My Reflections on the Learning Activities in this Class Appendix B. Ladder of Feedback Appendix C. Success Analysis Protocol Appendix D. Looking at Students' Thinking Protocol Appendix E. Six Key Principles of the Cultures of Thinking Project Appendix F. Laying the Foundation for a Culture of Thinking Appendix G. Leading a Culture of Thinking at My School:Self-Assessment Appendix H. The Development of a Culture of Thinking in My Classroom: Self-Assessment Appendix I. Assessment Ladder: Reasoning With Evidence References Index ."Discover why and how schools must become places where thinking is valued, visible, and actively promoted. As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools, Ron Ritchhart, author of Making Thinking Visible, explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment. With the techniques and rich classroom vignettes throughout this book, Ritchhart shows that creating a culture of thinking is not about just adhering to a particular set of practices or a general expectation that people should be involved in thinking. A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work"--
Subjects: Thought and thinking; Critical thinking; Cognition in children.; Educational change;
Available copies: 1 / Total copies: 1
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