Walk the Camino Ingles or `English Way' from the Spanish seaport cities of A Coruna or Ferrol on the path long-trodden by British pilgrims arriving by sea. This lesser-known Camino route showcases the misty forests and enigmatic culture of Galicia, and can be walked in 4-7 days. With full-color stage maps and city maps, you'll always know where you and where you're going. Detailed accommodations listings show everything you need to know about pilgrim hostels (albergues) as well as private accommodations for each budget. Planning and route tips keep you informed, in a pocket-sized book with no fluff.

Ethnographic inquiry serves as a unique educational resource that is accessible to students and teachers of all economic and social classes and therefore well suited to building democratic communities in the 21st Century. This book is about teachers, students and parents in the Republic of Kazakhstan who opened new educational directions and democratic possibilities for themselves through a series of ethnographic studies about their local communities. By unfolding practical experiences of teachers and students with ethnographic study, this book builds and expands understanding about education and democracy across five points of view: Renewing professional development and building academic knowledge through ethnographic inquiry Acquiring democratic living through ethnographic study of participatory, caring citizenship Connecting democratic ways of life with ethnographic study of identity formation in diverse communities Building knowledge about democratic perspectives through reflexive reading and writing about ethnographic inquiry Building meaningful education at the intersections of ethnographic inquiry, literacy practices and theorizing about local communities The authors propose that teacher and student-led ethnographic inquiries develop educational experiences that enrich educators' professional growth and provide innovative research opportunities for them and their students that generate up-to-date academicknowledge, which can be used to inform course offerings, design lessons and address state policy mandates.

Hume's Science of Human Nature is an investigation of the philosophical commitments underlying Hume's methodology in pursuing what he calls 'the science of human nature'. It argues that Hume understands scientific explanation as aiming at explaining the inductively-established universal regularities discovered in experience via an appeal to the nature of the substance underlying manifest phenomena. For years, scholars have taken Hume to employ a deliberately shallow and demonstrably untenable notion of scientific explanation. By contrast, Hume's Science of Human Nature sets out to update our understanding of Hume's methodology by using a more sophisticated picture of science as a model.

Hume's Science of Human Nature is an investigation of the philosophical commitments underlying Hume's methodology in pursuing what he calls 'the science of human nature'. It argues that Hume understands scientific explanation as aiming at explaining the inductively-established universal regularities discovered in experience via an appeal to the nature of the substance underlying manifest phenomena. For years, scholars have taken Hume to employ a deliberately shallow and demonstrably untenable notion of scientific explanation. By contrast, Hume's Science of Human Nature sets out to update our understanding of Hume's methodology by using a more sophisticated picture of science as a model.

Kant's Inferentialism draws on a wide range of sources to present a reading of Kant's theory of mental representation as a direct response to the challenges issued by Hume in A Treatise of Human Nature. Kant rejects the conclusions that Hume draws on the grounds that these are predicated on Hume's theory of mental representation, which Kant refutes by presenting objections to Hume's treatment of representations of complex states of affairs and the nature of judgment. In its place, Kant combines an account of concepts as rules of inference with a detailed account of perception and of the self as the locus of conceptual norms to form a complete theory of human experience as an essentially rule-governed enterprise aimed at producing a representation of the world as a system of objects necessarily connected to one another via causal laws. This interpretation of the historical dialectic enriches our understanding of both Hume and Kant and brings to bear Kant's insights into mental representation on contemporary debates in philosophy of mind. Kant's version of inferentialism is both resistant to objections to contemporary accounts that cast these as forms of linguistic idealism, and serves as a remedy to misplaced Humean scientism about representation.

Bashō 's Haiku offers the most comprehensive translation yet of the poetry of Japanese writer Matsuo Bashō (1644-1694), who is credited with perfecting and popularizing the haiku form of poetry. One of the most widely read Japanese writers, both within his own country and worldwide, Bashō is especially beloved by those who appreciate nature and those who practice Zen Buddhism. Born into the samurai class, Bashō rejected that world after the death of his master and became a wandering poet and teacher. During his travels across Japan, he became a lay Zen monk and studied history and classical poetry. His poems contained a mystical quality and expressed universal themes through simple images from the natural world. David Landis Barnhill's brilliant book strives for literal translations of Bashō 's work, arranged chronologically in order to show Bashō 's development as a writer. Avoiding wordy and explanatory translations, Barnhill captures the brevity and vitality of the original Japanese, letting the images suggest the depth of meaning involved. Barnhill also presents an overview of haiku poetry and analyzes the significance of nature in this literary form, while suggesting the importance of Bashō to contemporary American literature and environmental thought.

Academic freedom is under siege, as our universities become the sites of increasingly fraught battles over freedom of speech. While much of the public debate has focussed on 'no platforming' by students, this overlooks the far graver threat posed by concerted efforts to silence the critical voices of both academics and students, through the use of bureaucracy, legal threats and online harassment. Such tactics have conspicuously been used, with particularly virulent effect, in an attempt to silence academic criticism of Israel. This collection uses the controversies surrounding the Israeli-Palestinian conflict as a means of exploring the limits placed on academic freedom in a variety of different national contexts. It looks at how the increased neoliberalisation of higher education has shaped the current climate, and considers how academics and their universities should respond to these new threats. Bringing together new and established scholars from Palestine and the wider Middle East as well as the US and Europe, Enforcing Silence shows us how we can and must defend our universities as places for critical thinking and free expression.

Kant's Inferentialism draws on a wide range of sources to present a reading of Kant's theory of mental representation as a direct response to the challenges issued by Hume in A Treatise of Human Nature. Kant rejects the conclusions that Hume draws on the grounds that these are predicated on Hume's theory of mental representation, which Kant refutes by presenting objections to Hume's treatment of representations of complex states of affairs and the nature of judgment. In its place, Kant combines an account of concepts as rules of inference with a detailed account of perception and of the self as the locus of conceptual norms to form a complete theory of human experience as an essentially rule-governed enterprise aimed at producing a representation of the world as a system of objects necessarily connected to one another via causal laws. This interpretation of the historical dialectic enriches our understanding of both Hume and Kant and brings to bear Kant's insights into mental representation on contemporary debates in philosophy of mind. Kant's version of inferentialism is both resistant to objections to contemporary accounts that cast these as forms of linguistic idealism, and serves as a remedy to misplaced Humean scientism about representation.

A collection of Basho's prose works include all of his longer prose pieces--the travel journals and Saga Diary--along with eighty short essays in haibun, prose in the spirit of haiku.

Academic freedom is under siege, as our universities become the sites of increasingly fraught battles over freedom of speech. While much of the public debate has focussed on 'no platforming' by students, this overlooks the far graver threat posed by concerted efforts to silence the critical voices of both academics and students, through the use of bureaucracy, legal threats and online harassment. Such tactics have conspicuously been used, with particularly virulent effect, in an attempt to silence academic criticism of Israel. This collection uses the controversies surrounding the Israeli-Palestinian conflict as a means of exploring the limits placed on academic freedom in a variety of different national contexts. It looks at how the increased neoliberalisation of higher education has shaped the current climate, and considers how academics and their universities should respond to these new threats. Bringing together new and established scholars from Palestine and the wider Middle East as well as the US and Europe, Enforcing Silence shows us how we can and must defend our universities as places for critical thinking and free expression.

Ethnographic inquiry serves as a unique educational resource that is accessible to students and teachers of all economic and social classes and therefore well suited to building democratic communities in the 21st Century. This book is about teachers, students and parents in the Republic of Kazakhstan who opened new educational directions and democratic possibilities for themselves through a series of ethnographic studies about their local communities. By unfolding practical experiences of teachers and students with ethnographic study, this book builds and expands understanding about education and democracy across five points of view: Renewing professional development and building academic knowledge through ethnographic inquiry Acquiring democratic living through ethnographic study of participatory, caring citizenship Connecting democratic ways of life with ethnographic study of identity formation in diverse communities Building knowledge about democratic perspectives through reflexive reading and writing about ethnographic inquiry Building meaningful education at the intersections of ethnographic inquiry, literacy practices and theorizing about local communities The authors propose that teacher and student-led ethnographic inquiries develop educational experiences that enrich educators' professional growth and provide innovative research opportunities for them and their students that generate up-to-date academicknowledge, which can be used to inform course offerings, design lessons and address state policy mandates.

This book brings together an inter-disciplinary group of Palestinian, Israeli, American, British and Irish scholars who theorise 'the question of Palestine'. Critically committed to supporting the Palestinian quest for self determination, they present new theoretical ways of thinking about Palestine. These include the 'Palestinization' of ethnic and racial conflicts, the theorization of Palestine as camp, ghetto and prison, the tourist/activist gaze, the role of gendered resistance, the centrality of the memory of the 1948 Nakba (catastrophe) to the contemporary understanding of the conflict, and the historic roots of the contemporary discourse on Palestine. The book offers a novel examination of how the Palestinian experience of being governed under what Giorgio Agamben names a 'state of exception' may be theorised as paradigmatic for new forms of global governance. An indispensable read for any serious scholar.

Nature writing, as Thoreau knew, can be deeply subversive because it points to ways of living that diverge fundamentally from dominant attitudes. Thoreau would have welcomed these essays by America's most important nature writers, for in exploring our intrinsic relationship with the earth, they also consider our alienation from nature and how that alienation is manifested.
The book's principal focus is on the possibilities of being at home on the earth: Finding place, reinhabitation, and becoming native.The collection begins with essays by N. Scott Momaday and Leslie Marmon Silko, who accentuate the links between culture and nature. Other essays speak to the loss of place and to being stewards of nature and of bioregionalism, nativeness, and of interdependent communities, be they in rural areas or urban neighborhoods. Several essays address how our current ideologies of growth and individualism run counter to a sustainable relationship to the land and to each other. In the final three essays, Gary Snyder critiques various views of nature, Alice Walker articulates a vision of a responsive universe, and Linda Hogan celebrates the interaction of nature and human habitation. The contributors' views, writings, and contexts are variegated, but all share a sense that human identity is intimately tied to the land one lives on. And as in an ecosystem, the collection's great diversity yields abundant riches.
"At Home on the Earth" represents the cutting edge of environmental thinking in the United States today. Throughout, the interactions between humans and nature convey a politics of hope, one sustained by faith in place itself. As Gary Snyder writes, "We are all indigenous to this planet, this mosaic of wild gardens we are being called by nature and history to reinhabit in good spirit."