Teaching Double Negatives: Disadvantage and Dissent at Community College asks whether exploring narratives that subvert dominant Western paradigms of progress in classrooms enables students to re-narrate and represent their lives. In seven years of teaching literature and philosophy at Brooklyn's only community college, Robert Cowan worked with many kinds of disadvantaged students-those on welfare or homeless, single moms and the formerly incarcerated, traumatized war veterans, and immigrants from over 140 countries. These students had many reasons for wanting to dissent from the social norms that sought to define and marginalize them. One might imagine that disadvantaged students would identify with texts that are subversive, challenge dominant race/class/gender paradigms, and try to interrogate the globalized systems in which we live. But do they? Do the philosophies of Debord and Heidegger, the novels of Christa Wolf and Jean Genet, contemporary slave narratives and Dead Kennedys lyrics, poetry by Aime Cesiare and Taliban fighters, actually speak to them? Can you teach dissent to the disadvantaged and produce a positive result? Teaching Double Negatives explores the responses of students to texts from a variety of traditions and time-periods within the context of overarching theoretical debates about counter-enlightenment, globalization, multiculturalism, identification, recognition, and critical pedagogy. Teaching Double Negatives is an insightful collection that problematizes the assumptions of instructors and powerfully engages the intersectionality of students, appealing to readers across the educational spectrum.

Teaching Double Negatives: Disadvantage and Dissent at Community College asks whether exploring narratives that subvert dominant Western paradigms of progress in classrooms enables students to re-narrate and represent their lives. In seven years of teaching literature and philosophy at Brooklyn's only community college, Robert Cowan worked with many kinds of disadvantaged students-those on welfare or homeless, single moms and the formerly incarcerated, traumatized war veterans, and immigrants from over 140 countries. These students had many reasons for wanting to dissent from the social norms that sought to define and marginalize them. One might imagine that disadvantaged students would identify with texts that are subversive, challenge dominant race/class/gender paradigms, and try to interrogate the globalized systems in which we live. But do they? Do the philosophies of Debord and Heidegger, the novels of Christa Wolf and Jean Genet, contemporary slave narratives and Dead Kennedys lyrics, poetry by Aime Cesiare and Taliban fighters, actually speak to them? Can you teach dissent to the disadvantaged and produce a positive result? Teaching Double Negatives explores the responses of students to texts from a variety of traditions and time-periods within the context of overarching theoretical debates about counter-enlightenment, globalization, multiculturalism, identification, recognition, and critical pedagogy. Teaching Double Negatives is an insightful collection that problematizes the assumptions of instructors and powerfully engages the intersectionality of students, appealing to readers across the educational spectrum.

We are frequently confronted with arguments. Arguments are attempts to persuade us - to influence our beliefs and actions - by giving us reasons to believe this or that. Critical Thinking: A Concise Guide will equip students with the concepts and techniques used in the identification, analysis and assessment of arguments whatever the subject matter or context. Through precise and accessible discussion, this book provides the tools to become a successful critical thinker, one who can act and believe in accordance with good reasons, and who can articulate and make explicit those reasons. Key topics discussed include: Core concepts in argumentation How language can serve to obscure or conceal the real content of arguments How to distinguish argumentation from rhetoric How to avoid common confusions surrounding words such as 'truth', 'knowledge' and 'opinion' How to identify and evaluate the most common types of argument How to distinguish good reasoning from bad in terms of deductive validity and induction. This fifth edition has been revised and extensively updated throughout, including a significantly expanded range of 'complete examples', the introduction of Venn diagrams and the discussion of fake news and related phenomena arising in the contemporary scene. The dynamic Routledge Critical Thinking companion website provides thoroughly updated resources for both instructors and students, including new examples and case studies, flashcards, sample questions, practice questions and answers, student activities and a testbank of questions for use in the classroom. Visit www.routledge.com/cw/bowell.

We are frequently confronted with arguments. Arguments are attempts to persuade us - to influence our beliefs and actions - by giving us reasons to believe this or that. Critical Thinking: A Concise Guide will equip students with the concepts and techniques used in the identification, analysis and assessment of arguments whatever the subject matter or context. Through precise and accessible discussion, this book provides the tools to become a successful critical thinker, one who can act and believe in accordance with good reasons, and who can articulate and make explicit those reasons. Key topics discussed include: Core concepts in argumentation How language can serve to obscure or conceal the real content of arguments How to distinguish argumentation from rhetoric How to avoid common confusions surrounding words such as 'truth', 'knowledge' and 'opinion' How to identify and evaluate the most common types of argument How to distinguish good reasoning from bad in terms of deductive validity and induction. This fifth edition has been revised and extensively updated throughout, including a significantly expanded range of 'complete examples', the introduction of Venn diagrams and the discussion of fake news and related phenomena arising in the contemporary scene. The dynamic Routledge Critical Thinking companion website provides thoroughly updated resources for both instructors and students, including new examples and case studies, flashcards, sample questions, practice questions and answers, student activities and a testbank of questions for use in the classroom. Visit www.routledge.com/cw/bowell.

'What's the harm in using humour to put across what is true?' Gluttony, lust, and hypocrisy are just a few of the targets of Horace's Satires. Writing in the 30s BC, Horace exposes the vices and follies of his Roman contemporaries, while still finding time to reflect on how to write good satire and along the way revealing his own persona to be as flawed and bigoted as the people he attacks. Alongside famous episodes such as the fable of the town mouse and the country mouse, the explosive fart of Priapus, and the grotesque dinner party given by the nouveau-riche Nasidienus, these poems are stuffed full of comic vignettes, moral insights, and Horace's pervasive humanity. They influenced not only Persius and Juvenal but the long tradition of English satire, from Ben Jonson to W. H. Auden. These new prose translations by John Davie perfectly capture the ribald style of the original. In the Epistles, Horace uses the form of letters to his friends, acquaintances, foremen, and even the emperor to explore questions of philosophy and how to live a good life; and in 'The Art of Poetry' (the Ars poetica), he gives advice on poetic style that informed the work of writers and dramatists for centuries. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.

Evaluation is ubiquitous. Indeed, it isn't an exaggeration to say that we assess actions, character, events, and objects as good, cruel, beautiful, etc., almost every day of our lives. Although evaluative judgement - for instance, judging that an institution is unjust - is usually regarded as the paradigm of evaluation, it has been thought by some philosophers that a distinctive and significant kind of evaluation is perceptual. For example, in aesthetics, some have claimed that adequate aesthetic judgement must be grounded in the appreciator's first hand-hand perceptual experience of the item judged. In ethics, reference to the existence and importance of something like ethical perception is found in a number of traditions, for example, in virtue ethics and sentimentalism. This volume brings together philosophers working in aesthetics, epistemology, ethics, philosophy of mind, and value theory to investigate what we call 'evaluative perception'. Specifically, they engage with (1) Questions regarding the existence and nature of evaluative perception: Are there perceptual experiences of values? If so, what is their nature? Are perceptual experiences of values sui generis? Are values necessary for certain kinds of perceptual experience? (2) Questions about epistemology: Can evaluative perceptual experiences ever justify evaluative judgements? Are perceptual experiences of values necessary for certain kinds of justified evaluative judgements? (3) Questions about value theory: Is the existence of evaluative perceptual experience supported or undermined by particular views in value theory? Are particular views in value theory supported or undermined by the existence of evaluative perceptual experience?

Statius' Achilleid is perhaps the most remarkable of all Latin epic poems. Its project - to tell the whole life of Achilles - was cut short by the poet's untimely death. Yet the completed first book and the earliest part of the second have a charm and freshness matched only in some of Ovid's most lively and engaging work. The poem tells how the sea-nymph Thetis, in a vain attempt to save her son from his destined end in the Trojan war, hid him on the island of Scyros, disguised as a girl. There he fell in love with the beautiful Deidamia, but at the same time, with the idea of glory in war. His feminine disguise was eventually penetrated by Ulysses and Diomedes, who tricked him into exposure of his truly warlike aspirations. In relating this story Statius explores the nature of gender and the limits of the epic genre, while playfully and wittily positioning himself in the epic - and wider - poetic tradition. These themes are explored in a new introduction by Robert Cowan, which surveys the latest research on the poem. Its assessment, very much in the modern critical manner, contrasts with and complements the traditional textual and philological commentary by O.A.W. Dilke. The combination of these two distinct approaches will assist undergraduates and postgraduates in reading the text, and, at the same time, it will provide a valuable resource for the more advanced scholar.

The Making of the Modern Law: Legal Treatises, 1800-1926 includes over 20,000 analytical, theoretical and practical works on American and British Law. It includes the writings of major legal theorists, including Sir Edward Coke, Sir William Blackstone, James Fitzjames Stephen, Frederic William Maitland, John Marshall, Joseph Story, Oliver Wendell Holmes, Jr. and Roscoe Pound, among others. Legal Treatises includes casebooks, local practice manuals, form books, works for lay readers, pamphlets, letters, speeches and other works of the most influential writers of their time. It is of great value to researchers of domestic and international law, government and politics, legal history, business and economics, criminology and much more.++++The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to insure edition identification: ++++Harvard Law School LibraryCTRG95-B2199Includes index.Raleigh, N.C.: Presses of Edwards & Broughton Print. Co., c1907. 355 p.; 20 cm

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

A revolutionary and scientifically backed prevention and rescue treatment plan for migraine attacks. More than 30 million people suffer from debilitating headaches. Yet our understanding of the science behind migraines is still in its in-fancy. At the Keeler Center for the Study of Headache, Dr. Robert Cowan and his team of specialists conduct some of the most cutting-edge research in the field. Their treatment program, which combines the latest alternative and conventional therapy strategies, has helped thousands of sufferers manage their symptoms effectively and regain control of their lives. As Dr. Cowan explains, each patient presents unique sets of triggers and pain patterns and requires a customized treatment approach. The Keeler method helps migraine sufferers identify their own headache triggers and then create an individualized formula for dramatically decreasing the frequency and severity of these attacks. It also illustrates how to design a foolproof, reliable arescuea plan when necessary, and offers surprising information, such as: A- Why elimination diets and afoods to avoida lists may not work A- Why frequently prescribed medications can actually make a headache worse A- Why many headache treatments stop working over Time With a step-by-step program and expert advice throughout, The Keeler Migraine Method will be the most comprehensive guide to migraine management in the bookstore.