Augustine's dialogue De libero arbitrio (On Free Choice) is, with his Confessions and City of God, one of his most important and widely read works. It contains one of the earliest accounts of the concept of 'free will' in the history of philosophy. Composed during a key period in Augustine's early career, between his conversion to Christianity and his ordination as a bishop, it has often been viewed as a an incoherent mixture of his 'early' and 'late' thinking. Simon Harrison offers an original account of Augustine's theory of will, taking seriously both the philosophical arguments and literary form of the text. Relating De libero arbitrio to other key texts of Augustine's, in particular the City of God and the Confessions, Harrison shows that Augustine approaches the problem of free will as a problem of knowledge: how do I know that I am free?, and that Augustine uses the dialogue form to instantiate his 'way into the will'.

Many anthropological accounts of warfare in indigenous societies have described the taking of heads of other body parts as trophies. But almost nothing is known of the prevalence of trophy-taking of this sort in the armed forces of contemporary nation-states. This book is a history of this type of misconduct among military personnel over the past two centuries, exploring its close connections with colonialism, scientific collecting and concepts of race, and how it is a model for violent power relationships between groups.

Western societies draw crucially on concepts of the 'individual' in constructing their images of the ethnic group and nation and define these in terms of difference. This study explores the implications of these constructs for Western understanding of social order and ethnic conflicts. Comparing them with the forms of cultural identity characteristic of Melanesia as they have developed since pre-colonial times, the author arrives at a surprising conclusion: he argues that these kinds of identities are more properly and adequately viewed as forms of disguised or denied resemblance, and that it is these covert commonalities that give rise to, and prolong, social divisions and conflicts between groups.

Western societies draw crucially on concepts of the 'individual' in constructing their images of the ethnic group and nation and define these in terms of difference. This study explores the implications of these constructs for Western understanding of social order and ethnic conflicts. Comparing them with the forms of cultural identity characteristic of Melanesia as they have developed since pre-colonial times, the author arrives at a surprising conclusion: he argues that these kinds of identities are more properly and adequately viewed as forms of disguised or denied resemblance, and that it is these covert commonalities that give rise to, and prolong, social divisions and conflicts between groups.

What is the role of the humanities in the modern school? Should geography, history, RE and Citizenship teachers remain faithful to long-standing subject cultures and pedagogies? Or is there another way to consider how the curriculum, and the notion of individual subjects and teachers? pedagogy, could be constructed?

Drawing on case studies taken from a range of innovative secondary schools, and interrogating the use of cross-curricular approaches in UK schools, Cross-Curricular Teaching and Learning in Humanities constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas.

Key features include:

• Clear theoretical frameworks for cross-curricular processes of teaching and learning in the humanities
• Lively and engaging text that blends key issues with stories of current practice
• An analysis of the use of assessment, enquiry, and pupil talk as key components in building a cross-curricular approach to the humanities
• Practical and reflective tasks that enable to reader to apply their reading to day to day practice, alongside links to professional standards
• Summaries of key research linked to suggestions for further reading
• Professional development activities to promote cross-curricular dialogue

Part of the Cross-Curricular Teaching and Learning in the Secondary School series, this timely interdisciplinary textbook is essential reading for all students on Initial Teacher Training courses and practising teachers looking to holistically introduce cross-curricular themes and practices in secondary Humanities teaching.

This book dives into the mise-en-scene of contemporary China to explore the "becoming cinema" of Chinese cities, societies, and subjectivities. Set in the wake of China's radical and rapid period of urbanization and infrastructural transformation, and situating itself in the processual city of Ningbo, the book combines empirical, ficto-critical, and philosophical methods to generate a dynamic account of everyday life as new forms of consumer culture bed in. Harnessing a Realist approach that allows for different scales of analysis, the book zooms in on five architectural assemblages including: surreal real estate showrooms; a fragmented history museum; China's "first and best" Sino-foreign university; a new "Old town"; and weird gamified "any-now(here)-spaces." Together these modern arrangements and machines for living cast light upon the broader picture sweeping up greater China.

This is an extremely interesting book with a strong argument overall...It is extremely readable, makes anthropological analysis accessible and does not over-exoticize the topic. Most admirably, the author keeps a tight focus on cross-cultural analysis...The bibliography is comprehensive and will also be a very useful tool for interested readers and researchers. I can't think of anything like it in the extant literature; it bridges colonial North American and 20th century Pacific warfare, for instance. . Laura Peers, University of Oxford

This is a wonderful book, which I found quite compulsive reading, and this is due not only to the compelling and often indeed disturbing subject that it focuses on, but also to the accessible yet sophisticated writing style of its author. . Joost Fontein, University of Edinburgh

Many anthropological accounts of warfare in indigenous societies have described the taking of heads or other body parts as trophies. But almost nothing is known of the prevalence of trophy-taking of this sort in the armed forces of contemporary nation-states. This book is a history of this type of misconduct among military personnel over the past two centuries, exploring its close connections with colonialism, scientific collecting and concepts of race, and how it is a model for violent power relationships between groups.

Simon Harrison is Professor of Social Anthropology at the University of Ulster and has carried out ethnographic fieldwork among the people of Avatip in Papua New Guinea. He is the author of, among other works, "The Mask of War" (Manchester University Press, 1993) and "Fracturing Resemblances: Identity and Mimetic Conflict in Melanesia and the West" (Berghahn Books, 2005).

What is the role of the humanities in the modern school? Should geography, history, RE and Citizenship teachers remain faithful to long-standing subject cultures and pedagogies? Or is there another way to consider how the curriculum, and the notion of individual subjects and teachers pedagogy, could be constructed?

Drawing on case studies taken from a range of innovative secondary schools, and interrogating the use of cross-curricular approaches in UK schools, Cross-Curricular Teaching and Learning in Humanities constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas.

Key features include:

• Clear theoretical frameworks for cross-curricular processes of teaching and learning in the humanities
• Lively and engaging text that blends key issues with stories of current practice
• An analysis of the use of assessment, enquiry, and pupil talk as key components in building a cross-curricular approach to the humanities
• Practical and reflective tasks that enable to reader to apply their reading to day to day practice, alongside links to professional standards
• Summaries of key research linked to suggestions for further reading
• Professional development activities to promote cross-curricular dialogue

Part of the Cross-Curricular Teaching and Learning in the Secondary School series, this timely interdisciplinary textbook is essential reading for all students on Initial Teacher Training courses and practising teachers looking to holistically introduce cross-curricular themes and practices in secondary Humanities teaching.

This book, first published in 2000, is a general and comprehensive treatment of the political thought of ancient Greece and Rome. It begins with Homer and ends in late antiquity with Christian and pagan reflections on divine and human order. In between come studies of Plato, Aristotle and a host of other major and minor thinkers - poets, historians, philosophers - whose individuality is brought out by extensive quotation. The international team of distinguished scholars assembled by the editors includes historians of law, politics, culture and religion, and also philosophers. Some chapters focus mostly on the ancient context of the ideas they are examining, while others explore these ideas as systems of thought which resonate with modern or perennial concerns. This clearly written volume will long remain an accessible and authoritative guide to Greek and Roman thinking about government and community.

This book dives into the mise-en-scene of contemporary China to explore the "becoming cinema" of Chinese cities, societies, and subjectivities. Set in the wake of China's radical and rapid period of urbanization and infrastructural transformation, and situating itself in the processual city of Ningbo, the book combines empirical, ficto-critical, and philosophical methods to generate a dynamic account of everyday life as new forms of consumer culture bed in. Harnessing a Realist approach that allows for different scales of analysis, the book zooms in on five architectural assemblages including: surreal real estate showrooms; a fragmented history museum; China's "first and best" Sino-foreign university; a new "Old town"; and weird gamified "any-now(here)-spaces." Together these modern arrangements and machines for living cast light upon the broader picture sweeping up greater China.

This edited collection about good practice for mental health chaplains and other related professionals looks at how spirituality is viewed across mental health fields. It identifies what mental health chaplaincy is, how mental health chaplaincy interacts with other organisations like the NHS, and what good practice means with examples of positive and fulfilling experiences in mental health settings. The chapters consider some of the main issues of working with the mental health community, such as the place of volunteers, the recovery process, religious diversity and patient safety. They are followed by uplifting case studies, including service user perspectives, to provide a valuable overall insight into mental health chaplaincy and its context in wider mental health services.