Man Of Many Minds Didactic Press Paperbacks

GALAXY IN DANGER!Somewhere, somehow, the first moves have been made-the pattern is beginning to emerge. Someone-or something-is on the way to supreme power over all the planets held by Man.And the Inter-stellar Corps is helpless to meet the threat-no normal man can hope to penetrate the conspiracy.But-the Corps has a man who isn't normal, a man with a very strange weapon......his mind.Exciting! Strange! Extraordinary! One of the most unusual science fiction adventures ever published.

Voodoo Hypothesis is a subversion of the imperial construct of "blackness" and a rejection of the contemporary and historical systems that paint black people as inferior, through constant parallel representations of "evil" and "savagery." Pulling from pop culture, science, pseudo-science and contemporary news stories about race, Lubrin asks: What happens if the systems of belief that give science, religion and culture their importance were actually applied to the contemporary "black experience"? With its irreverence toward colonialism, and the related obsession with post-colonialism and anti-colonialism, and her wide-ranging lines, deftly touched with an intermingling of Caribbean Creole, English patois and baroque language, Lubrin has created a book that holds up a torch to the narratives of the ruling class, and shows us the restorative possibilities that exist in language itself.

How did early modern English people write about themselves, and how do we listen to their voices four centuries later? The authors of Early Modern English Lives: Autobiography and Self-Representation 1500-1660 argue that identity is depicted through complex, subtle, and often contradictory social interactions and literary forms. Diaries, letters, daily spiritual reckonings, household journals, travel journals, accounts of warfare, incidental meditations on the nature of time, death and self-reflection, as well as life stories themselves: these are just some of the texts that allow us to address the social and historical conditions that influenced early modern self-writing. The texts explored in Early Modern English Lives do not automatically speak to our familiar patterns of introspection and self-inquiry. Often formal, highly metaphorical and emotionally restrained, they are very different in both tone and purpose from the autobiographies that crowd bookshelves today. Does the lack of emotional description suggest that complex emotions themselves, in all the depth and variety that we now understand (and expect of) them, are a relatively modern phenomenon? This is one of the questions addressed by Early Modern English Lives. The authors bring to our attention the kinds of rhetorical and generic features of early modern self-representation that can help us to appreciate people living four hundred years ago as the complicated, composite figures they were: people whose expression of identity involved an elaborate interplay of roles and discourses, and for whom the notion of privacy itself was a wholly different phenomenon.

This book explores a neglected feature of intellectual history and literature in the early modern period: the ways in which the body was theorized and represented as an intelligent cognitive agent, with desires, appetites, and understandings independent of the mind. It considers the works of early modern physicians, thinkers, and literary writers who explored the phenomenon of the independent and intelligent body. Charalampous rethinks the origin of dualism that is commonly associated with Descartes, uncovering hitherto unknown lines of reception regarding a form of dualism that understands the body as capable of performing complicated forms of cognition independently of the mind. The study examines the consequences of this way of thinking about the body for contemporary philosophy, theology, and medicine, opening up new vistas of thought against which to reassess perceptions of what literature can be thought and felt to do. Sifting and assessing this evidence sheds new light on a range of historical and literary issues relating to the treatment, perception, and representation of the human body. This book examines the notion of the thinking body across a wide range of genres, topics, and authors, including Montaigne’s Essays, Spenser’s allegorical poetry, Donne’s metaphysical poetry, tragic dramaturgy, Shakespeare, and Milton’s epic poetry and shorter poems. It will be essential for those studying early modern literature, cognition, and the body.

A dark, dystopian portrait of artists struggling to resist violent suppression—“queer, English, a masterpiece.” (Hilton Als) Set amid the rolling hills and the sandy shingle beaches of coastal Sussex, this disquieting novel depicts an England in which bland conformity is the terrifying order of the day. Violent gangs roam the country destroying art and culture and brutalizing those who resist the purge. As the menacing “They” creep ever closer, a loosely connected band of dissidents attempt to evade the chilling mobs, but it’s only a matter of time until their luck runs out. Winner of the 1977 South-East Arts Literature Prize, Kay Dick’s They is an uncanny and prescient vision of a world hostile to beauty, emotion, and the individual.

Decades before educators began to draw teaching and learning implications from neuroscientists’ groundbreaking findings on brain plasticiy, Reuven Feuerstein had already theorized it and developed practices for teaching and developing higher level cognition and learning for all students, even those with Down syndrome and other learning disabilities. His mediated learning, enrichment instruments, and dynamic assessment are used in urban districts in the United States and around the world to raise student achievement, success levels, and self-regulation. In this final work, Feuerstein provides a first-person reflective narrative of the implementation of mediated learning experience (MLE) past and present, including stories, new insights, observations, and newly formulated concepts on MLE and how it contributes to higher-level thinking and overcoming disability. Featuring both educational and clinical case examples, it offers a more detailed picture of the practical applications than any other publication to date. Those familiar with Feuerstein’s methods will find this book an important resource in deepening their knowledge. It is also essential reading for all educators looking for approaches that promote thinking skills that improve educational outcomes for diverse learners. Book Features: Provides stories of Feuerstein’s inspirational journey as a teacher and learner, often working with special needs children and youth. Relates mediated learning to contemporary learning environments Explores theory and research on whether spiritual and behavioral practices change the brain. Includes chapters devoted to questioning techniques and the effects of modern media access to the development of thinking skills. “Reuven Feuerstein’s concepts will continue to enrich cognitive developmental thinking and research and to bring a richer, fuller cognitive development to children, youth, and adults around the world.” —From the Foreword by H. Carl Haywood, Vanderbilt University “Educators who are devoted to enhancing the intellectual functioning of learners need this book. The principles, skills, and strategies of Mediated Learning should become a prerequisite for all teachers. Reuven Feuerstein has made the world a more thoughtful place.” —Arthur L. Costa, professor emeritus, California State University and co-founder, Institute for Habits of Mind International