Reflection

A MANIFESTO FOR A LIBERATED LIFE Modern life is absurd. How can we be free? If you've ever wondered why you bother to go to work, or why so much consumer culture is crap, then this book is for you. Looking to history, literature and philosophy for inspiration, Tom Hodgkinson provides a joyful blueprint for a simpler and freer way of life. Filled with practical tips as well as inspiring reflections, here you can learn how to throw off the shackles of anxiety, bureaucracy, debt, governments, housework, supermarkets, waste and much else besides. Are you ready to be free? Read this book and find out. ***** 'One of the most provocatively entertaining, creatively subversive and, frankly, essential manifestoes of this or any moment' Time Out 'Crammed with laugh-out-loud jokes and witty put-downs . . . acts as a survival guide for everything from the government to housework. Random in its details, essential in its advice' Knave 'As a follow-up to his charming How to be Idle, Tom Hodgkinson offers nothing less than a manifesto of resistance to the modern world' Guardian

Ellen Rose seeks to initiate a much-needed discussion about what reflection is and should be. The word crops up repeatedly in the discourse of teaching and learning, but its meaning is often vague. True reflection -- deep, sustained thought that takes place in conditions of solitude and silence -- has been undermined by new technologies that speed up the flow information and the pace of life, as well as by contemporary schooling that unreflectively embraces technological and market imperatives in the name of outcomes, efficiencies, and the preparation of a global workforce. Drawing on a wide range of thinkers, past and present, Rose outlines the important role reflective thought can play in the classroom and in the world at large, and makes a powerful case for slowing down and returning to our thoughts.

Drawing on his own experience, and on Buddhist teachings, Western philosophy, psychology and literature, Ratnaguna provides a practical guide to reflection in its many forms. This is a book about reflection as a spiritual practice, about its importance, and about "e;what we think and how we think about it."e;

This is a book of reflections by A.A. members for A.A. members. It was first published in 1990 to fulfill a long-felt need within the Fellowship for a collection of reflections that moves through the calendar year--one day at a time. Each page contains a reflection on a quotation from A.A. Conference-approved literature, such as Alcoholics Anonymous, Twelve Steps and Twelve Traditions, As Bill Sees It and other books. These reflections were submitted by members of the A.A. Fellowship who were not professional writers, nor did they speak for A.A. but only for themselves, from their own experiences in sobriety. Thus the book offers sharing, day by day, from a broad cross section of members, which focuses on the Three Legacies of Alcoholics Anonymous: Recovery, Unity and Service. Daily Reflections has proved to be a popular book that aids individuals in their practice of daily meditation and provides inspiration to group discussions even as it presents an introduction for some to A.A. literature as a whole.

In university teachers'' hectic lives, finding space to reflect, restore, renew, and recommit can seem impossible. Jean Koh Peters and Mark Weisberg believe regular reflection is critical and have designed A Teacher''s Reflection Book to help teachers and other professionals find that space. Growing out of the authors'' extensive experience facilitating retreats and leading teaching and learning workshops, the book builds on their discoveries in those settings, supporting and promoting teachers'' self-directed development. Inviting that development, A Teacher''s Reflection Book is a cornucopia of stories, exercises, and examples that will inspire teachers to make reflection a cornerstone of their daily lives. With its multiple suggestions and strategies, it offers something for every reader, and is responsive to teachers'' needs at all stages of their careers. The book''s six chapters offer readers several perspectives from which to reflect. Some sections offer glimpses of teachers in the midst of their daily teaching lives, while others step away, inviting readers to reflect on what it means to have a vocation as a teacher. The book explores how we listen, a crucial yet rarely taught skill, essential for reflecting, as well as for learning and teaching. And it invites teachers to reflect on their students: who they are, and what and how they learn. For those latter reflections, the authors turn the focus on fear, which so pervades university life and which can distort learners'' and teachers'' perspectives and responses. Throughout this book, readers will visit several classrooms and listen to the evocative voices of several thoughtful students. Revelatory, practical, and wise, A Teacher''s Reflection Book is a valuable companion and guide. "One key strength of the book is its authentic writing style, which engages the reader and builds the trustworthiness of the authors. Another strength is the book''s wealth of readings and the activities it offers to catalyze teacher reflection." -- Teaching Theology and Religion, Ryan S. Gardner "This excellent book should be part of every teacher''s professional library. It is a book pitched at all teachers in higher education and, through the processes of reflection, a book that advances important principles of good teaching practice that are usually introduced all too briefly in the basic texts on teaching in higher education. ...Several descriptive words come to mind when reading this book. It is a polite and gentle book. Politeness is revealed in the book''s sub-title - ''Exercises, stories, invitations''. It is the idea of invitation that characterizes much of the book. It is not didactic but rather invites us to use the book and the processes described in it in ways that work best for us. It does this through questions and inductive approaches to reflection. Through these approaches and the careful use of real-life examples, we are gently invited to explore the perspectives presented in the text and apply these to our personal and professional lives. It is also an accessible book. Most refreshingly, it is not burdened with unnecessary technical jargon and convoluted language that sadly cripples too much writing in education today and makes learning inaccessible to many, particularly for those readers whose first language is not English." -- Higher Education Research & Development (HERDSA), Robert Cannon "I was asked to write a book review but I find that, instead, I want to write a thank you note thanking Jean Koh Peters and Mark Weisberg for the gift of their book, A Teacher''s Reflection Book. ...The reflections, examples and exercises you offer in the book make reflecting about both challenging and positive moments in my life as a teacher feel like something I can do easily and regularly. ...In this book, you have found a way to model, encourage and help create a compassionate space where teachers can make the deepest connection between who they are and what they do. You give us permission to find our truth in and the courage to bring our hearts to our teaching and writing. You have made a home for reflection." -- The Law Teacher, Kimberly Kirkland, University of New Hampshire School of Law "We are all so busy. We race from task to task. We attempt to multi-task; dividing and depleting our energies. How many times do we arrive in class breathless with hardly a moment to think about what we have planned for the day? I harbor no illusions that a blog entry is going to change our lives, but I would like to use this one to reiterate the need to make time for reflection, for contemplation about what we do, and how and why we do it. The value of doing so is laid out clearly in [this] new book..." -- Teaching Professor Blog, Maryellen Weimer

The star of this book is Comanche, my Weimaraner. It is a look at life and the twists and turns that it can give you from a dogs point of view!

Gasché expounds on Aristotle, Heidegger, and Arendt in “a major interpretative achievement that underscores what is at stake in political thought” (Notre Dame Philosophical Reviews). As one of the most respected voices of Continental philosophy today, Rodolphe Gasché pulls together Aristotle’s conception of rhetoric, Martin Heidegger’s debate with theory, and Hannah Arendt’s conception of judgment in a single work on the centrality of these themes as fundamental to human flourishing in public and political life. Gasché’s readings address the distinctively human space of the public square and the actions that occur there, and his valorization of persuasion, reflection, and judgment reveals new insight into how the philosophical tradition distinguishes thinking from other faculties of the human mind. “Here Rodolphe Gasche is at his best: rigorous, scholarly, creative, forceful, laser focused on the issues at stake, learned, thoughtful, and original. He demands much of his readers, but reading his work is rewarding in ways that can be profoundly affecting.” —Dennis J. Schmidt, author of Between Word and Image “Rodolphe Gasche has long been one of the most meticulous readers of texts on the philosophical scene and here he once again offers a master class in how to do philosophy through interpretation.” —Robert Bernasconi, author of How to Read Sartre

This book presents and analyses twelve different writings from 19th century Italian literature on the topic of translation. With the exception of their original publication and some earlier reissues, these texts have never been republished in the 20th or 21st centuries and have remained in the shadows for about two centuries. Nevertheless, they provide a very important testimony to the lively interest in translation and the debate that characterized this specific period of Italian literary culture. The few international studies that deal with 19th century theoretical reflection on translation in Italy often focus only on some scattered contributions of a few influential writers (e.g. Leopardi and Foscolo). In this regard, this book could spark new investigations on the subject. While it is commonly thought that reflections on translation during the century analysed in this book came almost exclusively from Germany, France, and England, the debate on this topic was alive and well in Italy during that time and produced many interesting original ideas. Some of the topics discussed by the authors presented here, such as language hospitality, foreign translation, authorial translation, importance of translation in the receiving culture, among others, are presented in an original way that anticipates twentieth-century reflection. Above all, they demonstrate Italian intellectuals’ awareness of the observations on translation originating from other time periods and nations. Although studies on the theory of translation in Italy are often hoped for, they are still rare and undeveloped, and have yet to examine the texts published in this book. The academic awareness of the origins of translation studies in other countries, on the other hand, is more advanced. This book aims to be among these studies.