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Language And Learning
The Debate between Jean Piaget and Noam Chomsky
Massimo Piattelli-Palmarini
Harvard University Press, 1980

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Language in Use
Cognitive and Discourse Perspectives on Language and Language Learning
Andrea E. Tyler, Mari Takada, Yiyoung Kim, and Diana Marinova, Editors
Georgetown University Press, 2005

Language in Use creatively brings together, for the first time, perspectives from cognitive linguistics, language acquisition, discourse analysis, and linguistic anthropology. The physical distance between nations and continents, and the boundaries between different theories and subfields within linguistics have made it difficult to recognize the possibilities of how research from each of these fields can challenge, inform, and enrich the others. This book aims to make those boundaries more transparent and encourages more collaborative research.

The unifying theme is studying how language is used in context and explores how language is shaped by the nature of human cognition and social-cultural activity. Language in Use examines language processing and first language learning and illuminates the insights that discourse and usage-based models provide in issues of second language learning. Using a diverse array of methodologies, it examines how speakers employ various discourse-level resources to structure interaction and create meaning. Finally, it addresses issues of language use and creation of social identity.

Unique in approach and wide-ranging in application, the contributions in this volume place emphasis on the analysis of actual discourse and the insights that analyses of such data bring to language learning as well as how language shapes and reflects social identity—making it an invaluable addition to the library of anyone interested in cutting-edge linguistics.


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Language Of Experience
Literate Practices And Social Change
Gwen Gorzelsky
University of Pittsburgh Press, 2005

The Language of Experience examines the relationship between literacy and change--both personal and social. Gorzelsky studies three cases, two historical and one contemporary, that speak to key issues on the national education agenda.

"Struggle" is a community literacy program for urban teens and parents. It encourages them to reflect on, articulate, and revise their life goals and design and implement strategies for reaching them. To provide historical context for this and other contemporary efforts in using literacy to promote social change, Gorzelsky analyzes two radical religious and political movements of the English Civil Wars and the 1930s unionizing movement in the Pittsburgh region. Charting the similarities and differences in the function of literate practices in each case shows how different situations and contexts can foster very different outcomes.

Gorzelsky's analytic frame is drawn from Gestalt theory, which emphasizes the holistic nature of perception, communication, and learning. Through it she views how discourse and language structures interact with experience and how this interaction changes awareness and perception.

The book is methodologically innovative in its integration of a macro-social view of cultural, social, and discursive structures with a micro-social view of the potential for change embodied in them. Through her analysis and in her use of the voices of the people she studies, Gorzelsky offers a tool for analyzing individual instances of literate practices and their potential for fostering change.


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Learning a New Land
Immigrant Students in American Society
Carola Suárez-Orozco, Marcelo M. Suárez-Orozco, and Irina Todorova
Harvard University Press, 2010

One child in five in America is the child of immigrants, and their numbers increase each year. Very few will return to the country they barely remember. Who are they, and what America do they know?

Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull--often dangerous--schools can corrode hopes. The vast majority learn English--but it is the English of video games and the neighborhood, not that of standardized tests.

For some of these children, those heading off to college, America promises to be a land of dreams. These lucky ones have often benefited from caring mentors, supportive teachers, or savvy parents. For others, the first five years are marked by disappointments, frustrations, and disenchantment. How can we explain their varied academic journeys?

The children of immigrants, here to stay, are the future--and how they adapt will determine the nature of America in the twenty-first century.


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Learning a Trade
A Craftsman's Notebooks: 1955-1997
Reynolds Price
Duke University Press, 1998
From Reynolds Price, much acclaimed author of award-winning novels, plays, poems, stories, and essays, comes a work that is unique among contemporary writers of American literature. For more than forty years, Price has kept a working journal of his writing life. Now published for the first time, Learning a Trade provides a revealing window into this writer’s creative process and craftsman’s sensibilities.
Whether Price is reflecting on the rhythm of his day-to-day writing process or ruminating about the central character in what would become, for instance, Kate Vaiden—should she be a woman, what would be her name, why would the story be told in the first person?—he envelops the reader in the task at hand, in the trade being practiced. Instead of personal memoir or a collection of literary fragments, Learning a Trade presents what Price has called the “ongoing minutes” of his effort to learn his craft. Equally enlightening as an overview of a career of developing prominence or as a perspective on the building of individual literary works, this volume not only allows the reader to hear the author’s internal dialogue on the hundreds of questions that must be turned and mulled during the planning and writing of a novel but, in an unplanned way, creates its own compelling narrative.
These notebooks begin in “that distant summer in dazed Eisenhower America,” a month after Price’s graduation from Duke University, and conclude in “the raucous millennial present” with plans for his most recent novel, Roxanna Slade. Revealing the genesis and resolution of such works as The Surface of Earth, The Source of Light, Kate Vaiden, Clear Pictures, and Blue Calhoun, Learning a Trade offers a rich reward to those seeking to enter the guild of writers, as well as those intrigued by the process of the literary life or captured by the work of Reynolds Price.


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Learning and Community
Jewish Supplementary Schools in the Twenty-First Century
Jack Wertheimer
Brandeis University Press, 2009
At a time of heightened interest in Jewish supplementary schooling, this volume offers a path-breaking examination of how ten diverse schools have remade themselves to face the new challenges of the twenty-first century. Each written by an academic observer with the help of an experienced educator, the chapters bring these schools vividly to life by giving voice to students, parents, teachers, school directors, lay leaders, local rabbis and other key participants. The goal of the book is to uncover the building blocks each school put into place to improve its delivery of a Jewish education. Employing qualitative research, Learning and Community is filled with moving and inspiring human-interest stories. Collectively, these portraits offer models of how schools of different sizes and configurations can maximize their impact, and in the process revitalize the form of religious and cultural education that engages the majority of Jewish children in the United States.

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Learning and Instinct in Animals
New edition, extensively revised and enlarged
W. H. Thorpe
Harvard University Press

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Learning and Physiological Regulation
Barry R. Dworkin
University of Chicago Press, 1993
Since Pavlov, physiologists have explained homeostasis—the regulation of bodily functions—as the action of fixed negative feedback networks within individual organ systems. However, these standard explanations largely ignore the mechanisms of conditioning and learning. Drawing on the work of Western, East European, and Russian physiologists, Barry R. Dworkin challenges traditional concepts and argues that learning mechanisms of the nervous system are essential to regulation. Dworkin shows how, through experience, learning mechanisms determine dynamic stability and the long-term regulation of heart rate, blood pressure, glucose, electrolytes, and temperature. He argues that "hard wired" mechanisms do not adequately account for the speed and accuracy of physiological adjustments, and supports his contention with detailed analyses and mathematical models of how conditioned and unconditioned reflexes interact. Dworkin reviews a wealth of research on interoceptive conditioning, conditioned drug responses, and visceral adjustment. Combining physiological and behavioral data with mathematical analysis and computer models, he synthesizes the work of Pavlov and W. B. Cannon in a quantitative theory of physiological regulation that will interest researchers and theorists in medicine, physiology, neuroscience, and biopsychology.

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Learning and Teaching the Ways of Knowing
Edited by Elliot Eisner
University of Chicago Press, 1985

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Learning from Birmingham
A Journey into History and Home
Julie Buckner Armstrong
University of Alabama Press, 2023
A steel town daughter’s search for truth and beauty in Birmingham, Alabama
“As Birmingham goes, so goes the nation,” Fred Shuttlesworth observed when he invited Martin Luther King Jr. to the city for the transformative protests of 1963. From the height of the Civil Rights Movement through its long aftermath, images of police dogs, fire hoses and four girls murdered when Ku Klux Klan members bombed the Sixteenth Street Baptist Church have served as an uncomfortable racial mirror for the nation. Like many white people who came of age in the Civil Rights Movement’s wake, Julie Buckner Armstrong knew little about this history. Only after moving away and discovering writers like Toni Morrison and Alice Walker did she realize how her hometown and family were part of a larger, ongoing story of struggle and injustice.

When Armstrong returned to Birmingham decades later to care for her aging mother, Shuttlesworth’s admonition rang in her mind. By then an accomplished scholar and civil rights educator, Armstrong found herself pondering the lessons Birmingham holds for a twenty-first century America. Those lessons extended far beyond what a 2014 Teaching Tolerance report describes as the common distillation of the Civil Rights Movement into “two names and four words: Martin Luther King Jr, Rosa Parks, and ‘I have a dream.’” Seeking to better understand a more complex local history, its connection to broader stories of oppression and resistance, and her own place in relation to it, Armstrong embarked on a journey to unravel the standard Birmingham narrative to see what she would find.

Beginning at the center, with her family’s 1947 arrival to a housing project near the color line, within earshot of what would become known as Dynamite Hill, Armstrong works her way over time and across the map. Weaving in stories of her white working-class family, classmates, and others not traditionally associated with Birmingham’s civil rights history, including members of the city’s LGBTQ community, she forges connections between the familiar and lesser-known. The result is a nuanced portrait of Birmingham--as seen in public housing, at old plantations, in segregated neighborhoods, across contested boundary lines, over mountains, along increasingly polluted waterways, beneath airport runways, on highways cutting through town, and under the gaze of the iconic statue of Vulcan.

In her search for truth and beauty in Birmingham, Armstrong draws on the powers of place and storytelling to dig into the cracks, complicating easy narratives of civil rights progress. Among the discoveries she finds in America’s racial mirror is a nation that has failed to recognize itself in the horrific images from Birmingham’s past and to acknowledge the continuing inequalities that make up the Civil Right’s Movement’s unfinished business. Learning from Birmingham reminds us that stories of civil rights, structural oppression, privilege, abuse, race and gender bias, and inequity are difficult and complicated, but their telling, especially from multiple stakeholder perspectives, is absolutely necessary.

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Learning from Bogotá
Pedagogical Urbanism and the Reshaping of Public Space
By Rachel Berney
University of Texas Press, 2017

Once known as a “drug capital” and associated with kidnappings, violence, and excess, Bogotá, Colombia, has undergone a transformation that some have termed “the miracle of Bogotá.” Beginning in the late 1980s, the city emerged from a long period of political and social instability to become an unexpected model of urban development through the redesign and revitalization of the public realm—parks, transportation, and derelict spaces—under the leadership of two “public space mayors,” Antanas Mockus and Enrique Peñalosa (the latter reelected in 2015). In Learning from Bogotá, Rachel Berney analyzes how these mayors worked to reconfigure the troubled city into a pedagogical one whose public spaces and urban policy have helped shape a more tolerant and aware citizenry.

Berney examines the contributions of Mockus and Peñalosa through the lenses of both spatial/urban design and the city’s history. She shows how, through the careful intertwining of new public space and transportation projects, the reclamation of privatized public space, and the refurbishment of dilapidated open spaces, the mayors enacted an ambitious urban vision for Bogotá without resorting to the failed method of the top-down city master plan. Illuminating the complex interplay between formal politics, urban planning, and improvised social strategies, as well as the negative consequences that accompanied Bogotá’s metamorphosis, Learning from Bogotá offers significant lessons about the possibility for positive and lasting change in cities around the world.


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Learning from Bryant Park
Revitalizing Cities, Towns, and Public Spaces
Andrew M. Manshel
Rutgers University Press, 2020
By the 1970s, 42nd Street in New York was widely perceived to be unsafe, a neighborhood thought to be populated largely by drug dealers, porn shops, and muggers. But in 1979, civic leaders developed a long-term vision for revitalizing one especially blighted block, Bryant Park. The reopening of the park in the 1990s helped inject new vitality into midtown Manhattan and served as a model for many other downtown revitalization projects. So what about urban policy can we learn from Bryant Park?

In this new book, Andrew M. Manshel draws from both urbanist theory and his first-hand experiences as a urban public space developer and manager who worked on Bryant Park and later applied its strategies to an equally successful redevelopment project in a very different New York neighborhood: Jamaica, Queens. He candidly describes what does (and doesn’t) work when coordinating urban redevelopment projects, giving special attention to each of the many details that must be carefully observed and balanced, from encouraging economic development to fostering creative communities to delivering appropriate services to the homeless. Learning from Bryant Park is thus essential reading for anyone who cares about giving new energy to downtowns and public spaces.

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Learning from Case Studies in Chaplaincy
Towards Practice Based Evidence and Professionalism
Edited by Renske Kruizinga, Jacques Körver, Martin Walton, and Martjin Stoutjesdijk
Eburon Academic Publishers, 2020

The recent body of case-study work on chaplaincy care synthesizes the inherent narrative nature of chaplaincy with the structured rigors of contemporary care research. This volume is composed of contributions from both practitioners and academic researchers, joining reflections on the challenges of case studies in chaplaincy care with specific results. Drawing on reflections on methodology and professionalization in chaplaincy, the volume hopes to contribute to answering the question of how and why chaplaincy works.


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Learning from Language
Walter H. Beale
University of Pittsburgh Press, 2009

In Learning from Language, Walter H. Beale seeks to bring together the disciplines of linguistics, rhetoric, and literary studies through the concept of symmetry (how words mirror thought, society, and our vision of the world).

Citing thinkers from antiquity to the present, Beale provides an in-depth study of linguistic theory, development, and practice. He views the historic division between the schools of symmetry and asymmetry (a belief that language developed as a structure independent of human experience), as built into the character of language itself, and as an impediment to literary humanism (the combined study of language, rhetoric, and literature to improve the competence and character of the individual).

In his analysis, Beale outlines and critiques traditional claims of symmetry, then offers new avenues of approach to the subject. In doing so, he examines how important issues of human culture and consciousness have parallels in processes of language; how linguistic patterns relate to pervasive human problems; how language is an active participant in the expression, performance, and construction of reality; the concepts of designating versus naming; figurative language as a process of reenvisioning reality; and the linking of style to virtue by the ancients.

Beale concludes that both asymmetrical and symmetrical elements exist in language, each with their own relevance, and that they are complementary, rather than opposing philosophies. The basic intuitions of symmetry that relate language to life are powerful and important to all of English studies. Combined with a love for the workings, sounds, and structures of language, Beale says, an understanding of symmetry can help guide the pursuit of literary humanism.


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Learning from Libraries that Use WordPress
Content-Management System Best Practices and Case Studies
Kyle M. Jones
American Library Association, 2012

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Learning from Madness
Brazilian Modernism and Global Contemporary Art
Kaira M. Cabañas
University of Chicago Press, 2018
Throughout the history of European modernism, philosophers and artists have been fascinated by madness. Something different happened in Brazil, however, with the “art of the insane” that flourished within the modernist movements there. From the 1920s to the 1960s, the direction and creation of art by the mentally ill was actively encouraged by prominent figures in both medicine and art criticism, which led to a much wider appreciation among the curators of major institutions of modern art in Brazil, where pieces are included in important exhibitions and collections.
Kaira M. Cabañas shows that at the center of this advocacy stood such significant proponents as psychiatrists Osório César and Nise da Silveira, who championed treatments that included painting and drawing studios; and the art critic Mário Pedrosa, who penned Gestaltist theses on aesthetic response. Cabañas examines the lasting influence of this unique era of Brazilian modernism, and how the afterlife of this “outsider art” continues to raise important questions. How do we respect the experiences of the mad as their work is viewed through the lens of global art? Why is this art reappearing now that definitions of global contemporary art are being contested?

Learning from Madness offers an invigorating series of case studies that track the parallels between psychiatric patients’ work in Western Europe and its reception by influential artists there, to an analogous but altogether distinct situation in Brazil.

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Learning from Other Worlds
Estrangement, Cognition, and the Politics of Science Fiction and Utopia
Patrick Parrinder, ed.
Duke University Press, 2001
Learning from Other Worlds provides both a portrait of the development of science fiction criticism as an intellectual field and a definitive look at the state of science fiction studies today. Its title refers to the essence of “cognitive estrangement” in relation to science fiction and utopian fiction—the assertion that by imagining strange worlds we learn to see our own world in a new perspective. Acknowledging an indebtedness to the groundbreaking work of Darko Suvin and his belief that the double movement of estrangement and cognition reflects deep structures of human storytelling, the contributors assert that learning-from-otherness is as natural and inevitable a process as the instinct for imitation and representation that Aristotle described in his Poetics.
In exploring the relationship between imaginative invention and that of allegory or fable, the essays in Learning from Other Worlds comment on the field’s most abiding concerns and employ a variety of critical approaches—from intellectual history and genre studies to biographical criticism, feminist cultural studies, and political textual analysis. Among the topics discussed are the works of John Wyndham, Kim Stanley Robinson, Stanislau Lem, H.G. Wells, and Ursula Le Guin, as well as the media’s reactions to the 1997 cloning of Dolly the Sheep. Darko Suvin’s characteristically outspoken and penetrating afterword responds to the essays in the volume and offers intimations of a further stage in his long and distinguished career.
This useful compendium and companion offers a coherent view of science fiction studies as it has evolved while paying tribute to the debt it owes Suvin, one of its first champions. As such, it will appeal to critics and students of science fiction, utopia, and fantasy writing.

Marc Angenot, Marleen S. Barr, Peter Fitting, Carl Freedman, Edward James, Fredric Jameson, David Ketterer, Gerard Klein, Tom Moylan, Rafail Nudelman, Darko Suvin

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Learning From Robben Island
Govan Mbeki’s Prison Writings
Govan Mbeki
Ohio University Press, 1991

In the late fifties and early sixties, Govan Mbeki was a central figure in the African National Congress and director of the ANC campaigns from underground. Born of a chief and the daughter of a Methodist minister in the Transkei of South Africa in 1910, he worked as a teacher, journalist, and tireless labor organizer in a lifetime of protest against the government policy of apartheid. Over two decades of imprisonment on Robben Island did not consign him to obscurity. Along with Nelson Mandela and Walter Sisulu, his name has become a symbol of resistance, not only to the oppressed people of South Africa, but also to the international community who have conferred on him many honors and awards.


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Learning from Shenzhen
China’s Post-Mao Experiment from Special Zone to Model City
Edited by Mary Ann O'Donnell, Winnie Wong, and Jonathan Bach
University of Chicago Press, 2017
This multidisciplinary volume, the first of its kind, presents an account of China’s contemporary transformation via one of its most important yet overlooked cities: Shenzhen, located just north of Hong Kong. In recent decades, Shenzhen has transformed from an experimental site for economic reform into a dominant city at the crossroads of the global economy. The first of China’s special economic zones, Shenzhen is today a UNESCO City of Design and the hub of China’s emerging technology industries.

Bringing China studies into dialogue with urban studies, the contributors explore how the post-Mao Chinese appropriation of capitalist logic led to a dramatic remodeling of the Chinese city and collective life in China today. These essays show how urban villages and informal institutions enabled social transformation through cases of public health, labor, architecture, gender, politics, education, and more. Offering scholars and general readers alike an unprecedented look at one of the world’s most dynamic metropolises, this collective history uses the urban case study to explore critical problems and possibilities relevant for modern-day China and beyond.

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Learning from the Land, Teachers Guide and Student Materials, 2nd Edition
Bobbie Malone
Wisconsin Historical Society Press, 2021


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Learning from the Land
Wisconsin Land Use
Bobbie Malone
Wisconsin Historical Society Press, 1998
Fourth-grade students and other young readers will learn about interactions of people with natural geographical features of Wisconsin. Emphasizing both historic and new maps, Learning from the Land explores land use from early Indians to the Black Hawk War, looking at mining, logging, farming, and environmental issues.

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Learning from the Land
Wisconsin Land Use; 2nd Edition
Bobbie Malone
Wisconsin Historical Society Press, 2011

How has the landscape of Wisconsin affected its history? How have people living here changed that landscape over time? What are the implications for the future? The second edition of Learning from the Land addresses these and other questions, asking elementary and middle school readers to think about land use issues throughout Wisconsin's history. This revised edition includes expanded chapters on logging and the lumber industry, land use and planning, and agriculture in the 20th century from farmers' markets to organic farming. New profiles of Gaylord Nelson, pioneer of Earth Day, and Will Allen, founder of Growing Power in Milwaukee, round out this history of land use in Wisconsin.


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Learning from the Land
Wisconsin Land Use, TG
Bobbie Malone
Wisconsin Historical Society Press, 1999
Fourth-grade students and other young readers will learn about interactions of people with natural geographical features of Wisconsin. Emphasizing both historic and new maps, Learning from the Land explores land use from early Indians to the Black Hawk War, looking at mining, logging, farming, and environmental issues.

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Learning from the Lived Experiences of Graduate Student Writers
Shannon Madden
Utah State University Press, 2020

Learning from the Lived Experiences of Graduate Student Writers is a timely resource for understanding and resolving some of the issues graduate students face, particularly as higher education begins to pay more critical attention to graduate student success. Offering diverse approaches for assisting this demographic, the book bridges the gap between theory and practice through structured examination of graduate students’ narratives about their development as writers, as well as researched approaches for enabling these students to cultivate their craft.

The first half of the book showcases the voices of graduate student writers themselves, who describe their experiences with graduate school literacy through various social issues like mentorship, access, writing in communities, and belonging in academic programs. Their narratives illuminate how systemic issues significantly affect graduate students from historically oppressed groups. The second half accompanies these stories with proposed solutions informed by empirical findings that provide evidence for new practices and programming for graduate student writers.

Learning from the Lived Experiences of Graduate Student Writers values student experience as an integral part of designing approaches that promote epistemic justice. This text provides a fresh, comprehensive, and essential perspective on graduate writing and communication support that will be useful to administrators and faculty across a range of disciplines and institutional contexts.
Contributors: Noro Andriamanalina, LaKela Atkinson, Daniel V. Bommarito, Elizabeth Brown, Rachael Cayley, Amanda E. Cuellar, Kirsten T. Edwards, Wonderful Faison, Amy Fenstermaker, Jennifer Friend, Beth Godbee, Hope Jackson, Karen Keaton Jackson, Haadi Jafarian, Alexandria Lockett, Shannon Madden, Kendra L. Mitchell, Michelle M. Paquette, Shelley Rodrigo, Julia Romberger, Lisa Russell-Pinson, Jennifer Salvo-Eaton, Richard Sévère, Cecilia D. Shelton, Pamela Strong Simmons, Jasmine Kar Tang, Anna K. Willow Treviño, Maurice Wilson, Anne Zanzucchi


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Learning from the Secret Past
Cases in British Intelligence History
Robert Dover and Michael S. Goodman, Editors
Georgetown University Press, 2015

Identifying “lessons learned” is not new—the military has been doing it for decades. However, members of the worldwide intelligence community have been slow to extract wider lessons gathered from the past and apply them to contemporary challenges. Learning from the Secret Past is a collection of ten carefully selected cases from post-World War II British intelligence history. Some of the cases include the Malayan Emergency, the Cuban Missile Crisis, Northern Ireland, and the lead up to the Iraq War. Each case, accompanied by authentic documents, illuminates important lessons that today's intelligence officers and policymakers—in Britain and elsewhere—should heed.

Written by former and current intelligence officers, high-ranking government officials, and scholars, the case studies in this book detail intelligence successes and failures, discuss effective structuring of the intelligence community, examine the effective use of intelligence in counterinsurgency, explore the ethical dilemmas and practical gains of interrogation, and highlight the value of human intelligence and the dangers of the politicization of intelligence. The lessons learned from this book stress the value of past experience and point the way toward running effective intelligence agencies in a democratic society.

Scholars and professionals worldwide who specialize in intelligence, defense and security studies, and international relations will find this book to be extremely valuable.


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Learning in Action
Designing Successful Graduate Student Work Experiences in Academic Libraries
Arianne Hartsell-Gundy
Assoc of College & Research Libraries, 2022

How do you supervise a graduate student working in a library—and not just adequately, but well? What is a valuable and meaningful work experience? How can libraries design more equitable and ethical positions for students?

Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries provides practical, how-to guidance on creating and managing impactful programs as well as meaningful personal experiences for students and library staff in academic libraries. Fourteen chapters are divided into four thorough sections:

  • Creating Access Pathways
  • Developing, Running, and Evolving Programs for LIS Students
  • Working with Graduate Students without an LIS Background: Mutual Opportunities for Growth
  • Centering the Person 
Chapters cover topics including developing experiential learning opportunities for online students; cocreated cocurricular graduate learning experiences; an empathy-driven approach to crafting an internship; self-advocacy and mentorship in LIS graduate student employment; and sharing perspectives on work and identity between a graduate student and an academic library manager. Throughout the book you’ll find “Voices from the Field,” profiles that showcase the voices and reflections of the graduate students themselves, recent graduates, and managers.
Learning in Action brings together a range of topics and perspectives from authors of diverse backgrounds and institutions to offer practical inspiration and a framework for creating meaningful graduate student work experiences at your institutions.

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Learning in Depth
A Simple Innovation That Can Transform Schooling
Kieran Egan
University of Chicago Press, 2011

For generations, schools have aimed to introduce students to a broad range of topics through curriculum that ensure that they will at least have some acquaintance with most areas of human knowledge by the time they graduate. Yet such broad knowledge can’t help but be somewhat superficial—and, as Kieran Egan argues, it omits a crucial aspect of true education: deep knowledge.

Real education, Egan explains, consists of both general knowledge and detailed understanding, and in Learning in Depth he outlines an ambitious yet practical plan to incorporate deep knowledge into basic education. Under Egan’s program, students will follow the usual curriculum, but with one crucial addition: beginning with their first days of school and continuing until graduation, they will eachalso study one topic—such as apples, birds, sacred buildings, mollusks,circuses, or stars—in depth. Over the years, with the help and guidance of their supervising teacher, students will expand their understanding of their one topic and build portfolios of knowledge that grow and change along with them. By the time they graduate each student will know as much about his or her topic as almost anyone on earth—and in the process will have learned important, even life-changing lessons about the meaning of expertise, the value of dedication, and the delight of knowing something in depth.

Though Egan’s program may be radical in its effects, it is strikingly simple to implement—as a number of schools have already discovered—and with Learning in Depth as a blueprint, parents, educators, and administrators can instantly begin taking the first steps toward transforming our schools and fundamentally deepening their students’ minds.


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Learning in Language and Literature
The Developing Imagination. Insistent Tasks in Language Learning
A. R. MacKinnon and Northrop Frye
Harvard University Press

Two complementary lectures approach the problems of education from both practical and imaginative viewpoints.

In The Developing Imagination, Northrup Frye argues that “the ultimate purpose of teaching literature is…the transferring of the imaginative habit…from the laboratory of literature to the life of mankind.” Frye’s sympathies are with the pupil as he defends imagination and individualism.

A. R. MacKinnon’s Insistent Tasks in Language Learning suggests that “fragmentation” between primary, secondary, and college education intensifies the divergence of humanities and sciences. He proposes a means of cooperation between all educational levels.


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Learning in the Plural
Essays on the Humanities and Public Life
David D. Cooper
Michigan State University Press, 2014
Can civic engagement rescue the humanities from a prolonged identity crisis? How can the practices and methods, the conventions and innovations of humanities teaching and scholarship yield knowledge that contributes to the public good? These are just two of the vexing questions David D. Cooper tackles in his essays on the humanities, literacy, and public life. As insightful as they are provocative, these essays address important issues head-on and raise questions about the relevance and roles of humanities teaching and scholarship, the moral footings and public purposes of the humanities, engaged teaching practices, institutional and disciplinary reform, academic professionalism, and public scholarship in a democracy. Destined to stir discussion about the purposes of the humanities and the problems we face during an era of declining institutional support, public alienation and misunderstanding, student ambivalence, and diminishing resources, the questions Cooper raises in this book are uncomfortable and, in his view, necessary for reflection, renewal, and reform. With frank, deft assessments, Cooper reports on active learning initiatives that reenergized his own teaching life while reshaping the teaching mission of the humanities, including service learning, collaborative learning, the learning community movement, and student-centered and deliberative pedagogy.

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Learning on the Job
When Business Takes On Public Schools
Steven F. Wilson
Harvard University Press, 2006

Entrepreneurial creativity, private investment, and competition have been among America's great strengths. Can they be harnessed to improve troubled public schools? Or is private management of public schools at best a gimmick, and at worst an undemocratic sellout?

In the 1990s, some failing school systems turned to private education management organizations to manage their schools. The EMOs promised academic improvement to families and profits to their investors. Wall Street and foundations lavished hundreds of millions of dollars on for-profit and nonprofit start-ups, and thousands of students' educations began to be directed not by school officials, but by private companies.

In Learning on the Job, industry insider Steven Wilson, the founder and CEO of Advantage Schools, looks back on the first tumultuous decade of this social experiment. Digging deep into the academic, financial, logistic, and political records of seven leading EMOs, including his own, he reveals the potential and pitfalls of their business and educational models, and their actual successes in the classrooms and the boardrooms. Have they given their students a better education? Can they succeed as businesses? Can businesses in fact run better public schools than school districts?

With remarkable honesty and fairness on an ideologically charged topic, Wilson describes the follies and wisdom, overreaching and real accomplishment, of the first education entrepreneurs. Acknowledging that they had much to learn about the real-world challenges of running schools, he passionately defends the promise of private involvement in public schooling.


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Learning on the Left
Political Profiles of Brandeis University
Stephen J. Whitfield
Brandeis University Press, 2020
Brandeis University is the United States’ only Jewish-sponsored nonsectarian university, and while only being established after World War II, it has risen to become one of the most respected universities in the nation. The faculty and alumni of the university have made exceptional contributions to myriad disciplines, but they have played a surprising formidable role in American politics.

Stephen J. Whitfield makes the case for the pertinence of Brandeis University in understanding the vicissitudes of American liberalism since the mid-twentieth century. Founded to serve as a refuge for qualified professors and students haunted by academic antisemitism, Brandeis University attracted those who generally envisioned the republic as worthy of betterment.  Whether as liberals or as radicals, figures associated with the university typically adopted a critical stance toward American society and sometimes acted upon their reformist or militant beliefs. This volume is not an institutional history, but instead shows how one university, over the course of seven decades, employed and taught remarkable men and women who belong in our accounts of the evolution of American politics, especially on the left. In vivid prose, Whitfield invites readers to appreciate a singular case of the linkage of political influence with the fate of a particular university in modern America.

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Learning the Hard Way
Masculinity, Place, and the Gender Gap in Education
Morris, Edward
Rutgers University Press, 2012

An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”?

Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.


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Learning the Possible
Mexican American Students Moving from the Margins of Life to New Ways of Being
Reynaldo Reyes III; Foreword by Christian J. Faltis
University of Arizona Press, 2013
Learning the Possible demonstrates that it is truly possible for underprepared high school graduates to be successful in college. It chronicles the struggles and triumphs of five Mexican American students in their first year of college, aided by a one-year scholarship and support program called the College Assistance Migrant Program. CAMP, a federally funded program, is designed to help college students from migrant and/or economically disadvantaged families complete their first year of college. CAMP’s principal objective is to put students on a trajectory toward completion of a bachelor’s degree.

Laura, Christina, Luz, Maria, and Ruben, as the author calls them, had daunting challenges: difficulties with English, extremely low self-confidence, teenage motherhood, conflict between gender roles and personal desires, and a history of gang membership. Focusing on the importance of constructing a new identity as a successful student, Reynaldo Reyes III shares with readers the experiences of these marginalized students. Their stories, coupled with perspectives from instructors, CAMP staff and counselors, and the author’s own observations, illustrate the influence of past schooling, the persistence of culture, and the tensions and challenges inherent in developing a new identity.

This is a study of students who came from the margins and, in a very short time, moved toward the mainstream. In the micro view, it provides extraordinarily useful case studies of a successful intervention program in process. In the larger scope, it is a look at the socially constructed nature of possibility, hope, and success.

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Learning to Be Latino
How Colleges Shape Identity Politics
Reyes, Daisy Verduzco
Rutgers University Press, 2018
In Learning to Be Latino, sociologist Daisy Verduzco Reyes paints a vivid picture of Latino student life at a liberal arts college, a research university, and a regional public university, outlining students’ interactions with one another, with non-Latino peers, and with faculty, administrators, and the outside community. Reyes identifies the normative institutional arrangements that shape the social relationships relevant to Latino students’ lives, including school size, the demographic profile of the student body, residential arrangements, the relationship between students and administrators, and how well diversity programs integrate students through cultural centers and retention centers. Together these characteristics create an environment for Latino students that influences how they interact, identify, and come to understand their place on campus.
Drawing on extensive ethnographic observations, Reyes shows how college campuses shape much more than students’ academic and occupational trajectories; they mold students’ ideas about inequality and opportunity in America, their identities, and even how they intend to practice politics.  

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Learning to Become Turkmen
Literacy, Language, and Power, 1914-2014
Victoria Clement
University of Pittsburgh Press, 2018
Learning to Become Turkmen examines the ways in which the iconography of everyday life—in dramatically different alphabets, multiple languages, and shifting education policies—reflects the evolution of Turkmen society in Central Asia over the past century. As Victoria Clement shows, the formal structures of the Russian imperial state did not affect Turkmen cultural formations nearly as much as Russian language and Cyrillic script. Their departure was also as transformative to Turkmen politics and society as their arrival.

Complemented by extensive fieldwork, Learning to Become Turkmen is the first book in a Western language to draw on Turkmen archives, as it explores how Eurasia has been shaped historically. Revealing particular ways that Central Asians relate to the rest of the world, this study traces how Turkmen consciously used language and pedagogy to position themselves within global communities such as the Russian/Soviet Empire, the Turkic cultural continuum, and the greater Muslim world.

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Learning to Dance
Advancing Women’s Reproductive Health and Well-Being from the Perspectives of Public Health and Human Rights
Alicia Ely Yamin
Harvard University Press
This book promotes understanding of how the fields of health and human rights can better work together, including both addressing human rights implications of reproductive health interventions and fostering rights-based policies and laws relating to sexuality and reproductive health. A decade after the groundbreaking Cairo Conference on Population and Development a serious gap remains between the reproductive health and human rights fields. Too often, despite using the same language, the two fields do not seem to share the same understanding or strategies. In order to better understand the links and synergies between reproductive health and human rights as well as the continuing gaps between the two fields, this book brings together twelve experts to compare how each field traditionally approaches a situation that presents both public health and human rights implications. Six case studies, illustrating a range of issues in sexual and reproductive health, are analyzed by both a public health expert and a human rights expert, and a separate essay synthesizes the convergences and divergences between the two approaches and points to ways forward.

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Learning To Divide The World
Education at Empire’s End
John Willinsky
University of Minnesota Press, 2000

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Learning to Eat Soup with a Knife
Counterinsurgency Lessons from Malaya and Vietnam
John A. Nagl
University of Chicago Press, 2005
Invariably, armies are accused of preparing to fight the previous war. In Learning to Eat Soup with a Knife, Lieutenant Colonel John A. Nagl—a veteran of both Operation Desert Storm and the current conflict in Iraq—considers the now-crucial question of how armies adapt to changing circumstances during the course of conflicts for which they are initially unprepared. Through the use of archival sources and interviews with participants in both engagements, Nagl compares the development of counterinsurgency doctrine and practice in the Malayan Emergency from 1948 to 1960 with what developed in the Vietnam War from 1950 to 1975.

In examining these two events, Nagl—the subject of a recent New York Times Magazine cover story by Peter Maass—argues that organizational culture is key to the ability to learn from unanticipated conditions, a variable which explains why the British army successfully conducted counterinsurgency in Malaya but why the American army failed to do so in Vietnam, treating the war instead as a conventional conflict. Nagl concludes that the British army, because of its role as a colonial police force and the organizational characteristics created by its history and national culture, was better able to quickly learn and apply the lessons of counterinsurgency during the course of the Malayan Emergency.

With a new preface reflecting on the author's combat experience in Iraq, Learning to Eat Soup with a Knife is a timely examination of the lessons of previous counterinsurgency campaigns that will be hailed by both military leaders and interested civilians.

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Learning to Glow
A Nuclear Reader
John Bradley
University of Arizona Press, 2000
Atomic energy is not only invisible, it has been cloaked in secrecy by government, industry, and the military. Yet for many Americans the effects of radiation have been less than secret. Just ask the radium workers in Ottawa, Illinois, the "downwinders" of Utah, or unsuspecting veterans of the Gulf War. When told from the perspective of ordinary people, nuclear history takes on a much different tone from that of the tranquil voices of authority who always told us we had nothing to fear.

In Learning to Glow, twenty-four essays testify to many of the unsuspected human and environmental costs of atomic science. They show that Americans have paid a terrible price for supposedly "winning" the Cold War--for although the nuclear nightmare may be over, we are still living with nuclear threats every day. Writers such as Scott Russell Sanders, Terry Tempest Williams, and Barbara Kingsolver reveal the psychic and emotional fallout of the Cold War and of subsequent developments in nuclear science. The essays include personal testimonies of what it was like to grow up with family members in nuclear-related jobs; hard-hitting journalism on the health and environmental costs of our nuclear policies and practices; and poignant stories of coming to terms with nuclear power, including contributions by writers who revisit Hiroshima in an attempt to heal the wounds left by the Bomb.

These essays offer an alternative to the official version of nuclear history as told to us by school textbooks, government authorities, and nuclear industry officials. They are stories of and by ordinary people who have suffered the consequences of the decisions made by those in power-stories that have been largely ignored, dismissed, or suppressed. They will challenge readers to re-examine their preconceptions about the way we deal with issues of nuclear arms and radioactive waste because they show that nuclear history does not belong to experts but to us all.

Marilou Awiakta
John Bradley
Jim Carrier
Alison Hawthorne Deming
Mary Dickson
Edward Dougherty
Ray Gonzalez
Karl Grossman
Sonya Huber
Barbara Kingsolver
Valerie Kuletz
Mary Laufer
Kay Mack
Craig McGrath
Bill Mesler
Richard H. Minear
Randy Morris
Mayumi Oda
Catherine Quigg
Richard Rawles
Kenneth Robbins
Scott Russell Sanders
David Seaborg
Terry Tempest Williams
Bill Witherup
Phil Woods


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Learning to Imagine
The Science of Discovering New Possibilities
Andrew Shtulman
Harvard University Press, 2023

An award-winning cognitive scientist offers a counterintuitive guide to cultivating imagination.

Imagination is commonly thought to be the special province of youth—the natural companion of free play and the unrestrained vistas of childhood. Then come the deadening routines and stifling regimentation of the adult world, dulling our imaginative powers. In fact, Andrew Shtulman argues, the opposite is true. Imagination is not something we inherit at birth, nor does it diminish with age. Instead, imagination grows as we do, through education and reflection.

The science of cognitive development shows that young children are wired to be imitators. When confronted with novel challenges, they struggle to think outside the box, and their creativity is rigidly constrained by what they deem probable, typical, or normal. Of course, children love to “play pretend,” but they are far more likely to simulate real life than to invent fantasy worlds of their own. And they generally prefer the mundane and the tried-and-true to the fanciful or the whimsical.

Children’s imaginations are not yet fully formed because they necessarily lack knowledge, and it is precisely knowledge of what is real that provides a foundation for contemplating what might be possible. The more we know, the farther our imaginations can roam. As Learning to Imagine demonstrates, the key to expanding the imagination is not forgetting what you know but learning something new. By building upon the examples of creative minds across diverse fields, from mathematics to religion, we can consciously develop our capacities for innovation and imagination at any age.


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Learning to Lead
Undocumented Students Mobilizing Education
Jennifer R. Nájera
Duke University Press, 2024
In Learning to Lead, Jennifer R. Nájera explores the intersections of education and activism among undocumented students at the University of California, Riverside. Taking an expansive view of education, Nájera shows how students’ experience in college—both in and out of the classroom—can affect their activism and advocacy work. Students learn from their families, communities, peers, and student and political organizations. In these different spaces, they learn how to navigate community and college life as undocumented people. Students are able to engage campus organizations where they can cultivate their leadership skills and—importantly—learn that they are not alone. These students embody and mobilize their education through both large and small political actions such as protests, workshops for financial aid applications, and Know Your Rights events. As students create community with each other, they come to understand that their individual experiences of illegality are part of a larger structure of legal violence. This type of education empowers students to make their way to and through college, change their communities, and ultimately assert their humanity.

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Learning to Leave
The Irony of Schooling in a Coastal Community
Michael Corbett
West Virginia University Press, 2020
Published with a new preface, this innovative case study from Nova Scotia analyzes the relationship between rural communities and contemporary education. Rather than supporting place-sensitive curricula and establishing networks within community populations, the rural school has too often stood apart from local life, with the generally unintended consequence that many educationally successful rural youth come to see their communities and lifestyles as places to be left behind. They face what Michael Corbett calls a mobility imperative, which, he shows, has been central to contemporary schooling. Learning to Leave argues that if education is to be democratic and serve the purpose of economic, social, and cultural development, then it must adapt and respond to the specificity of its locale, the knowledge practices of the people, and the needs of those who struggle to remain in challenged rural places.

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Learning to Like Muktuk
An Unlikely Explorer in Territorial Alaska
Penelope S. Easton
Oregon State University Press, 2014

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Learning to Listen
A Handbook for Music
Grosvenor Cooper
University of Chicago Press, 1962
This clearly written guide to good listening habits is an excellent introduction to the essential musical knowledge one needs to understand the great musical masterpieces of past and present. Complete with examples and illustrations, this handbook introduces its reader to technicalities such as notation, terminology, and metrics, and will enable him to follow a score, identify instruments, pick out themes, and recognize common musical terms.

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Learning to Listen to the Land
Edited by Bill Willers
Island Press, 1991
In this inspired collection, some of America's most provocative thinkers and writers reflect on nature and enviornmetnal science--reaching compelling conclusions about humanity's relationship to the earth. Balanced by science and fact, Learning to Listen to the Land explains the significance of our modern environmental crisis. The authors underscore the necessity forworking within, rather than counter to, our larger ecosystem.
Learning to Listen to the Land represents the sounding of an alarm. It's authors call on us to recognize the consequences of our actions, and inactions, and to develop a sense of connection with the earth.

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Learning to Live with Crime
American Crime Narrative in the Neoconservative Turn
Christopher P. Wilson
The Ohio State University Press, 2010

Since the mid-1960s, the war on crime has reshaped public attitudes about state authority, criminal behavior, and the responsibilities of citizenship. But how have American writers grappled with these changes? What happens when a journalist approaches the workings of organized crime not through its legendary Godfathers but through a workaday, low-level figure who informs on his mob? Why is it that interrogation scenes have become so central to prime-time police dramas of late? What is behind writers’ recent fascination with “cold case” homicides, with private security, or with prisons?

In Learning to Live with Crime, Christopher P. Wilson examines this war on crime and how it has made its way into cultural representation and public consciousness. Under the sway of neoconservative approaches to criminal justice and public safety, Americans have been urged to see crime as an inevitable risk of modern living and to accept ever more aggressive approaches to policing, private security, and punishment. The idea has been not simply to fight crime but to manage its risks; to inculcate personal vigilance in citizens; and to incorporate criminals’ knowledge through informants and intelligence gathering. At its most scandalous, this study suggests, contemporary law enforcement has even come to mimic crime’s own operations.  


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Learning to Live with the Past
Krishna Kumar
Seagull Books, 2023
This essay examines the history of the Indian subcontinent and the Partition of 1947 from a pedagogical perspective.
How does education shape political rivalry and hostility? The Partition of the Indian subcontinent in 1947—the violence that followed it, and its living legacy of rival nationalisms—has made a deep and pervasive impact on education in both India and Pakistan. In Learning to Live with the Past, educationist Krishna Kumar dwells on the complex terrain every history teacher has to navigate: how to make the past come alive without running the risk of creating a desire to lose this “pastness.”
Substantiating this question with a wealth of experiences gained from his extensive research on history textbooks, as well as his interactions with students and teachers in both countries, Kumar explores the integral function the discipline of history plays in the project of nation-building. To help children learn to live with the past, Kumar amplifies the need for spaces that create possibilities for inquiries into a “longer” common heritage shared by South Asia without necessarily denying a national narrative or encouraging an urge to undo the past.

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Learning to Look
A Handbook for the Visual Arts
Joshua C. Taylor
University of Chicago Press, 1981
Sometimes seeing is more difficult for the student of art than believing. Taylor, in a book that has sold more than 300,000 copies since its original publication in 1957, has helped two generations of art students "learn to look."

This handy guide to the visual arts is designed to provide a comprehensive view of art, moving from the analytic study of specific works to a consideration of broad principles and technical matters. Forty-four carefully selected illustrations afford an excellent sampling of the wide range of experience awaiting the explorer.

The second edition of Learning to Look includes a new chapter on twentieth-century art. Taylor's thoughtful discussion of pure forms and our responses to them gives the reader a few useful starting points for looking at art that does not reproduce nature and for understanding the distance between contemporary figurative art and reality.

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Learning to Love
Arranged Marriages and the British Indian Diaspora
Raksha Pande
Rutgers University Press, 2021
Learning to Love moves beyond the media and policy stereotypes that conflate arranged marriages with forced marriages. Using in-depth interviews and participant observations, this book assembles a rich and diverse array of everyday marriage narratives and trajectories and highlights how considerations of romantic love are woven into traditional arranged marriage practices. It shows that far from being a homogeneous tradition, arranged marriages involve a variety of different matchmaking practices where each family tailors its own cut-and-paste version of British-Indian arranged marriages to suit modern identities and ambitions. Pande argues that instead of being wedded to traditions, people in the British-Indian diaspora have skillfully adapted and negotiated arranged marriage cultural norms to carve out an identity narrative that portrays them as "modern and progressive migrants"–ones who are changing with the times and cultivating transnational forms of belonging.

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Learning to Love Form 1040
Two Cheers for the Return-Based Mass Income Tax
Lawrence Zelenak
University of Chicago Press, 2013
No one likes paying taxes, much less the process of filing tax returns. For years, would-be reformers have advocated replacing the return-based mass income tax with a flat tax, federal sales tax, or some combination thereof. Congress itself has commissioned studies on the feasibility of a system of exact withholding. But might the much-maligned return-based taxation method serve an important yet overlooked civic purpose?

In Learning to Love Form 1040, Lawrence Zelenak argues that filing taxes can strengthen fiscal citizenship by prompting taxpayers to reflect on the contract they have with their government and the value—or perceived lack of value—they receive in exchange for their money. Zelenak traces the mass income tax to its origins as a means for raising revenue during World War II. Even then, debates raged over the merits of consumption-based versus income taxation, as well as whether taxes should be withheld from payroll or paid at the time of filing. The result is the income tax system we have today—a system whose maddening complexity, intended to accommodate citizens in widely different circumstances, threatens to outweigh any civic benefits.

If sitcoms and political cartoons are any indication, public understanding of the income tax is badly in need of a corrective. Zelenak clears up some of the most common misconceptions and closes with suggestions for how the current system could be substantially simplified to better serve its civic purpose.


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Learning to Love
Intimacy and the Discourse of Development in China
Sonya E. Pritzker
University of Michigan Press, 2024

Learning to Love offers a range of perspectives on the embodied, relational, affective, and sociopolitical project of “learning to love” at the New Life Center for Holistic Growth, a popular “mind-body-spirit” bookstore and practice space in northeast China, in the early part of the 21st century. This intimate form of self-care exists alongside the fast-moving, growing capitalist society of contemporary China and has emerged as an understandable response to the pressures of Chinese industrialized life in the early 21st century. Opening with an investigation of the complex ways newcomers to the center suffered a sense of being “off,” both in and with the world at multiple scales, Learning to Love then examines how new horizons of possibility are opened as people interact with one another as well as with a range of aesthetic objects at New Life. 

Author Sonya Pritzker draws upon the core concepts of scalar intimacy—a participatory, discursive process in which people position themselves in relation to others as well as dominant ideologies, concepts, and ideals—and scalar inquiry—the process through which speakers interrogate these forms, their relationship with them, and their participation in reproducing them. In demonstrating the collaborative interrogation of culture, history, and memory, she examines how these exercises in physical, mental, and spiritual self-care allow participants to grapple with past social harms and forms of injustice, how historical systems of power—including both patriarchal and governance structures—continue in the present, and how they might be transformed in the future. By examining the interactions and relational experiences from New Life, Learning to Love offers a range of novel theoretical interventions into political subjectivity, temporality, and intergenerational trauma/healing.


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Learning to Perform
An Introduction
Carol Simpson Stern
Northwestern University Press, 2010

In Learning to Perform Carol Simpson Stern and Bruce Henderson enliven the dialogue between theory and practice for actors and teachers alike. Beginning with an overview of the study of literary and cultural texts through performance, Stern and Henderson then translate literary and performance theory into concrete classroom experience. Learning to Perform presents a dynamic performance methodology that offers the tools students need to develop and refine performance skills, analyze texts, and think and reflect critically on performed texts. By addressing an expanded sense of text that includes cultural as well as literary artifacts, the authors bridge the gap between oral interpretation and the more inclusive field of performance studies that overarches it.


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Learning to Read and Write in Colonial America
E. Jennifer Monaghan
University of Massachusetts Press, 2007
An experienced teacher of reading and writing and an award-winning historian, E. Jennifer Monaghan brings to vibrant life the process of learning to read and write in colonial America. Ranging throughout the colonies from New Hampshire to Georgia, she examines the instruction of girls and boys, Native Americans and enslaved Africans, the privileged and the poor, revealing the sometimes wrenching impact of literacy acquisition on the lives of learners.

For the most part, religious motives underlay reading instruction in colonial America, while secular motives led to writing instruction. Monaghan illuminates the history of these activities through a series of deeply researched and readable case studies. An Anglican missionary battles mosquitoes and loneliness to teach the New York Mohawks to write in their own tongue. Puritan fathers model scriptural reading for their children as they struggle with bereavement. Boys in writing schools, preparing for careers in counting houses, wield their quill pens in the difficult task of mastering a "good hand." Benjamin Franklin learns how to compose essays with no teacher but himself. Young orphans in Georgia write precocious letters to their benefactor, George Whitefield, while schools in South Carolina teach enslaved black children to read but never to write.

As she tells these stories, Monaghan clears new pathways in the analysis of colonial literacy. She pioneers in exploring the implications of the separation of reading and writing instruction, a topic that still resonates in today's classrooms.

Monaghan argues that major improvements occurred in literacy instruction and acquisition after about 1750, visible in rising rates of signature literacy. Spelling books were widely adopted as they key text for teaching young children to read; prosperity, commercialism, and a parental urge for gentility aided writing instruction, benefiting girls in particular. And a gentler vision of childhood arose, portraying children as more malleable than sinful. It promoted and even commercialized a new kind of children's book designed to amuse instead of convert, laying the groundwork for the "reading revolution" of the new republic.

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Learning To See
American Sign Language as a Second Language
Sherman Wilcox
Gallaudet University Press, 1997
As more and more secondary schools and colleges accept American Sign Language (ASL) as a legitimate choice for second language study, Learning to See has become even more vital in guiding instructors on the best ways to teach ASL as a second language. And now this groundbreaking book has been updated and revised to reflect the significant gains in recognition that deaf people and their native language, ASL, have achieved in recent years.

       Learning to See lays solid groundwork for teaching and studying ASL by outlining the structure of this unique visual language. Myths and misconceptions about ASL are laid to rest at the same time that the fascinating, multifaceted elements of Deaf culture are described. Students will be able to study ASL and gain a thorough understanding of the cultural background, which will help them to grasp the language more easily. An explanation of the linguistic basis of ASL follows, leading into the specific, and above all, useful information on teaching techniques.

       This practical manual systematically presents the steps necessary to design a curriculum for teaching ASL, including the special features necessary for training interpreters. The new Learning to See again takes its place at the forefront of texts on teaching ASL as a second language, and it will prove to be indispensable to educators and administrators in this special discipline.

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Learning to Smoke
Tobacco Use in the West
Jason Hughes
University of Chicago Press, 2002
Why do people smoke? Taking a unique approach to this question, Jason Hughes moves beyond the usual focus on biological addiction that dominates news coverage and public health studies and invites us to reconsider how social and personal understandings of smoking crucially affect the way people experience it. Learning to Smoke examines the diverse sociological and cultural processes that have compelled people to smoke since the practice was first introduced to the West during the sixteenth century.

Hughes traces the transformations of tobacco and its use over time, from its role as a hallucinogen in Native American shamanistic ritual to its use as a prophylactic against the plague and a cure for cancer by early Europeans, and finally to the current view of smoking as a global pandemic. He then analyzes tobacco from the perspective of the individual user, exploring how its consumption relates to issues of identity and life changes. Comparing sociocultural and personal experiences, Hughes ultimately asks what the patterns of tobacco use mean for the clinical treatment of smokers and for public policy on smoking. Pointing the way, then, to a more learned and sophisticated understanding of tobacco use, this study will prove to be essential reading for anyone interested in the history of smoking and the sociology of addiction.

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Learning to Trust in Freedom
Signs from Jewish, Christian, and Muslim Traditions
David B. Burrell, C.S.C.
University of Scranton Press, 2010

True religious faith cannot be confirmed by any external proofs. Rather, it is founded on a basic act of trust—and the common root of that trust, for Jewish, Christian, and Islamic traditions, is a belief in the divine creation of the universe. But with Learning to Trust in Freedom, David B. Burrell asks the provocative question: How do we reach that belief, and what is it about the universe that could possibly testify to its divine origins? Even St. Augustine, he points out, could only find faith after a harrowing journey through the lures of desire—and it is that very desire that Burrell seizes on as a tool with which to explore the origin and purpose of the world. Delving deep into the intertwinings of desire and faith, and drawing on St. John of the Cross, Edith Stein, and Charles Taylor, Burrell offers a new understanding of free will, trust, and perception.


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Learning to Unlearn
Decolonial Reflections from Eurasia and the Americas
Madina V. Tlostanova and Walter D. Mignolo
The Ohio State University Press, 2012

Learning to Unlearn: Decolonial Reflections from Eurasia and the Americas is a complex, multisided rethinking of the epistemic matrix of Western modernity and coloniality from the position of border epistemology. Colonial and imperial differences are the two key concepts to understanding how the logic of coloniality creates ontological and epistemic exteriorities. Being at once an enactment of decolonial thinking and an attempt to define its main grounds, mechanisms, and concepts, the book shifts the politics of knowledge from “studying the other” (culture, society, economy, politics) toward “the thinking other” (the authors).

Addressing areas as diverse as the philosophy of higher education, gender, citizenship, human rights, and indigenous agency, and providing fascinating and little-known examples of decolonial thinking, education, and art, Madina V. Tlostanova and Walter D. Mignolo deconstruct the modern architecture of knowledge—its production and distribution as manifested in the corporate university. In addition, the authors dwell on and define the echoing global decolonial sensibilities as expressed in the Americas and in peripheral Eurasia.
The book is an important addition to the emerging transoceanic inquiries that introduce decolonial thought and non-Western border epistemologies not only to update or transform disciplines but also to act and think decolonially in the global futures to come.

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Learning to Work
The Case for Reintegrating Job Training and Education
W. Norton Grubb
Russell Sage Foundation, 1996
"Grubb's powerful vision of a workforce development system connected by vertical ladders for upward mobility adds an important new dimension to our continued efforts at system reform. The unfortunate reality is that neither our first-chance education system nor our second-chance job training system have succeeded in creating clear pathways out of poverty for many of our citizens. Grubb's message deserves a serious hearing by policy makers and practitioners alike." —Evelyn Ganzglass, National Governors' Association Over the past three decades, job training programs have proliferated in response to mounting problems of unemployment, poverty, and expanding welfare rolls. These programs and the institutions that administer them have grown to a number and complexity that make it increasingly difficult for policymakers to interpret their effectiveness. Learning to Work offers a comprehensive assessment of efforts to move individuals into the workforce, and explains why their success has been limited. Learning to Work offers a complete history of job training in the United States, beginning with the Department of Labor's manpower development programs in the1960s and detailing the expansion of services through the Comprehensive Employment and Training Act in the 1970s and the Job Training Partnership Act in the 1980s.Other programs have sprung from the welfare system or were designed to meet the needs of various state and corporate development initiatives. The result is a complex mosaic of welfare-to-work, second-chance training, and experimental programs, all with their own goals, methodology, institutional administration, and funding. Learning to Work examines the findings of the most recent and sophisticated job training evaluations and what they reveal for each type of program. Which agendas prove most effective? Do their effects last over time? How well do programs benefit various populations, from welfare recipients to youths to displaced employees in need of retraining? The results are not encouraging. Many programs increase employment and reduce welfare dependence, but by meager increments, and the results are often temporary. On average most programs boosted earnings by only $200 to $500 per year, and even these small effects tended to decay after four or five years.Overall, job training programs moved very few individuals permanently off welfare, and provided no entry into a middle-class occupation or income. Learning to Work provides possible explanations for these poor results, citing the limited scope of individual programs, their lack of linkages to other programs or job-related opportunities, the absence of academic content or solid instructional methods, and their vulnerability to local political interference. Author Norton Grubb traces the root of these problems to the inherent separation of job training programs from the more successful educational system. He proposes consolidating the two domains into a clearly defined hierarchy of programs that combine school- and work-based instruction and employ proven methods of student-centered, project-based teaching. By linking programs tailored to every level of need and replacing short-term job training with long-term education, a system could be created to enable individuals to achieve increasing levels of economic success. The problems that job training programs address are too serious too ignore. Learning to Work tells us what's wrong with job training today, and offers a practical vision for reform.

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Library Service And Learning
Empowering Students, Inspiring
Theresa McDevitt
American Library Association, 2018

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Literacy & Libraries
Learning from Case Studies
American Library Association
American Library Association, 2001

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Literacy in American Schools
Learning to Read and Write
Edited by Nancy L. Stein
University of Chicago Press, 1986

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The Lived Experience of Improvisation
In Music, Learning and Life
Simon Rose
Intellect Books, 2017
Improvisation is crucial to a wide range of artistic activities—most prominently, perhaps, in music, but extending to other fields of experience such as literature and pedagogy. Yet it gets short shrift in both appreciation and analysis of art within education. This is in no small part due to our tendency to view the world in fixed categories and structures that belie our ability to generate creative, groundbreaking responses within and between those structures.
            The Lived Experience of Improvisation draws on an analysis of interviews with highly regarded improvisers, including Roscoe Mitchell, Pauline Oliveros, and George Lewis. Simon Rose also exploits his own experience as a musician and teacher, making a compelling case for bringing back improvisation from the margins. He argues that improvisation is a pervasive aspect of being human and that it should be at the heart of our teaching and understanding of the world.

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Loving Humanity, Learning, and Being Honored
The Foundations of Leadership in Xenophon's Education of Cyrus
Norman B. Sandridge
Harvard University Press, 2012
Xenophon is generally thought to have done his best theorizing on leadership through his portrayal of Cyrus the Great, the first king of the Persian Empire. In this book, Norman Sandridge argues that Xenophon actually reduces his Theory of Leadership to a set of fundamental traits, namely, the love of humanity, the love of learning, and the love of being honored. These so-called fundamental traits are the product of several rich contexts across culture and across time: the portrait of Cyrus seems as much a composite of Persian folklore as a pointed response to Plato’s Philosopher King. Sandridge further argues that Xenophon’s Theory of Leadership is effective for addressing many problems of leadership that were familiar to Xenophon and his fourth-century Athenian contemporaries, notably Plato and Isocrates. By looking at the contexts in which Xenophon’s theory was conceived, as well as the problems of leadership he sought to address, this book sees Xenophon as attempting a sincerely laudatory though not ideal portrait of Cyrus. The study thus falls between interpretations of the Education of Cyrus that have seen Cyrus as either a perfect leader or an ironically flawed one.

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