Rhythms

Sample

Pascal Bruckner

The sexual revolution is justly celebrated for the freedoms it brought--birth control, the decriminalization of abortion, the liberalization of divorce, greater equality between the sexes, women's massive entry into the workforce, and more tolerance of homosexuality. But as Pascal Bruckner, one of France's leading writers, argues in this lively and provocative reflection on the contradictions of modern love, our new freedoms have also brought new burdens and rules--without, however, wiping out the old rules, emotions, desires, and arrangements: the couple, marriage, jealousy, the demand for fidelity, the war between constancy and inconstancy. It is no wonder that love, sex, and relationships today are so confusing, so difficult, and so paradoxical. Drawing on history, politics, psychology, literature, pop culture, and current events, this book--a best seller in France--exposes and dissects these paradoxes. With his customary brilliance and wit, Bruckner traces the roots of sexual liberation back to the Enlightenment in order to explain love's supreme paradox, epitomized by the 1960s oxymoron of "free love": the tension between freedom, which separates, and love, which attaches. Ashamed that our sex lives fail to live up to such liberated ideals, we have traded neuroses of repression for neuroses of inadequacy, and we overcompensate: "Our parents lied about their morality," Bruckner writes, but "we lie about our immorality." Mixing irony and optimism, Bruckner argues that, when it comes to love, we should side neither with the revolutionaries nor the reactionaries. Rather, taking love and ourselves as we are, we should realize that love makes no progress and that its messiness, surprises, and paradoxes are not merely the sources of its pain--but also of its pleasure and glory.

Sample

Cristóbal Loriente Zamora

INDEX PREFACE I-. Introduction. II-. Methodology and field work. 1-. Methodology. 1.1-. Reflexivity of knowledge and methodological pluralism. 1.2-. Qualitative methodology. 1-. Definition. 2-. Qualitative research techniques. 2.1-. Participant observation. 2.2-. The Interview. 2.3-. Field annotations. 1.3-. Quantitative methodology. 2-. Field work. 2.1-. Introduction. 2.2-. Description of field work. 1-. Phases and ethnographic content. 2-. Data gathering techniques. 2.1-. Participant observation. 1-. In virtual groups. 2-. In self-help groups. 2.2-. Interviews. 2.3-. Field work annotations. 2.4-. Survey. III-. Stuttering as a sociocultural construct. 1-. Introduction. 2-. Basic historical considerations. 2.1-. From antiquity to the XX century. 2.2-. From the beginning of the XX century until 1987. 1-. Introduction. 2-. Logopedic methodology. 3-. Psicoanalisis. 4-. Personality. 5-. Scientific research. 5.1-. Organic biology hypothesis. 1-. Predomiance Deficit theory. 2-. Alteration of the speech mechanisms self-control. 3-. Difficulties in the neuromuscular coordination. 4-. Lack of coordination between the respiratory and phonoarticulatory systems. 5.2-. Psychological hypothesis. 1-. Diagnosogenic theory. 2-. Sheehan’s Theory. 3-. Van Riper’s theory. 6-. Conclusion. 2.3-. From 1987 to the present day. 1-. Introduction. 2-. Starkweather’ theory of capacities and demands. 3-. Bloodstein’s hypothesis of anticipatory avoidance. 4-. Friedman’s confidence . 3-. Criticism of biomedical stuttering. 3.1-. Classification and criticism of biomedic definitions of suttering. 1-. Definitions from the point of view of the hearer. 2-. Definitions from the point of view of the speaker. 3.2-. Sociocultural construction of stuttering disfluencies. 3.3-. From the Biopsicosocio a to the Sociopsicobio. 1-. Introduction. 2-. Social construction of stuttering. 2.1-. Introduction. 2.2-. Medicalization. 2.3-. Stigmatization 4-. Conclusions. IV-. Personal identity of the stuttering community. 1-. Introducción. 2-. Feelings on the wound of the difference. 2.1-. Introduction. 2.2-. Defencelessness. 2.3-. Avoidance. 2.4-. Shame. 2.5-. Guilt. 1-. Description and theoretical analysis. 2-. Criticims of Sheehan¡ concept ofguilt. 2.1-. provoked guilt. 1-. Guilty myths. 2-. Innocent myths. 2.2-. The guilt of the false role. 2.3-. Guilt from audience reaction. 3-. Ethnographic analysis of guilt. 2.6-. Fear. 1-. Introduction and theoretical and practical example. 2-. Theoretical analysis. 2.1-. Wendell Johnson. 2.2-. Van Riper. 3-. Ethnographic analysis of fear. 3.1-. Fear of speaking (and stuttering). 3.2-. Fear of social relationships. 3.3-. Fear of genetic transmission. 4-. Consequences of fear. 3-. Thoughts of the wound of the difference. 4-. Compound elements: the self-concept. 5-. Pride. 6-. Conclusions. V-. Coming Out. 1-. Introduction. 2.-. The group as an open system. 2.1-. In-group favouritism. 2.2-. Intergroupal conflicto. 1-. Introduction. 2-. Stereotype. 3-. Discrimination. 2.3-. Social identity. 1-. Concept. 2-. Shared beliefs. 2.1-. Ethnogprahic comparisons. 2.2-. Theoretical analysis. 1-. Stigma and hiding stuttering. 2-. Destigmatization of homosexuality. 3-. Emancipation Project: Coming Out. 3.1-. Introduction. 3.2-. Ideary. 3.3-. Objectives and mutual interdependence. 3.4-. Meaning and concept. 3.5-. Ethnographic testimony. 3.6-. Personal Coming Out. 1-. Phases: theoretical and ethnographic analysis. 1.1-. Introduction. 1.2-. Analisys. 2-. Consequences. 3.7-. Dignification of stuttering. 1-. Causal inversion. 2-. Ethnographic testimony. 4-. Reconstruction of stuttering. 4.1-. Introduction. 4.2-. Specific consequences of traditional construct. 4.3-. transfluency 1-. Two basic principles of biomedicine. 1.1-. Dual ontological opposition. 1.2-. Medicalization of the difference. 2-. Transfluency: concept and characteristics. VI-. Conclusions. VII-. Bibliography.

Sample

James T. Kinard, Sr., Alex Kozulin

This book demonstrates how rigorous mathematical thinking can be fostered through the development of students’ cognitive tools and operations. Though this approach can be applied in any classroom, it seems to be particularly effective with socially disadvantaged and culturally different students. The authors argue that children’s cognitive functions cannot be viewed as following a natural maturational path: They should be actively constructed during the educational process. The Rigorous Mathematical Thinking (RMT) model is based on two major theoretical approaches that allow such an active construction of cognitive functions: Vygotsky’s theory of psychological tools and Feuerstein’s concept of mediated learning experience. The book starts with general cognitive tools that are essential for all types of problem solving and then moves to mathematically specific cognitive tools and methods for utilizing these tools for mathematical conceptual formation. The application of the RMT model in various urban classrooms demonstrates how mathematics education standards can be reached even by students with a history of educational failure who were considered hopeless underachievers. James T. Kinard, Sr., earned his Ph.D. in electroanalytical chemistry from Howard University and is president of Innovations for the Development of Cognitive Literacy, Inc., Chicago, Illinois. He developed and implemented the Rigorous Mathematical Thinking program and is a certified trainer of the Feuerstein cognitive development program, Instrumental Enrichment. He lectures at international cognitive enrichment workshops in the United States, Canada, the United Kingdom, France, The Netherlands, and India. Alex Kozulin is research director of the International Center for the Enhancement of Learning Potential in Jerusalem, Israel, and teaches at Tel Aviv University and Hebrew University. He held an academic appointment at Boston University, was a visiting professor at the University of Exeter and at the University of Witwatersrand, and was a visiting scholar at Harvard University. Dr.Kozulin is author of Vygotsky’s Psychology: A Biography of Ideas (1990) and Psychological Tools: A Sociocultural Approach to Education (1998).

Sample

William G. Naphy and Penny Roberts

Fear of fire, flood, plague, invasion by the infidel, purgatory, death, witchcraft - these are just some of the fears that plagued the early modern world which are dealt with in this fascinating well-integrated collection of essays, based on extensive and ground-breaking new research. Drawing on British and Continental examples, the volume explores the panoply of personal and communal tragedies which tormented and terrified both elite and popular communities in this period, and shows how they formed strategies for dealing both practically and psychologically with their fears; it tells of the creation of the first fire service in France, of dog-massacres in times of plague in England, and of flood emergency plans in Holland.