The social life of nanotechnology

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Michael Ruse

"This book provides a unique discussion of human evolution from a philosophical viewpoint, looking at the facts and interpretations since Charles Darwin's The Descent of Man. Michael Ruse explores such topics as the nature of scientific theories, the relationships between culture and biology, the problem of progress and the extent to which evolutionary issues pose problems for religious beliefs. He identifies these issues, highlighting the problems for morality in a world governed by natural selection. By taking a philosophical viewpoint, the full ethical and moral dimensions of human evolution are examined. This book engages the reader in a thorough discussion of the issues, appealing to students in philosophy, biology and anthropology"--

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Gilles Lipovetsky

In a book full of playful irony and striking insights, the controversial social philosopher Gilles Lipovetsky draws on the history of fashion to demonstrate that the modern cult of appearance and superficiality actually serves the common good. Focusing on clothing, bodily deportment, sex roles, sexual practices, and political rhetoric as forms of "fashion," Lipovetsky bounds across two thousand years of history, showing how the evolution of fashion from an upper-class privilege into a vehicle of popular expression closely follows the rise of democratic values. Whereas Tocqueville feared that mass culture would create passive citizens incapable of political reasoning, Lipovetsky argues that today's mass-produced fashion offers many choices, which in turn enable consumers to become complex individuals within a consolidated, democratically educated society. Superficiality fosters tolerance among different groups within a society, claims Lipovetsky. To analyze fashion's role in smoothing over social conflict, he abandons class analysis in favor of an inquiry into the symbolism of everyday life and the creation of ephemeral desire. Lipovetsky examines the malaise experienced by people who, because they can fulfill so many desires, lose their sense of identity. His conclusions raise disturbing questions about personal joy and anguish in modern democracy.

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John Dewey

Publisher description: John Dewey (1859-1952) believed that learning was active and schooling unnecessarily long and restrictive. His idea was that children came to school to do things and live in a community which gave them real, guided experiences which fostered their capacity to contribute to society. For example, Dewey believed that students should be involved in real-life tasks and challenges: maths could be learnt via learning proportions in cooking or figuring out how long it would take to get from one place to another by mule history could be learnt by experiencing how people lived, geography, what the climate was like, and how plants and animals grew, were important subjects Dewey had a gift for suggesting activities that captured the center of what his classes were studying. Dewey's education philosophy helped forward the "progressive education" movement, and spawned the development of "experiential education" programs and experiments.

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Dorothy Nelkin, Laurence Tancredi

An up-to-date look at current developments in diagnostic technology ; raises disturbing questions about the threat to our traditional concepts of privacy and personal antonomy.