"Focusing on a handful of English words whose meaning seems obvious to native speakers, and using a brand of semantic analysis accessible to any intelligent lay person, Anna Wierzbicka reveals the empiricist worldview embedded in the English lexicon and shows how mystify-ingly foreign English can thus be to foreigners. As an exploration in historical semantics, Wierzbicka's new book deserves a place beside Raymond Williams's Keywords."---J. M. Coetzee, University of Adelaide, Nobel Laureate in Literature --

As one of the premier historical thinkers of his generation, Jörn Rüsen has made enormous contributions to the methods and theoretical framework of history as it is practiced today. In Evidence and Meaning, Rüsen surveys the seismic changes that have shaped the historical profession over the last half-century, while offering a clear, economical account of his theory of history. To traditional historiography Rüsen brings theoretical insights from philosophy, narrative theory, cultural studies, and the social sciences, developing an intricate but robust model of “historical thinking” as both a cognitive discipline and a cultural practice—one that is susceptible neither to naïve empiricism nor radical relativism.

Sensory Experiences: Exploring meaning and the senses describes the collective elaboration of a situated cognitive approach with an emphasis on the relations between language and cognition within and across different sensory modalities and practices. This approach, grounded in 40 years of empirical research, is a departure from the analytic, reductive view of human experiences as information processing. The book is structured into two parts. Each author first introduces the situated cognitive approach from their respective sensory domains (vision, audition, olfaction, gustation). The second part is the collective effort to derive methodological guidelines respecting the ecological validity of experimental investigations while formulating operational answers to applied questions (such as the sensory quality of environments and product design). This book will be of interest to students, researchers and practitioners dealing with sensory experiences and anyone who wants to understand and celebrate the cultural diversity of human productions that make life enjoyable!

The third edition of this monograph continues to have the goal of providing an overview of current thought about the spinal cord mechanisms that are responsible for sensory processing. We hope that the book is of value to both basic and clinical neuroscientists. Several changes have been made in the presentation, as well as additions because of the research advances that have been made during the past decade. Chapters 3 and 4 in the previous edition have been subdivided, and now the morphology of primary afferent neu rons of the dorsal root ganglia is described in Chapter 3 and the chemical neuroanatomy of these neurons in Chapter 4. The description of the dorsal horn in the previous Chapter 4 is now included in Chapter 5, and the chemical neuroanatomy of the dorsal horn in Chapter 6. Furthermore, discussions of the descending control systems have now been consolidated at the end of Chapter 12. The authors would like to express their appreciation for the help provided by several individuals. R.E.C. wishes to acknowledge the many things he learned about primary afferent neurons from conversations with Dr S. N. Lawson. He also thanks Lyn Shilling for her assistance with the typing. WDW thanks Dr Nada Lawand for her critical reading of parts of the manuscript, Rosaline Leigh for help with the manuscript, and Griselda Gonzales for preparing the illustrations.

Phenomenology was one of the twentieth century’s major philosophical movements, and it continues to be a vibrant and widely studied subject today with relevance beyond philosophy in areas such as medicine and cognitive sciences. The Routledge Handbook of Phenomenology and Phenomenological Philosophy is an outstanding guide to this important and fascinating topic. Its focus on phenomenology’s historical and systematic dimensions makes it a unique and valuable reference source. Moreover, its innovative approach includes entries that don’t simply reflect the state-of-the-art but in many cases advance it. Comprising seventy-five chapters by a team of international contributors, the Handbook offers unparalleled coverage and discussion of the subject, and is divided into five clear parts: • Phenomenology and the history of philosophy • Issues and concepts in phenomenology • Major figures in phenomenology • Intersections • Phenomenology in the world. Essential reading for students and researchers in philosophy studying phenomenology, The Routledge Handbook of Phenomenology and Phenomenological Philosophy is also suitable for those in related disciplines such as psychology, religion, literature, sociology and anthropology.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.