Hegel’s Phenomenology of Spirit exerts a unique influence on contemporary philosophy. Major figures from Jacques Derrida and Luce Irigaray to Jean-Paul Sartre and Judith Butler were shaped in large part through their engagement with Hegel’s challenging masterwork. It unfolds a grand narrative of the ways of thinking and acting that comprise human experience. Along the way, Hegel seeks to incorporate all the fundamental structures of human life—from political community to consciousness to selfhood—into a whole that encompasses the total movement of human knowledge and culture. Mary C. Rawlinson offers a critical reading of the Phenomenology of Spirit that exposes three crucial elisions: Hegel’s effacements of sexual difference, human mortality, and literary style. In attempting to arrive at an “absolute knowing” that would transcend all differences, Hegel discounts specificity in each of these areas in favor of a generic subject. Rawlinson turns Hegel’s critique of abstraction against him, showing how his own phenomenological analysis undermines his attempt to master difference. Rawlinson’s critique reveals Hegel’s attempt to erase the difference of his own style, highlighting his images, tropes, and rhetorical strategies. Demonstrating how the power of Hegel’s phenomenological method goes beyond even Hegel’s own project of a pure logic, The Betrayal of Substance is a magisterial rereading of the Phenomenology of Spirit that encompasses crucially overlooked sites of complexity and difference.

This collection of essays by eminent traditionalists and contemporary thinkers throws into sharp relief many of the urgent problems of today.

The Educator's Guide to Substance Abuse Prevention is for educators and other school personnel who are concerned about student drug use and school violence. It will help them to appreciate and use their humanity, professional skills, educational ideals, and the school curriculum as tools for substance abuse prevention. Teachers' concerns are addressed in several ways. First, the text provides a guide through which they may resolve personal and professional concerns about the commitments, limits, and boundaries of their working relationships with students. Second, it describes tasks that teachers can perform and mental health issues they can address in creating classroom policies, procedures, and rules to promote healthful learning activity in the classroom. Third, the author summarizes and interprets research and theory about substance abuse as they apply specifically to educational prevention and to professional teaching practice--arguing that classroom management strategies, learning activities, and social interaction are a teacher's primary tools of prevention, and showing how teachers may use these tools in any curricular area and without direct reference to drugs. A highlight of this text is its emphasis on helping teachers to explore drug-related issues from within the context of their own curricular specialties and to integrate substance abuse prevention with the curriculum in many school subjects--including the arts, literature, social studies, history, government, science, and culture. Action-oriented prevention strategies based on these content areas are suggested. The Educator's Guide to Substance Abuse Prevention: *focuses primarily on teaching, learning, and prevention rather than on information about drugs; *helps teachers to better use what they already do, know, and are in order to respond competently, responsibly, and with sensitivity to the needs of their students; *attends to the needs of teachers who do prevention work and the needs of children who are the target of prevention efforts; *describes student disappointment and disillusionment with family, school, and community as sources of risk and the legitimate domain in which teachers may serve a curative role; *provides extensive coverage of historical, social, and cultural issues related to substance abuse and school violence; and *alerts teachers to the risk to children posed by extremist adult groups, prominent negative role models, popular culture, and peer pressure.

In this "meticulously researched" account (New York Times Book Review), a Pulitzer Prize-winning author examines the dangers of a failing public health system unequipped to handle large-scale global risks like a coronavirus pandemic. The New York Times bestselling author of The Coming Plague, Laurie Garrett takes on perhaps the most crucial global issue of our time in this eye-opening book. She asks: is our collective health in a state of decline? If so, how dire is this crisis and has the public health system itself contributed to it? Using riveting detail and finely-honed storytelling, exploring outbreaks around the world, Garrett exposes the underbelly of the world's globalization to find out if it can still be assumed that government can and will protect the people's health, or if that trust has been irrevocably broken. "A frightening vision of the future and a deeply unsettling one . . . a sober, scary book that not only limns the dangers posed by emerging diseases but also raises serious questions about two centuries' worth of Enlightenment beliefs in science and technology and progress." -- Michiko Kakutani, The New York Times

Information about the substance abuse behaviors among Latino populations has been limited. Substance Abusing Latinos: Current Research on Epidemiology, Prevention, and Treatment fills this void by presenting the latest research on the epidemic of substance abuse now afflicting the Latino community. Ethnic differences are reviewed, including specific studies covering gang members, low-income urban women, risky behaviors, language preference indicators of acculturation, and culturally competent intervention strategies. The research is then used as foundation to focus on the latest advances of substance abuse prevention and treatment programs. Each chapter is extensively referenced to reinforce research.

In this radical reinterpretation of Aristotle's Metaphysics, Walter E. Wehrle demonstrates that developmental theories of Aristotle are based on a faulty assumption: that the fifth chapter of Categories ('substance') is an early theory of metaphysics that Aristotle later abandoned. The ancient commentators unanimously held that the Categories was semantical and not metaphysical, and so there was no conflict between it and the Metaphysics proper. They were right, Wehrle argues: the modern assumption, to the contrary, is based on a medieval mistake and is perpetuated by the anti-metaphysical postures of contemporary philosophy. Furthermore, by using the logico-semantical distinction in Aristotle's works, Wehrle shows just how the principal 'contradictions' in Metaphysics Books VII and VIII can be resolved. The result in an interpretation of Aristotle that challenges mainstream viewpoints, revealing a supreme philosopher in sharp contrast to the developmentalists' version.