Thinking Welsh focuses on how common English words, phrases and constructions map onto Welsh, and highlights the key areas of difference and difficulty in these mapping operations. 150 English words and grammatical and communicative concepts are listed alphabetically, explained in clear and accessible language, and given ample exemplification to illustrate their meaning and use. All instances of mutation are marked with the usual typographic signs, and cross-references are given throughout to related entries. A list of essential grammatical terms and a Welsh index round off the manual. Thinking Welsh is a ground-breaking resource for post-beginner students wishing to explore lexical issues and master key syntactic structures as a way of attaining fluency of expression and comprehension in modern spoken and standard Welsh.

This book brings together research about a diverse range of groups who are rarely analysed together: Welsh, Irish, Jewish, Arab, White, African and Indian. The aim of the book is to critique orthodox explanations in the field, drawing upon the best of 'old' and 'new' theory. Key contemporary questions include: issues about the black-white model of racism; the underplaying of anti-semitism; the need to examine ethnic majorities, as well as whiteness and the reconfiguration of the United Kingdom.

A History of Scottish Philosophy is a series of collaborative studies, each volume being devoted to a specific period. Together they provide a comprehensive account of the Scottish philosophical tradition, from the centuries that laid the foundation of the remarkable burst of intellectual fertility known as the Scottish Enlightenment, through the Victorian age and beyond, when it continued to exercise powerful intellectual influence at home and abroad. The books aim to be historically informative, while at the same time serving to renew philosophical interest in the problems with which the Scottish philosophers grappled, and in the solutions they proposed. This volume covers the history of Scottish philosophy after the Enlightenment period, through the nineteenth and twentieth centuries. Leading experts explore the lives and work of major figures including Thomas Brown, William Hamilton, J. F. Ferrier, Alexander Bain, John Macmurray, and George Davie, and address important developments in the period from the Scottish reception of Kant and Hegel to the spread of Scottish philosophy in Europe, America and Australasia, and the relation of Common Sense philosophy and American pragmatism. A concluding chapter investigates the nature and identity of a 'Scottish philosophical tradition'. General Editor: Gordon Graham, Princeton Theological Seminary

Creativity and critical thinking are key skills for complex, globalised and increasingly digitalised economies and societies. While teachers and education policy makers consider creativity and critical thinking as important learning goals, it is still unclear to many what it means to develop these skills in a school setting. To make it more visible and tangible to practitioners, the OECD worked with networks of schools and teachers in 11 countries to develop and trial a set of pedagogical resources that exemplify what it means to teach, learn and make progress in creativity and critical thinking in primary and secondary education.