"In this book, Diana Senechal confronts a culture that has come to depend on instant updates and communication at the expense of solitude. Schools today emphasize rapid group work and fragmented activity, not the thoughtful study of complex subjects. The Internet offers contact with others throughout the day and night; we lose the ability to be apart, even in our minds. Yet solitude plays an essential role in literature, education, democracy, relationships, and matters of conscience. Throughout its analyses and argument, the book calls not for drastic changes but for a subtle shift: an attitude that honors solitude without descending into dogma"--Provided by publisher.

The protagonist of Tobias Wolff’s shrewdly—and at times devastatingly—observed first novel is a boy at an elite prep school in 1960. He is an outsider who has learned to mimic the negligent manner of his more privileged classmates. Like many of them, he wants more than anything on earth to become a writer. But to do that he must first learn to tell the truth about himself. The agency of revelation is the school literary contest, whose winner will be awarded an audience with the most legendary writer of his time. As the fever of competition infects the boy and his classmates, fraying alliances, exposing weaknesses, Old School explores the ensuing deceptions and betrayals with an unblinking eye and a bottomless store of empathy. The result is further evidence that Wolff is an authentic American master.

Too often our use of language has become lazy, frivolous, and even counterproductive. We rely on clichés and bromides to communicate in such a way that our intentions are lost or misinterpreted. In a culture of “takeaways” and buzzwords, it requires study and cunning to keep language alive. In Mind over Memes: Passive Listening,Toxic Talk, and Other Modern Language Follies, Diana Senechal examines words, concepts, and phrases that demand reappraisal. Targeting a variety of terms, the author contends that a “good fit” may not always be desirable; delivers a takedown of the adjective “toxic”; and argues that “social justice” must take its place among other justices. This book also includes a critique of our modern emphasis on quick answers and immediate utility. By scrutinizing words and phrases that serve contemporary fads and follies, this book stands up against the excesses of language and offers engaging alternatives. Drawing on literature, philosophy, social sciences, music, and technology, Senechal offers a rich framework to make fresh connections between topics. Combining sharp criticism, lyricism, and wit, Mind over Memes argues for judicious and imaginative speech.

. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.

Solitude has always had an ambivalent status: the capacity to enjoy being alone can make sociability bearable, but those predisposed to solitude are often viewed with suspicion or pity. Drawing on a wide array of literary and historical sources, David Vincent explores how people have conducted themselves in the absence of company over the last three centuries. He argues that the ambivalent nature of solitude became a prominent concern in the modern era. For intellectuals in the romantic age, solitude gave respite to citizens living in ever more complex modern societies. But while the search for solitude was seen as a symptom of modern life, it was also viewed as a dangerous pathology: a perceived renunciation of the world, which could lead to psychological disorder and anti-social behaviour. Vincent explores the successive attempts of religious authorities and political institutions to manage solitude, taking readers from the monastery to the prisoner’s cell, and explains how western society’s increasing secularism, urbanization and prosperity led to the development of new solitary pastimes at the same time as it made traditional forms of solitary communion, with God and with a pristine nature, impossible. At the dawn of the digital age, solitude has taken on new meanings, as physical isolation and intense sociability have become possible as never before. With the advent of a so-called loneliness epidemic, a proper historical understanding of the natural human desire to disengage from the world is more important than ever. The first full-length account of its subject, A History of Solitude will appeal to a wide general readership.

An unapologetic critique of major flaws in the American education system. David Michael Slater’s We’re Doing It Wrong is a thought-provoking dissection of the issues plaguing American public schools. Each chapter identifies a major problem in the education system, exploring its roots and repercussions. A teacher himself, Slater opens up and gives readers an insider’s perspective on topics that have been at the center of ongoing debates as well as recent hot button issues, such as: Standardized testing Teacher evaluation practices Helicopter parents Class size Poverty’s effect on performance Anti-bullying programs Writing proficiency Curriculum goals Slater explains why our current approaches simply aren’t working—for students, for teachers, for the colleges that these students may eventually attend, and for society at-large. Unafraid to ruffle a few feathers, We’re Doing It Wrong highlights defects in policy and theory, calls out administration, and questions long-held beliefs. Every chapter concludes with a suggestion for improvement, offering light at the end of the tunnel. Administrators, teachers, and concerned parents will come away with a better understanding of the current state of education and ideas for moving toward progress—for themselves and for the students they support.

Distrusting Educational Technology critically explores the optimistic consensus that has arisen around the use of digital technology in education. Drawing on a variety of theoretical and empirical perspectives, this book shows how apparently neutral forms of educational technology have actually served to align educational provision and practices with neo-liberal values, thereby eroding the nature of education as a public good and moving it instead toward the individualistic tendencies of twenty-first century capitalism. Following a wide-ranging interrogation of the ideological dimensions of educational technology, this book examines in detail specific types of digital technology in use in education today, including virtual education, ‘open’ courses, digital games, and social media. It then concludes with specific recommendations for fairer forms of educational technology. An ideal read for anyone interested in the fast-changing nature of contemporary education, Distrusting Educational Technology comprises an ambitious and much-needed critique.