Ecological restoration is the process of repairing human damage to ecosystems. It involves reintroducing missing plants and animals, rebuilding soils, eliminating hazardous substances, ripping up roads, and returning natural processes such as fire and flooding to places that thrive on their regular occurrence. Thousands of restoration projects take place in North America every year. In Nature by Design, Eric Higgs argues that profound philosophical and cultural shifts accompany these projects. He explores the ethical and philosophical bases of restoration and the question of what constitutes good ecological restoration. Higgs explains how and why the restoration movement came about, where it fits into the array of approaches to human relationships with the land, and how it might be used to secure a sustainable future. Some environmental philosophers and activists worry that restoration will dilute preservation and conservation efforts and lead to an even deeper technological attitude toward nature. They ask whether even well-conceived restoration projects are in fact just expressions of human will. Higgs prefaces his responses to such concerns by distinguishing among several types of ecological restoration. He also describes a growing gulf between professionals and amateurs. Higgs finds much merit in criticism about technological restoration projects, which can cause more damage than they undo. These projects often ignore the fact that changing one thing in a complex system can change the whole system. For restoration projects to be successful, Higgs argues, people at the community level must be engaged. These focal restorations bring communities together, helping volunteers develop a dedication to place and encouraging democracy.

The shift to organic modes of thought undergirding Whitehead's "philosophy of organism" continues to blossom fresh possibilities for rethinking the world of nature, the place of human beings, and our current ecological precarity. This shift is being felt across disciplines, from philosophy to economics, society, and religion, as scholars are making new connections, challenging older contentions, and working together to realize an ecological civilization. The contributions to this volume exemplify the interdisciplinary nature of this quest. Written by scholars from around the world, these proposals reconceive our understanding of philosophy, society and religion in an organic universe.

The 2nd Edition of this book is now available. Completely revised and updated to make the work more accessible to a wider audience.

In this famous treatise, a Supreme Court Justice describes the conscious and unconscious processes by which a judge decides a case. He discusses the sources of information to which he appeals for guidance and analyzes the contribution that considerations of precedent, logical consistency, custom, social welfare, and standards of justice and morals have in shaping his decisions.

Engage your students with inquiry-based lessons that help them think like scientists! "[This] book...has made such a difference in my teaching of science this school year. I have had some of the most amazing science lessons and activities with my students and I attribute this to what I learned from...[this] book... I have watched my 5th grade students go from being casual observers in science to making some amazing observations that I even missed. We enjoy our class investigations and the students ask for more!" --Alyce F. Surmann, Sembach Middle School "Teachers will relate well to the author's personal stories and specific examples given in the text, especially the ones about events in his own classroom.... like having the grasshoppers escape into the classroom!" --Andrea S. Martine, Director of Curriculum and Instruction, Warrior Run School District With Teaching the Nature of Science through Process Skills, author and science educator Randy Bell uses process skills you'll recognize, such as inference and observation, to promote an understanding of the characteristics of science knowledge. His personal stories, taken from years of teaching, set the stage for a friendly narrative that illuminates these characteristics of scientific knowledge and provides step-by-step guidance for implementing inquiry activities that help children understand such important, yet abstract, concepts. With Randy as your guide, you can better adhere to current science education standards that urge teachers to go beyond teaching science content to teach children about the practice and the nature of science in a way that engages all learners in grades three through eight. Investigate further... More than 50 ideas and activities for teaching the nature of science to help you meet content standards. A comprehensive framework to guide you in integrating the approach across the science curriculum, throughout the school year, and across the grade levels. A goldmine of reproducible resources, such as work sheets, notebook assignments, and more. Assessment guidance that helps you measure your students' nature of science understanding.

Paul Thompson provides a concise and comprehensive introduction to the debates on the labour process. He sets out and compares the established traditions in industrial sociology and the analyses of Marx and Braverman. He goes on to explore contemporary debates on deskilling and degradation, and Taylorism and structures of control. He also covers two crucial areas neglected in early debates: legitimation and consent at work, and the effects of the sexual division of labour.

No single factor determined the growth of this book. It may have been that as a novice researcher in Behavioral Psychology I experienced growing discontent with the direction of intellectual activity in which the accent was on methodology and measurement, with a distinct atmosphere of dogmatism, insecurity and defensiveness. The anathema of tender-mindedness was attached to any study of mental manifes tations that avoided laboratory confirmation and statistical significance. Man in his uniqueness and unpredictable potentialities remained un explored. Yet outside the systematic vivisection of variables and their measurement men of originality and genius were studying the mind in its complex yet natural interaction of aspirations, values and creative capacities. It was almost too easy for me to turn to them for the re orientation of my psychological interest, and it was not difficult to find in Freud the most daring and penetrating representant of humanistic psychology. Furthermore, it could have been the fact that Freud's thoughts on creative processes appeared to me at once starkly original and yet incomplete and fragmentary, that led me to reconsider and expand on them. Freud's fascination with culture and creativity, although frank and serious, led him to a peculiar indecisiveness and overcautiousness which was radically different from the dramatic boldness of his thera peutic methods and the depth of his personality theories.