It's not a scientific truth that has come into question lately but the truth--the very notion of scientific truth. Bringing a reasonable voice to the culture wars that have sprung up around this notion, this book offers a clear and constructive response to those who contend, in parodies, polemics and op-ed pieces, that there really is no such thing as verifiable objective truth--without which there could be no such thing as scientific authority. A distinguished physicist with a rare gift for making the most complicated scientific ideas comprehensible, Roger Newton gives us a guided tour of the intellectual structure of physical science. From there he conducts us through the understanding of reality engendered by modern physics, the most theoretically advanced of the sciences. With its firsthand look at models, facts, and theories, intuition and imagination, the use of analogies and metaphors, the importance of mathematics (and now, computers), and the "virtual" reality of the physics of micro-particles, The Truth of Science truly is a practicing scientist's account of the foundations, processes, and value of science. To claims that science is a social construction, Newton answers with the working scientist's credo: "A body of assertions is true if it forms a coherent whole and works both in the external world and in our minds." The truth of science, for Newton, is nothing more or less than a relentless questioning of authority combined with a relentless striving for objectivity in the full awareness that the process never ends. With its lucid exposition of the ideals, methods, and goals of science, his book performs a great feat in service of this truth.

Written by a current student, this guide gives all the dirt on the Harvard experience, including the lowdown on admissions, financial aid, student life, extracurriculars, academic life, and graduation.

A history of Harvard Law School in the twentieth century, focusing on the school’s precipitous decline prior to 1945 and its dramatic postwar resurgence amid national crises and internal discord. By the late nineteenth century, Harvard Law School had transformed legal education and become the preeminent professional school in the nation. But in the early 1900s, HLS came to the brink of financial failure and lagged its peers in scholarly innovation. It also honed an aggressive intellectual culture famously described by Learned Hand: “In the universe of truth, they lived by the sword. They asked no quarter of absolutes, and they gave none.” After World War II, however, HLS roared back. In this magisterial study, Bruce Kimball and Daniel Coquillette chronicle the school’s near collapse and dramatic resurgence across the twentieth century. The school’s struggles resulted in part from a debilitating cycle of tuition dependence, which deepened through the 1940s, as well as the suicides of two deans and the dalliance of another with the Nazi regime. HLS stubbornly resisted the admission of women, Jews, and African Americans, and fell behind the trend toward legal realism. But in the postwar years, under Dean Erwin Griswold, the school’s resurgence began, and Harvard Law would produce such major political and legal figures as Chief Justice John Roberts, Justice Elena Kagan, and President Barack Obama. Even so, the school faced severe crises arising from the civil rights movement, the Vietnam War, Critical Legal Studies, and its failure to enroll and retain people of color and women, including Justice Ruth Bader Ginsburg. Based on hitherto unavailable sources—including oral histories, personal letters, diaries, and financial records—The Intellectual Sword paints a compelling portrait of the law school widely considered the most influential in the world.

In this wide-ranging book, one of the boldest thinkers in modern neuroscience confronts an ancient philosophical problem: can we know the world as it really is? Drawing on provocative new findings about the psychophysiology of perception and judgment in both human and nonhuman primates, and also on the cultural history of science, Jean-Pierre Changeux makes a powerful case for the reality of scientific progress and argues that it forms the basis for a coherent and universal theory of human rights. On this view, belief in objective knowledge is not a mere ideological slogan or a naive confusion; it is a characteristic feature of human cognition throughout evolution, and the scientific method its most sophisticated embodiment. Seeking to reconcile science and humanism, Changeux holds that the capacity to recognize truths that are independent of subjective personal experience constitutes the foundation of a human civil society.

The untold story of the Harvard class of '63, whose Black students fought to create their own identities on the cusp between integration and affirmative action. In the fall of 1959, Harvard recruited an unprecedented eighteen "Negro" boys as an early form of affirmative action. Four years later they would graduate as African Americans. Some fifty years later, one of these trailblazing Harvard grads, Kent Garrett, would begin to reconnect with his classmates and explore their vastly different backgrounds, lives, and what their time at Harvard meant. Garrett and his partner Jeanne Ellsworth recount how these eighteen youths broke new ground, with ramifications that extended far past the iconic Yard. By the time they were seniors, they would have demonstrated against national injustice and grappled with the racism of academia, had dinner with Malcolm X and fought alongside their African national classmates for the right to form a Black students' organization. Part memoir, part group portrait, and part narrative history of the intersection between the civil rights movement and higher education, this is the remarkable story of brilliant, singular boys whose identities were changed at and by Harvard, and who, in turn, changed Harvard.

Part memoir, part social critique, "Privilege" is an absorbing assessment of one of the world's most celebrated universities: Harvard. In this sharp, insightful account, Douthat evaluates his social and academic education.

This is a work in both the social history of professional historians, and a sociology of knowledge study of how and why a discipline surrenders the search for truth in favor of assertions of ideological purity. In a frenzied effort to cope with exaggerated claims that the study of history is the high road to statesmanship, citizenship, and good neighbors, historians struggled to innovate. Some became radicalized and threatened to tear the world apart, but the more common response was the assertion that the subject would equip citizens to solve current and future policy problems.