Thinking Otherwise addresses the question of what makes a great historian by exploring the teaching and scholarship of Walter LaFeber, widely acclaimed as the most distinguished historian of US foreign relations. This volume of essays, edited by Susan A. Brewer, Richard H. Immerman, and Douglas Little, is a testament to a scholar who published more than a dozen books during his time at Cornell University, where he delivered legendary lectures for half a century. The chapters trace LaFeber's journey as a scholar and demonstrate his enduring influence on the history of US foreign relations by linking six of his monographs to his abiding concern about the fate of the American experiment from the 18th century to the present. Thinking Otherwise explains and assesses the scholarship of a historian whose work became canonical in his lifetime and continues to resonate throughout public policy debates.

Noting how the problematical framework of Western thinking came to dominate reflection on divine matters, Faulconer discusses some of Joseph Smith's teachings that contradict that tradition, focusing particularly on the teaching that God is embodied. Then he offers an alternative way of doing theology, namely performative theology, followed by examples.

"Thinking Allegory Otherwise is a unique collection of essays by allegory specialists and other scholars who engage allegory in exciting new ways." "Not limited to an examination of literary texts and works of art, the essays focus on a wide range of topics, including architecture, philosophy, theater, science, and law. Indeed, all language is allegorical. This collection proves the truth of this statement, but more importantly, it shows the consequences of it. To think allegory otherwise is to think otherwise-forcing us to rethink not only the idea of allegory itself, but also the law and its execution, the literality offigurative abstraction, and the figurations upon which even hard science depends." --Book Jacket.

This book provides a critical insight into comparative approaches to the professional learning and development of early years educators – taken to include all those working in a professional capacity with young children in educative settings, including home-based care and education. It also analyses leadership development for the early years workforce, and the evaluation of the success or otherwise of professional development initiatives involving early years educators. The book includes perspectives on relevant policy development at local and national levels and critical consideration of research literature on the effectiveness of professional development programmes for early years educators. The book is essential reading for professionals working in early years settings, for those engaged with the professional learning of early years educators, and for academics researching professionalism in early years education. It provides international perspectives on the professional learning and development of those working in early years education. This book was originally published as a special issue of the journal Professional Development in Education.

In this book, distinguished military theorist Vincent Desportes warns that war is ready to make a comeback around the globe and the Western powers are not prepared for it. He argues that while weaponry, tactics, alliances, and objectives are constantly evolving, our political and military leaders are relying on outdated methods to combat them. General Desportes states: "The feeble performance of our current tools obliges us to understand the evolution of forms of strength, of nuisance, and of violence. This is a matter of survival, for our civilization and for ourselves. The future lies within us and in our powers of understanding and adaptation, nowhere else. Political and military leaders, thus have to give force back its utility; this force which is as essential today as it was yesterday. Restoring utility to force means understanding wars we will probably be called upon to fight and the political factors involved. We need to reflect long and hard and to act on the conclusions. We need to change our thinking."

Prejudice is often not a conscious attitude: because of ingrained habits in relating to the world, one may act in prejudiced ways toward others without explicitly understanding the meaning of one’s actions. Similarly, one may know how to do certain things, like ride a bicycle, without being able to articulate in words what that knowledge is. These are examples of what Alexis Shotwell discusses in Knowing Otherwise as phenomena of “implicit understanding.” Presenting a systematic analysis of this concept, she highlights how this kind of understanding may be used to ground positive political and social change, such as combating racism in its less overt and more deep-rooted forms. Shotwell begins by distinguishing four basic types of implicit understanding: nonpropositional, skill-based, or practical knowledge; embodied knowledge; potentially propositional knowledge; and affective knowledge. She then develops the notion of a racialized and gendered “common sense,” drawing on Gramsci and critical race theorists, and clarifies the idea of embodied knowledge by showing how it operates in the realm of aesthetics. She also examines the role that both negative affects, like shame, and positive affects, like sympathy, can play in moving us away from racism and toward political solidarity and social justice. Finally, Shotwell looks at the politicized experience of one’s body in feminist and transgender theories of liberation in order to elucidate the role of situated sensuous knowledge in bringing about social change and political transformation.

A new theory proposes that thinking is a learned action. In this remarkable monograph, Derek Melser argues that the core assumption of both folk psychology and cognitive science—that thinking goes on in the head—is mistaken. Melser argues that thinking is not an intracranial process of any kind, mental or neural, but is rather a learned action of the person. After an introduction in which he makes a prima facie case that thinking is an action, Melser reviews action-based theories of thinking advanced by Ryle, Vygotsky, Hampshire and others. He then presents his own theory of "token concerting," according to which thinking is a special kind of token performance, by the individual, of certain social, concerted activity. He examines the developmental role of concerted activity, the token performance of concerted activity, the functions of speech, the mechanics and uses of covert tokening, empathy, the origins of solo action, the actional nature of perception, and various kinds and aspects of mature thinking. In addition, he analyzes the role of metaphors in the folk notion of mind. While intending his theory as a contribution to the philosophy of mind, Melser aims also at a larger goal: to establish actions as a legitimate philosophical given, self-explanatory and sui generis. To this end, he argues in the final chapter against the possibility of scientific explanation of actions. The Act of Thinking opens up a large new area for philosophical research.