What was life really like for the band of adventurers who first set foot on the banks of the James River in 1607? Important as the accomplishments of these men and women were, the written records pertaining to them are scarce, ambiguous, and often conflicting. In Jamestown, the Truth Revealed, William Kelso takes us literally to the soil where the Jamestown colony began, unearthing footprints of a series of structures, beginning with the James Fort, to reveal fascinating evidence of the lives and deaths of the first settlers, of their endeavors and struggles, and new insight into their relationships with the Virginia Indians. He offers up a lively but fact-based account, framed around a narrative of the archaeological team's exciting discoveries. Unpersuaded by the common assumption that James Fort had long ago been washed away by the James River, William Kelso and his collaborators estimated the likely site for the fort and began to unearth its extensive remains, including palisade walls, bulwarks, interior buildings, a well, a warehouse, and several pits. By Jamestown’s quadricentennial over 2 million objects were cataloged, more than half dating to the time of Queen Elizabeth and King James. Kelso’s work has continued with recent excavations of numerous additional buildings, including the settlement’s first church, which served as the burial place of four Jamestown leaders, the governor’s rowhouse during the term of Samuel Argall, and substantial dump sites, which are troves for archaeologists. He also recounts how researchers confirmed the practice of survival cannibalism in the colony following the recovery from an abandoned cellar bakery of the cleaver-scarred remains of a young English girl. CT scanning and computer graphics have even allowed researchers to put a face on this victim of the brutal winter of 1609–10, a period that has come to be known as the "starving time." Refuting the now decades-old stereotype that attributed the high mortality rate of the Jamestown settlers to their laziness and ineptitude, Jamestown, the Truth Revealed produces a vivid picture of the settlement that is far more complex, incorporating the most recent archaeology and using twenty-first-century technology to give Jamestown its rightful place in history, thereby contributing to a broader understanding of the transatlantic world.

Leonie Hastur has a high degree of laran, the telepathic power of the Comyn caste, and wants to be Keeper of Arilinn Tower, which will give her as much power as her twin brother Lorill, Heir to Hastur. But she has a premonition that something strange and disturbing will come from the sky and change their world forever. She is correct. Ysaye Barnett loves life on shipboard and would happily stay right there, with her beloved computers, forever. Her best friend Elizabeth Mackintosh, a musician and anthropologist, and her fiance, linguist David Lorne, want to marry and have children, which means they need a planet they can settle on and make their lives' work. They are very excited about the new planet, especially when they realize that it's a lost Terran colony. As five young lives and their very different cultures meet, all of them will be changed by the encounter.

Five hundred years ago an Italian whose name, translated into English, meant Christopher Dove, came to America and began a process not of discovery, but incursion -- "a ruthless, angry search for wealth" that continues to the present day. This provocative and superbly written book gives a true assessment of Columbus's legacy while taking the first steps toward its redemption. Even as he draws a direct line between the atrocities of Spanish conquistadors and the ongoing pillage of our lands and waters, Barry Lopez challenges us to adopt an ethic that will make further depredations impossible. The Rediscovery of North America is a ringingly persuasive call for us, at long last, to make this country our home.

The idea that American conservatism is identical to "classical" liberalism—widely held since the 1960s—is seriously mistaken. The award-winning political theorist Yoram Hazony argues that the best hope for Western democracy is a return to the empiricist, religious, and nationalist traditions of America and Britain—the conservative traditions that brought greatness to the English-speaking nations and became the model for national freedom for the entire world. Conservatism: A Rediscovery explains how Anglo-American conservatism became a distinctive alternative to divine-right monarchy, Puritan theocracy, and liberal revolution. After tracing the tradition from the Wars of the Roses to Burke and across the Atlantic to the American Federalists and Lincoln, Hazony describes the rise and fall of Enlightenment liberalism after World War II and the present-day debates between neoconservatives and national conservatives over how to respond to liberalism and the woke left. Going where no political thinker has gone in decades, Hazony provides a fresh theoretical foundation for conservatism. Rejecting the liberalism of Hayek, Strauss, and the "fusionists" of the 1960s, and drawing on decades of personal experience in the conservative movement, he argues that a revival of authentic Anglo-American conservatism is possible in the twenty-first century.

The Rediscovery of Teaching presents the innovative claim that teaching does not necessarily have to be perceived as an act of control but can be understood and configured as a way of activating possibilities for students to exist as subjects. By framing teaching as an act of dissensus, that is, as an interruption of egological ways of being, this book positions teaching at the progressive end of the educational spectrum, where it can be reconnected with the emancipatory ambitions of education. In conversation with the works of Emmanuel Levinas, Paulo Freire, Jacques Rancière, and other theorists, Gert Biesta shows how students’ existence as subjects hinges on the creation of existential possibilities, through which students can assert their "grown-up" place in the world. Written for researchers and students in the areas of philosophy of education, educational theory, curriculum theory, teaching, and teacher education, The Rediscovery of Teaching demonstrates the important role of teachers and teaching in the project of education as emancipation towards grown-up ways of being in the world.

In this major new work, John Searle launches a formidable attack on current orthodoxies in the philosophy of mind. More than anything else, he argues, it is the neglect of consciousness that results in so much barrenness and sterility in psychology, the philosophy of mind, and cognitive science: there can be no study of mind that leaves out consciousness. What is going on in the brain is neurophysiological processes and consciousness and nothing more—no rule following, no mental information processing or mental models, no language of thought, and no universal grammar. Mental events are themselves features of the brain, "like liquidity is a feature of water." Beginning with a spirited discussion of what's wrong with the philosophy of mind, Searle characterizes and refutes the philosophical tradition of materialism. But he does not embrace dualism. All these "isms" are mistaken, he insists. Once you start counting types of substance you are on the wrong track, whether you stop at one or two. In four chapters that constitute the heart of his argument, Searle elaborates a theory of consciousness and its relation to our overall scientific world view and to unconscious mental phenomena. He concludes with a criticism of cognitive science and a proposal for an approach to studying the mind that emphasizes the centrality of consciousness to any account of mental functioning. In his characteristically direct style, punctuated with persuasive examples, Searle identifies the very terminology of the field as the main source of truth. He observes that it is a mistake to suppose that the ontology of the mental is objective and to suppose that the methodology of a science of the mind must concern itself only with objectively observable behavior; that it is also a mistake to suppose that we know of the existence of mental phenomena in others only by observing their behavior; that behavior or causal relations to behavior are not essential to the existence of mental phenomena; and that it is inconsistent with what we know about the universe and our place in it to suppose that everything is knowable by us.