An interdisciplinary and comprehensive treatment of bodily self-consciousness, considering representation of the body, the sense of bodily ownership, and representation of the self. The body may be the object we know the best. It is the only object from which we constantly receive a flow of information through sight and touch; and it is the only object we can experience from the inside, through our proprioceptive, vestibular, and visceral senses. Yet there have been very few books that have attempted to consolidate our understanding of the body as it figures in our experience and self-awareness. This volume offers an interdisciplinary and comprehensive treatment of bodily self-awareness, the first book to do so since the landmark 1995 collection The Body and the Self, edited by José Bermúdez, Naomi Eilan, and Anthony Marcel (MIT Press). Since 1995, the study of the body in such psychological disciplines as cognitive psychology, cognitive neuroscience, psychiatry, and neuropsychology has advanced dramatically, accompanied by a resurgence of philosophical interest in the significance of the body in our mental life. The sixteen specially commissioned essays in this book reflect the advances in these fields. The book is divided into three parts, each part covering a topic central to an explanation of bodily self-awareness: representation of the body; the sense of bodily ownership; and representation of the self. Contributors Adrian Alsmith, Brianna Beck, José Luis Bermúdez, Anna Berti, Alexandre Billon, Andrew J. Bremner, Lucilla Cardinali, Tony Cheng, Frédérique de Vignemont, Francesca Fardo, Alessandro Farnè, Carlotta Fossataro, Shaun Gallagher, Francesca Garbarini, Patrick Haggard, Jakob Hohwy, Matthew R. Longo, Tamar Makin, Marie Martel, Melvin Mezue, John Michael, Christopher Peacocke, Lorenzo Pia, Louise Richardson, Alice C. Roy, Manos Tsakiris, Hong Yu Wong

With this sweeping reinterpretation of early cultural encounters between the English and American natives, Joyce E. Chaplin thoroughly alters our historical view of the origins of English presumptions of racial superiority, and of the role science and technology played in shaping these notions. By placing the history of science and medicine at the very center of the story of early English colonization, Chaplin shows how contemporary European theories of nature and science dramatically influenced relations between the English and Indians within the formation of the British Empire. In Chaplin's account of the earliest contacts, we find the English--impressed by the Indians' way with food, tools, and iron--inclined to consider Indians as partners in the conquest and control of nature. Only when it came to the Indians' bodies, so susceptible to disease, were the English confident in their superiority. Chaplin traces the way in which this tentative notion of racial inferiority hardened and expanded to include the Indians' once admirable mental and technical capacities. Here we see how the English, beginning from a sense of bodily superiority, moved little by little toward the idea of their mastery over nature, America, and the Indians--and how this progression is inextricably linked to the impetus and rationale for empire.

"Smokey and Steve, two of America's most popular educators, share exactly what you need to help students read your nonfiction content closely and strategically: 27 proven teaching strategies that help meet--and exceed--the standards; how-to suggestions for engaging kids with content through wide, real-world reading; a lively look at using 'boring' textbooks; motivating instruction that's powered by student collaboration; specifics for helping struggling readers succeed"--Amazon.com.

Practical and engaging, Merryl Goldberg’s popular guide to integrating the arts throughout the K-12 curriculum blends contemporary theory with classroom practice. Beyond teaching about the arts as a subject in and of itself, the text explains how teachers may integrate the arts—literary, media, visual, and performing—throughout subject area curriculum and provides a multitude of strategies and examples. Promoting ways to develop children's creativity and critical thinking while also developing communications skills and fostering collaborative opportunities, it looks at assessment and the arts, engaging English Language Learners, and using the arts to teach academic skills. This text is ideal as a primer on arts integration and a foundational support for teaching, learning, and assessment, especially within the context of multicultural and multilingual classrooms. In-depth discussions of the role of arts integration in meeting the goals of Title I programs, including academic achievement, student engagement, school climate and parental involvement, are woven throughout the text, as is the role of the arts in meeting state and federal student achievement standards. Changes in the 5th Edition: New chapter on arts as text, arts integration, and arts education and their place within the context of teaching and learning in multiple subject classrooms in multicultural and multilingual settings; Title I and arts integration (focus on student academic achievement, student engagement, school climate, and parental involvement–the 4 cornerstones of Title I); Attention to the National Core Arts Standards as well as their relationship to other standardized tests and arts integration; more (and more recent) research-based studies integrated throughout; Examples of how to plan arts integrated lessons (using backward design) along with more examples from classrooms’; Updated references, examples, and lesson plans/units; Companion Website: www.routledge.com/cw/goldberg

Lively, practical, and irreverent, "Subjects Matter" points the way to activities and materials that energize content and engage students across all subject areas.

As a painter and as one interested in education in relation to painting and drawing, the writer has become personally interested in the problem of subject matter in art... Since there is controversy in regards to this tendency in painting, research directed toward the source of ideas involved in the work, it is felt, will help to make clear the intention of the artists. This research will deal with the attitudes of these artists toward their own work and their relation to tradition as they express it. --Robert Goodnough (1950). The absence of traditional subject matter was a primary issue for painters in mid-twentieth-century America whose imagery lacked representational references; it was also a problem for those struggling to understand modern art. Robert Goodnough (1917-2010), then a New York University graduate student and an artist deeply involved with these issues, responded to the situation in a 1950 research paper, Subject Matter of the Artist: An Analysis of Contemporary Subject Matter in Painting as Derived from Interviews with Those Artists Referred to as the Intrasubjectivists. Goodnough's paper constitutes the first scholarly work on the artists who became known as the Abstract Expressionists and includes interviews with William Baziotes, Willem de Kooning, Adolph Gottlieb, Robert Motherwell, Barnett Newman, Jackson Pollock, and Mark Rothko. This previously unpublished study is presented here for the first time alongside related writings by Goodnough.

Four illustrated workbooks contain stories, brief articles, and poems in seven subject areas: general topics, social studies, science, logical thinking, mathematics, literature, and the arts. The variety of the selections gives students practice in reading about a wide range of subjects.