Aristotle's reliance on dialectic as a method of philosophy appears to conflict with his metaphysical realist view of his conclusions. This book explores Aristotle's philosophical method and the merits of his conclusions, and shows how he defends dialectic against the objection that it cannot justify a metaphysical realist's claims. The author does not presuppose extensive previous acquaintance with Aristotle. Greek texts are translated, and Greek words transliterated.

A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.

A weekly record of scientific progress.

This is a book about the difficulties of thinking and acting politically in ways that refuse the politics of nationalism. The book offers a detailed study of how contemporary attempts by theorists of cosmopolitanism, citizenship, globalism and multiculturalism to go beyond nationalism often reproduce key aspects of a nationalist imaginary. It argues that the challenge of resisting nationalism will require more than a shift in the scale of politics – from the national up to the global or down to the local, and more than a shift in the count of politics – to an emphasis on diversity and multiculturalism. In order to avoid the grip of ‘nationalist thinking’, we need to re-open the question of what it means to imagine community. Set against the backdrop of the imaginative geographies of the War in Terror and the new beginning promised by the Presidency of Barack Obama, the book shows how critical interventions often work in collaboration with nationalist politics, even when the aim is to resist nationalism. It claims that a nationalist imaginary includes powerful understandings of freedom, subjectivity, sovereignty and political space/time which must also be placed under question if we want to avoid reproducing ideas about ‘us’ and ‘them’. Drawing on insights from feminist, cultural and postcolonial studies as well as critical approaches to International Relations and Geography, this book presents a unique and refreshing approach to the politics of nationalism.

A quarterly review of philosophy.