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xii, 465 pages : illustrations ; 25 cm
  • Prologue: A new door
  • A renaissance
  • Natural history: bemushroomed
  • History: the first wave. Part I: the promise ; Part II: the crack-up
  • Travelogue: journeying underground. Trip one: LSD ; Trip two: Psilocybin ; Trip three: 5-MeO-DMT (or, the toad)
  • The neuroscience: your brain on psychedelics
  • The trip treatment: Psychedelics in psychotherapy. One: Dying ; Two: Addiction ; Three: Depression ; Coda: Going to meet my default mode network
  • Epilogue: In praise of neural diversity.
"When Michael Pollan set out to research how LSD and psilocybin (the active ingredient in magic mushrooms) are being used to provide relief to people suffering from difficult-to-treat conditions such as depression, addiction and anxiety, he did not intend to write what is undoubtedly his most personal book. But upon discovering how these remarkable substances are improving the lives not only of the mentally ill but also of healthy people coming to grips with the challenges of everyday life, he decided to explore the landscape of the mind in the first person as well as the third. Thus began a singular adventure into the experience of various altered states of consciousness, along with a dive deep into both the latest brain science and the thriving underground community of psychedelic therapists ..."-- Provided by publisher.
Green Library, Education Library (Cubberley)
AMSTUD-231X-01, EDUC-231-01, JEWISHST-291X-01, RELIGST-231X-01
vi, 218 pages ; 21 cm.
  • Contents Acknowledgments Introduction: Culture and Cognition in Sociology 1 Perception, Attention, and Framing: The Sociology of Relevance and Irrelevance 2 Classification, Categorization, and Boundary Work 3 Meaning-Making, Metaphor, and Frames of Meaning 4 Identity Construction: Identity Authenticity, Multidimensionality, and Mobility 5 Memory and Time Conclusion References Index.
  • (source: Nielsen Book Data)9780745671772 20160619
How does culture shape our thinking? In what ways do our social and cultural worlds enter into our mental worlds? How do the communities we belong to influence what we notice and what we ignore? What cultural variation do we see in cognition? What general patterns do we see across this diversity and variation? In this lively and engaging book, Wayne H. Brekhus shows us the many ways that culture influences our cognitive thought processes. Drawing on a wide range of fascinating examples, such as how members of different subcultures perceive danger and safety, how cultures variably classify and perceptually weight race, how social actors use and present identity as a strategic resource, and how people across different organizational settings experience time, Brekhus takes us on a creative, diverse, and insightful tour of the sociocultural character of cognition. Culture and Cognition: Patterns in the Social Construction of Reality offers an invaluable survey of a wide-ranging body of research in the sociology of culture and cognition that will be an inviting resource for upper-level undergraduates, graduate students, and established research scholars alike.
(source: Nielsen Book Data)9780745671772 20160619
Education Library (Cubberley)
AMSTUD-231X-01, EDUC-231-01, JEWISHST-291X-01, RELIGST-231X-01
xii, 182 pages ; 24 cm
  • Acknowledgements -- Preface Meaning, Mind, and Religion in Two Lives -- Chapter 1 Reflexive Spirituality: Finding Meaning in Modern Society -- Chapter 2 Reflexive Spirituality in Context -- Chapter 3 The Tyranny of the Technical -- Chapter 4 Flat Religion and Flaky Spirituality -- Chapter 5 Using Reason to Find Meaning in Religion and Life -- Chapter 6 The God of Reflexive Spirituality -- Chapter 7 You Can't Put Reflexive Spirituality in a Box -- Chapter 8 Connections -- Notes -- Bibliography -- Index.
  • (source: Nielsen Book Data)9780199930944 20160612
Kelly Besecke offers an examination of reflexive spirituality, a spirituality that draws equally on religions traditions and traditions of reason in the pursuit of transcendent meaning. People who practice reflexive spirituality prefer metaphor to literalism, spiritual experience to doctrinal belief, religious pluralism to religious exclusivism or inclusivism, and ongoing inquiry to "final answers." Reflexive spirituality is aligned with liberal theologies in a variety of religious traditions and among the spiritual-but-not-religious. You Can't Put God in a Box draws on original qualitative data to describe how people practiced reflexive spirituality in an urban United Methodist church, an interfaith adult education center, and a variety of secular settings. The theoretical argument focuses on two kinds of rationality that are both part of the Enlightenment legacy. Technological rationality focuses our attention on finding the most efficient means to a particular end. Reflexive spiritualists reject forms of religiosity and secularity that rely on the biases of technological rationality-they see these as just so many versions of "fundamentalism" that are standing in the way of compelling spiritual meaning. Intellectual rationality, on the other hand, offers tools for analysis, interpretation, and synthesis of religious ideas. Reflexive spiritualists embrace intellectual rationality as a way of making religious traditions more meaningful for modern ears. Besecke provides a window into the progressive theological thinking of educated spiritual seekers and religious liberals. Grounded in participant observation, her book uses concrete examples of reflexive spirituality in practice to speak to the classical sociological problem of modern meaninglessness.
(source: Nielsen Book Data)9780199930944 20160612
Education Library (Cubberley)
AMSTUD-231X-01, EDUC-231-01, JEWISHST-291X-01, RELIGST-231X-01
xxv, 434 p. ; 25 cm.
  • The invitation
  • Is that you, God?
  • Let's pretend
  • Developing your heart
  • Learning from the experts
  • Lord, teach us to pray
  • The skill of prayer
  • But are they crazy?
  • Darkness
  • Bridging the gap.
Green Library, Education Library (Cubberley)
AMSTUD-231X-01, EDUC-231-01, JEWISHST-291X-01, RELIGST-231X-01
vi, 239 p. ; 24 cm.
  • On learning religion : an introduction / David Berliner and Ramon Sarró
  • Learning to believe : a preliminary approach / Carlo Severi
  • Menstrual slaps and first blood celebrations : inference, simulation and the learning of ritual / Michael Houseman
  • The accidental in religious instruction : ideas and convictions / David Parkin
  • On catching up with oneself : learning to know that one means what one does / Michael Lambek
  • How do you learn to know that it is God who speaks? / T.M. Luhrmann
  • How to learn in an Afro-Brazilian spirit possession religion : ontology and multiplicity in Candomblé / Marcio Goldman
  • Learning to be a proper medium : middle-class womanhood and spirit mediumship at Christian rationalist séances in Cape Verde / João Vasconcelos
  • Copyright and authorship : ritual speech and the new market of words in Toraja / Aurora Donzelli
  • Learning faith : young Christians and catechism / Laurence Hérault
  • What is interesting about Chinese religion / Charles Stafford
  • The sound of witchcraft : noise as mediation in religious transmission / Michael Rowlands.
As we enter the 21st century, it becomes increasingly difficult to envisage a world detached from religion or an anthropology blind to its study. Yet, how people become religious is still poorly studied. This volume gathers some of the most distinguished scholars in the field to offer a new perspective for the study of religion, one that examines the works of transmission and innovation through the prism of learning. They argue that religious culture is socially and dynamically constructed by agents who are not mere passive recipients but engaged in active learning processes. Finding a middle way between the social and the cognitive, they see learning religions not as a mechanism of "downloading" but also as a social process with its relational dimension.
(source: Nielsen Book Data)9781845453749 20160528
Education Library (Cubberley)
AMSTUD-231X-01, EDUC-231-01, JEWISHST-291X-01, RELIGST-231X-01

6. A secular age [2007]

x, 874 p. ; 24 cm.
  • pt. 1. The work of reform. The bulwarks of belief
  • The rise of the disciplinary society
  • The great disembedding
  • Modern social imaginaries
  • The spectre of idealism
  • pt. 2. The turning point. Providential deism
  • The impersonal order
  • pt. 3. The nova effect. The malaises of modernity
  • The dark abyss of time
  • The expanding universe of unbelief
  • Nineteenth-century trajectories
  • pt. 4. Narratives of secularization. The age of mobilization
  • The age of authenticity
  • Religion today
  • pt. 5. Conditions of belief. The immanent frame
  • Cross pressures
  • Dilemmas 1
  • Dilemmas 2
  • Unquiet frontiers of modernity
  • Conversions --Epilogue : the many stories.
What does it mean to say that we live in a secular age? Almost everyone would agree that we - in the West, at least - largely do. And clearly the place of religion in our societies has changed profoundly in the last few centuries. In what will be a defining book for our time, Charles Taylor takes up the question of what these changes mean - of what, precisely, happens when a society in which it is virtually impossible not to believe in God becomes one in which faith, even for the staunchest believer, is only one human possibility among others.Taylor, long one of our most insightful thinkers on such questions, offers a historical perspective. He examines the development in "Western Christendom" of those aspects of modernity which we call secular. What he describes is in fact not a single, continuous transformation, but a series of new departures, in which earlier forms of religious life have been dissolved or destabilized and new ones have been created. As we see here, today's secular world is characterized not by an absence of religion - although in some societies religious belief and practice have markedly declined - but rather by the continuing multiplication of new options, religious, spiritual, and anti-religious, which individuals and groups seize on in order to make sense of their lives and give shape to their spiritual aspirations.What this means for the world - including the new forms of collective religious life it encourages, with their tendency to a mass mobilization that breeds violence - is what Charles Taylor grapples with, in a book as timely as it is timeless.
(source: Nielsen Book Data)9780674026766 20160528
Education Library (Cubberley)
AMSTUD-231X-01, EDUC-231-01, JEWISHST-291X-01, RELIGST-231X-01
x, 374 p. : ill. ; 27 cm.
  • Learning : from speculation to science
  • How experts differ from novices
  • Learning and transfer
  • How children learn
  • Mind and brain
  • The design of learning environments
  • Effective teaching : examples in history, mathematics, and science
  • Teaching learning
  • Technology to support learning
  • Conclusions
  • Next Steps for Research.
This popular trade book, originally released in hardcover in the Spring of 1999, has been newly expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This paperback edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original hardcover edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods - to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. "How People Learn" examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. The topics include: how learning actually changes the physical structure of the brain; how existing knowledge affects what people notice and how they learn; what the thought processes of experts tell us about how to teach; the amazing learning potential of infants; the relationship of classroom learning and everyday settings of community and workplace; learning needs and opportunities for teachers; and a realistic look at the role of technology in education.
(source: Nielsen Book Data)9780309070362 20160528
Education Library (Cubberley)
AMSTUD-231X-01, EDUC-101-01, EDUC-231-01, JEWISHST-291X-01, RELIGST-231X-01
Education Library (Cubberley)
AMSTUD-231X-01, EDUC-231-01, JEWISHST-291X-01, RELIGST-231X-01