Here are 100 books that The Palliative Society fans have personally recommended if you like
The Palliative Society.
Shepherd is a community of 12,000+ authors and super readers sharing their favorite books with the world.
I'm a mathematician but an unusual one because I am interested in how mathematics is created and how it is learned. From an early age, I loved mathematics because of the beauty of its concepts and the precision of its organization and reasoning. When I started to do research I realized that things were not so simple. To create something new you had to suspend or go beyond your rational mind for a while. I realized that the learning and creating of math have non-logical features. This was my eureka moment. It turned the conventional wisdom (about what math is and how it is done) on its head.
I’m interested in how mathematicians create mathematics but this book made me realize that learning mathematics is also a form of creativity. Each of us has created our understanding of mathematics as we were growing up. We are all creative!
What is amazing about this book is that even children as young as six months possess rudimentary mathematical concepts, in particular, the concept of number. (Actually, Carey shows children have two distinct ways of thinking about numbers). The concept of number is built-in. That’s amazing to me! The mastery of counting numbers, 1,2,3,… is a great creative leap in the development of the child. This leap is followed by a series of further amazing accomplishments, for example, the insight that a fraction like 2/3, is a completely new kind of number (and not just a problem in division). How do kids manage to accomplish such radical changes in their concept…
Only human beings have a rich conceptual repertoire with concepts like tort, entropy, Abelian group, mannerism, icon and deconstruction. How have humans constructed these concepts? And once they have been constructed by adults, how do children acquire them? While primarily focusing on the second question, in The Origin of Concepts , Susan Carey shows that the answers to both overlap substantially.
Carey begins by characterizing the innate starting point for conceptual development, namely systems of core cognition. Representations of core cognition are the output of dedicated input analyzers, as with perceptual representations, but these core representations differ from perceptual representations…
I'm a mathematician but an unusual one because I am interested in how mathematics is created and how it is learned. From an early age, I loved mathematics because of the beauty of its concepts and the precision of its organization and reasoning. When I started to do research I realized that things were not so simple. To create something new you had to suspend or go beyond your rational mind for a while. I realized that the learning and creating of math have non-logical features. This was my eureka moment. It turned the conventional wisdom (about what math is and how it is done) on its head.
Reuben Hersh is responsible for a revolution in the way we look at mathematics. His main idea is very simple: mathematics is something that is created by human beings. Isn’t that obvious, you say? Not if you believe that mathematics is there even before life itself, that it is built into the nature of reality in some way. In philosophy, this view is called Platonism. Hersh had the radical but obvious idea that if we want to understand what mathematics is we should look at what mathematicians actually do when they create mathematics. Like all great ideas it can be stated very simply but the implications are enormous. His ideas are what got me started writing my own books about math and science.
This book tackles the important questions which have engaged mathematicians, scientists, and philosophers for thousands of years and which are still being asked today. It does so with clarity and with scholarship born of first-hand experience; a knowledge both of the ideas and of the people who have pronounced on them. The main purpose of the book is to confront philosophical problems: In what sense do mathematical objects exist? How can we have knowledge of them? Why do mathematicians think mathematical entities exist for ever, independent of human action and knowledge? The book proposes an unconventional answer: mathematics has existence…
I'm a mathematician but an unusual one because I am interested in how mathematics is created and how it is learned. From an early age, I loved mathematics because of the beauty of its concepts and the precision of its organization and reasoning. When I started to do research I realized that things were not so simple. To create something new you had to suspend or go beyond your rational mind for a while. I realized that the learning and creating of math have non-logical features. This was my eureka moment. It turned the conventional wisdom (about what math is and how it is done) on its head.
Lots of people have a priori ideas about what mathematics is all about but Lakatos had the brilliant idea of looking at what actually happened. His book is all about one famous theorem: “for all regular polyhedra, V – E + F =2, where V is the number of vertices, E is the number of edges, and F is the number of faces. Think of a cube where V=8, E = 12, F = 6.
We tend to think that mathematics proceeds from a well-defined hypothesis to conclusion. But that is only the finishing step. Along the way the definitions keep changing as do the hypotheses and even the conclusion. Everything is moving! This is what makes doing mathematics so exciting!
Imre Lakatos's Proofs and Refutations is an enduring classic, which has never lost its relevance. Taking the form of a dialogue between a teacher and some students, the book considers various solutions to mathematical problems and, in the process, raises important questions about the nature of mathematical discovery and methodology. Lakatos shows that mathematics grows through a process of improvement by attempts at proofs and critiques of these attempts, and his work continues to inspire mathematicians and philosophers aspiring to develop a philosophy of mathematics that accounts for both the static and the dynamic complexity of mathematical practice. With a…
I experienced being a parent as a return to my own childhood. As much as I enjoyed teaching my children, I loved learning from them as well. That got me thinking about how one might recapture the joys and insights of childhood. As a philosopher interested in education, I have long wondered whether we leave childhood behind or somehow carry it with us into old age. I discovered that several important philosophers, such as Aristotle, Augustine, and Rousseau have keen insights about the relation of childhood to adulthood. And the biblical Jesus seems to have been the first person to suggest that adults can learn from children.
What if children are not little adults but a different species? Perhaps children are butterflies who develop into caterpillars? Child psychologist Allision Gopnik asks wonderful questions about human development. She notes that most of us produce our best art and ask our deepest questions (“Why is the sky blue?”) as small children.
Childhood, she says, is our time of basic research; adulthood is the time for practical applications. Like Jean-Jacques Rousseau, she celebrates the unique gifts of childhood, but she does not offer suggestions about how we might recapture those gifts.
In the last decade there has been a revolution in our understanding of the minds of infants and young children. We used to believe that babies were irrational, and that their thinking and experience were limited. Now Alison Gopnik ― a leading psychologist and philosopher, as well as a mother ― explains the cutting-edge scientific and psychological research that has revealed that babies learn more, create more, care more, and experience more than we could ever have imagined. And there is good reason to believe that babies are actually smarter, more thoughtful, and more conscious than adults. In a lively…
I grew up in Bordeaux, a city that became prominent during the eighteenth century. My hometown inspired my love of eighteenth-century French studies, which led me to the Sorbonne, then to Yale University where I earned a PhD. Today, I am an Associate Professor at The Ohio State University. I am the author of eight novels and monographs published in France and the US, including American Pandemonium, Posthumous America, and Sentinel Island. My work explores numerous genres to question a number of recurring themes: exile and the representation of otherness; nostalgia and the experience of bereavement; the social impact of new technologies; America’s history and its troubled present.
WhileThe Swerveis not exactly a book about posterity, it nonetheless provides a wonderful case study of a text that remained on the verge of destruction for centuries, before going on to play a tremendously influential role in shaping our modern world. This book is none other than On The Nature of Thingsby Lucretius –one of the foundational texts of Western culture, whose impact was postponed to the fifteenth century, as it would not have seen the light of day without its serendipitous rediscovery in a German monastery by Poggio Bracciolini (1380-1459). This gripping work offers a fascinating example of the delayed reception of a prominent cultural object, a proof of its extraordinary resilience, and, at the same time, an illustration of the role played by chance and accidents on the transmission of texts to posterity.
In the winter of 1417, a short, genial, cannily alert man in his late thirties plucked a very old manuscript off a dusty shelf in a remote monastery, saw with excitement what he had discovered, and ordered that it be copied. He was Poggio Bracciolini, the greatest book hunter of the Renaissance. His discovery, Lucretius' ancient poem On the Nature of Things, had been almost entirely lost to history for more than a thousand years.
It was a beautiful poem of the most dangerous ideas: that the universe functions without the aid of gods, that religious fear is damaging to…
As a graduate student during the late 1970s, my mentor, Martin Jay, generously introduced me to two members of the Frankfurt School: Herbert Marcuse and Leo Lowenthal. These memorable personal encounters inspired me to write a dissertation on Walter Benjamin, who was closely allied with the Frankfurt School. The completed dissertation, Walter Benjamin: An Aesthetic of Redemption, became the first book on Benjamin in English and is still in print. The Frankfurt School thinkers published a series of pioneering socio-psychological treatises on political authoritarianism: The Authoritarian Personality, Prophets of Deceit, and One-Dimensional Man. These studies continue to provide an indispensable conceptual framework for understanding the contemporary reemergence of fascist political forms.
During the early 1990s, I had the good fortune to participate in Habermas’ legendary Monday night philosophy colloquium at the University of Frankfurt.
The experience transformed my understanding of the raison d’être of Critical Theory.The Philosophical Discourse of Modernity is not a book about fascism per se. Instead, it tells the story of how, after the war, the titans of interwar German Kulturpessimismus– Nietzsche (albeit, posthumously), Carl Schmitt, and Heidegger – were canonized by the leading advocates of “French Theory” as the newmaîtres à penseror “master thinkers.”
Yet, the canonization of German philosophy came at a high cost. After all, historically speaking, the philosophies in question stood in close proximity to fascist ideology.
Hence, the question arises: to what extent did such pro-fascist “ideologemes” infiltrate and inform the basic tenets of French poststructuralism?
This critique of French philosophy and the history of German philosophy is a tour de force that has the immediacy and accessibility of the lecture form and the excitement of an encounter across national cultural boundaries as Habermas takes up the challenge posed by the radical critique of reason in contemporary French postmodernism.
The Philosophical Discourse of Modernity is a tour de force that has the immediacy and accessibility of the lecture form and the excitement of an encounter across, national cultural boundaries. Habermas takes up the challenge posed by the radical critique of reason in contemporary French poststructuralism. Tracing…
I am a retired university professor. My research, in which I am still actively engaged, deals with decision-making under deep uncertainty: how to make a decision, or design a project, or plan an operation when major relevant factors are unknown or highly uncertain. I developed a decision theory called info-gap theory that grapples with this challenge, and is applied around the world in many fields, including engineering design, economics, medicine, national security, biological conservation, and more.
The world is complicated and confusing, but Harari organizes this complexity into 21 issues covering such diverse topics as liberty, community, war, ignorance, and meaning.
The book is a collection of self-standing essays that can be read independently. The prevailing message is that we can understand the world in which we live, though, at the same time, we cannot always make reliable decisions today or confidently predict the future because we fundamentally don't know what's going on.
Finally, the book offers a warning: modern technology, coupled with artificial intelligence, may challenge human freedom if we lose control of the powerful and evolving forces of hi-tech and AI.
In twenty-one bite-sized lessons, Yuval Noah Harari explores what it means to be human in an age of bewilderment.
How can we protect ourselves from nuclear war, ecological cataclysms and technological disruptions? What can we do about the epidemic of fake news or the threat of terrorism? What should we teach our children?
The world-renowned historian and intellectual Yuval Noah Harari takes us on a thrilling journey through today's most urgent issues. The golden thread running through his exhilarating new book is the challenge of maintaining our collective and individual focus in the face of constant…
I’m reading books that are centered on science and behavior and health. After decades of research on the interplay between genes and the environment, I had a strong foothold on the genetic part, but I needed to understand the environment part to make any sense of it all. This research has broadened my horizons exponentially. We know that genes are immutable, for the most part… but parts of the genome are mutable—and we can shape our lifestyle/behavior to improve our health.
Maté asks why chronic illness and general poor health are on the rise in Western countries that pride themselves on their healthcare systems.
Nearly 70 percent of Americans are on at least one prescription drug; more than half take two. In Canada, one person in five has high blood pressure, while in Europe, hypertension is diagnosed in more than 30 percent of the population. And adolescent mental illness is on the rise everywhere.
Despite medical knowledge and technological sophistication, Western medicine often fails to treat the whole person by not considering how contemporary culture stresses the body, burdens the immune system, and undermines our sense of emotional balance.
Maté dispels common myths about what makes us sick, connecting the dots between the maladies of individuals and the progressive malaise of society, and offers some suggestions for healing.
'It all starts with waking up... to what our bodies are expressing and our minds are suppressing'
Western countries invest billions in healthcare, yet mental illness and chronic diseases are on a seemingly unstoppable rise. Nearly 70% of Americans are now on prescription drugs. So what is 'normal' when it comes to health?
Over four decades of clinical experience, renowned physician and addiction expert Dr Gabor Mate has seen how health systems neglect the role that trauma exerts on our bodies and our minds. Medicine often fails to treat the whole person, ignoring how today's culture stresses our bodies, burdens…
I have been a professor of politics and law for decades, first at Harvard and then Oxford, and so on; I spent these decades trying to understand what makes democracy work. I think we’ve been focusing on the wrong things, and as a political and legal theorist, I want to help us think about a better way forward—one we can carve for ourselves every day of our lives.
I find Sam’s book imperative: love it or hate it, praise it or criticize it; Sam gets us to think seriously about culture and identity as he opens an important debate for our complex democracies to engage with. I taught with Sam at Harvard and never ceased to be amazed by his profound understanding of the world. We may disagree with him, but he certainly gets us talking.
As people increasingly define themselves by ethnicity or religion, the West will find itself more and more at odds with non-western civilizations that reject its ideals of democracy, human rights, liberty, the rule of law, and the separation of the church and the state. Huntington feels that the fundamental source of conflict in the post-Cold War period will not be primarily ideological or economic, but cultural. Picturing a future of accelerated conflict and increasingly "de-westernized" international relations, he argues for greater understanding of non-western civilizations and offers strategies for maximizing western influence, by promoting co-operative relations with Russia and Japan,…
I’m not ashamed to admit that my childhood fascination with the distant past was sparked by hours of leafing through The Kingfisher Illustrated History of the Worldand countless viewings of the “Indiana Jones” movies. Today, I am an Associate Professor in the Department of Humanities at Mercy College and an archaeologist specializing in the eastern Alpine region during Late Antiquity and the Early Middle Ages. The author of three books and numerous scholarly articles, my research interests include ceramic technology, social identity, and the appropriation of the medieval past by modern ideologies.
When I first read this book as a graduate student, Kathleen Davis’s ability to draw unexpected connections—between political power and temporality, feudalism and imperialism, medieval and postcolonial studies—melted my brain (in a good way). It’s not easy to do justice to her complex argument in a few sentences, but basically she shows how early modern jurists deliberately relegated certain ideas (servility, absolutism, religiosity) both to Europe’s medieval past and the present of the nonwestern world in order to justify imperial expansion, colonial domination, and even chattel slavery. A dense critique of both medieval historiography and postcolonial theory, Periodization and Sovereignty isn’t a breezy read but it’s well worth the effort.
Despite all recent challenges to stage-oriented histories, the idea of a division between a "medieval" and a "modern" period has survived, even flourished, in academia. Periodization and Sovereignty demonstrates that this survival is no innocent affair. By examining periodization together with the two controversial categories of feudalism and secularization, Kathleen Davis exposes the relationship between the constitution of "the Middle Ages" and the history of sovereignty, slavery, and colonialism.
This book's groundbreaking investigation of feudal historiography finds that the historical formation of "feudalism" mediated the theorization of sovereignty and a social contract, even as it provided a rationale for colonialism…
