How can we make intelligent decisions about our increasingly technology-driven lives if we don't understand the difference between the myths of pseudoscience and the testable hypotheses of science? Pulitzer Prize-winning author and distinguished astronomer Carl Sagan argues that scientific thinking is critical not only to the pursuit of truth but to the very well-being of our democratic institutions. Casting a wide net through history and culture, Sagan examines and authoritatively debunks such celebrated fallacies of the past as witchcraft, faith healing, demons, and UFOs. And yet, disturbingly, in today's so-called information age, pseudoscience is burgeoning with stories of alien abduction, channeling past lives, and communal hallucinations commanding growing attention and respect. As Sagan demonstrates with lucid eloquence, the siren song of unreason is not just a cultural wrong turn but a dangerous plunge into darkness that threatens our most basic freedoms.--Amazon.com.

Hirsch shows why American students perform less well than students in other industrialized countries. Drawing on classroom observation, the history of ideas, and current scientific understanding of the patterns of intellectual growth, he builds the case that our schools have indeed made progress in teaching the mechanics of reading, but do not convey the more complex and essential content needed for reading comprehension. Hirsch reasons that literacy depends less on formal reading 'skills' and more on exposure to rich knowledge. His argument gives parents specific tools for enhancing their child's ability to read with comprehension; shows how No-Child-Left-Behind tests and SATs are measuring a kind of knowledge that is not being taught in our schools; and maps out how American schools can become a strong antidote to poverty and to the race-based achievement gap, and thus fulfill our democratic ideal for our children.--From publisher description.

Writing, the subject of much innovative scholarship in recent years, is only one half of what we call literacy. The other half, reading, now finally receives its due in these groundbreaking essays by a distinguished group of anthropologists and literary scholars. The authors challenge the still-prevalent notion that societies "progress" along a universal sequence from orality, or preliteracy, to literacy. Almost all the contributions focus on the fact that orality and textuality, far from being opposite ends of a continuum, interact in complex, multidirectional ways. The reading situations described here range from Anglo-Saxon England to contemporary Indonesia, and from ancient Israel to the Kashaya Pomo Indian reservation. Some essays investigate what reading is in exotically cross-cultural contexts, while others demonstrate that in certain Western contexts reading is still very much a social activity. Some analyze the long historical transition from reading as a collective, oral practice in the West to the private, silent one it is regarded as today. Filled with insights that enhance our understanding of "literacy," this collection offers new perspectives for readers in anthropology, literature, history, and philosophy, as well as in religious, gender, and cultural studies.