Maybe it was a grandparent, or a teacher, or a colleague. Someone older, patient and wise, who understood you when you were young and searching, helped you see the world as a more profound place, gave you sound advice to help you make your way through it. For Mitch Albom, that person was his college professor Morrie Schwartz. Maybe, like Mitch, you lost track of this mentor as you made your way, and the insights faded, and the world seemed colder. Wouldn’t you like to see that person again, ask the bigger questions that still haunt you, receive wisdom for your busy life today the way you once did when you were younger? Mitch Albom had that second chance. He rediscovered Morrie in the last months of the older man’s life. Knowing he was dying, Morrie visited with Mitch in his study every Tuesday, just as they used to back in college. Their rekindled relationship turned into one final "class": lessons in how to live. "The truth is, Mitch," he said, "once you learn how to die, you learn how to live." Tuesdays with Morrie is a magical chronicle of their time together, through which Mitch shares Morrie’s lasting gift with the world.

A TRUE STORY OF OBSESSIVE LOVE TURNING TO OBSESSIVE HATE IN THE CRUCIBLE OF THE DIGITAL AGE Give Me Everything You Have chronicles author James Lasdun's strange and harrowing ordeal at the hands of a former student, a self-styled "verbal terrorist," who began trying, in her words, to "ruin him." Hate mail, online postings, and public accusations of plagiarism and sexual misconduct were her weapons of choice and, as with more conventional terrorist weapons, proved remarkably difficult to combat. James Lasdun's account, while terrifying, is told with compassion and humor, and brilliantly succeeds in turning a highly personal story into a profound meditation on subjects as varied as madness, race, Middle East politics, and the meaning of honor and reputation in the Internet age.

"An intimate, inspiring memoir by educator and labor union leader Karen Lewis, a formidable fighter, a staunch defender of teachers and students, and a beloved Chicagoan. In 2012, Karen Lewis led the Chicago Teachers Union to a historic strike, challenging the city's powerful mayor and paving the way for an unprecedented wave of teacher strikes in the decade that followed. But Lewis's life took her in rich and surprising directions long before she landed in the CTU President's office. I Didn't Come Here to Lie, written in collaboration with historian and education expert Elizabeth Todd-Breland, tells Lewis's story in full for the first time, capturing her lively wit, her charisma, and her commitment to building the schools and communities teachers, students, and families deserve. From her childhood on Chicago's South Side to her teen years organizing Black Power walkouts, from her education at Mount Holyoke and Dartmouth to her years in Oklahoma and Barbados and her stints in medical school and film school, readers follow Lewis through a life full of exploration. Wherever she was, she maintained a strong commitment to building fairness. She found her calling in the classroom, teaching science for more than twenty years before becoming a union leader in Chicago. Up until her untimely death from brain cancer in 2021, Karen Lewis was spirited, unshakeable, and fierce. She remains a model for current organizers and teachers doing the day-to-day work of building a better world. I Didn't Come Here to Lie is a testament to one of the true revolutionaries of her generation"--

Even before he wrote his bestselling book The Ethnic Cleansing of Palestine , historian Ilan Pappe was a controversial figure in Israel. In Out of the Frame , he gives a full account of his break with conventional Israeli scholarship and its consequences. Growing up in a conventional Israeli community influenced by the utopian visions of Theodor Herzl, Pappe was barely aware of the Nakbah in his high school years. Here, he traces his journey of discovery from the whispers of Palestinian classmates to his realization that the "enemy's" narrative of the events of 1948 was correct. After producing his Ph.D at Oxford University based on recently declassified documents in the early 1980s, he returned to Palestine determined to protect the memory of the Nakbah and struggle for the rectification of its evils. For the first time, he gives the details of the formidable opposition he faced in Israel, including death threats fed by the media, denunciations by the Knesset, and calls for him to be sacked from his post at Haifa University. This revealing work, written with dignity and humor, highlights Israel's difficulty in facing up to its past and forging a peaceful, inclusive future in Palestine.

Ivan T. Berend is Distinguished Professor at the University of California Los Angeles, Director of the European Studies Program. He was one of the masterminds of regime change in Hungary. He made a career in Hungary as a university professor, Rector of the University of Economics (1973–79), and President of the Hungarian Academy of Sciences (1985–90). He was President of the International Committee of Historical Sciences (1995–2000), and Vice-President of the International Economic History Association (1986–1994). His research interests are the complex economic, social, ideological, and cultural history of Central and Eastern Europe in the 19th–20th century; economic modernization; problems of European backwardness; transition from state socialism to capitalism. He published and 26 books and more than 120 studies. Before he became a professor at UCLA, Ivan Berend had survived five regime changes and two revolutions in Hungary, had been in prison and German concentration camp in 1944–45. His memoir offers an interesting case study, a subjective addition to the "objective" historical works on Central and Eastern European state socialism. It describes the hard choices of intellectuals in a dictatorial state: 1. remain in isolation, concentrate on scholarly works, and exclude politics in your personal life; 2. be in opposition, criticize and unveil the regime, accept discrimination and exclusion; 3. remain within the establishment and work for reforming the country using legal possibilities to criticize the regime and to achieve changes from within. Berend’s book raises basic historical questions and debates, compares East European and American higher education systems, and presents an eyewitness’ insights on life in the United States.

It was a time of destruction of lives and futures and of rebirth and rebuilding. In his lively style with a wide sweep of insights Peter Lindenfeld recounts his personal and often intimate experiences, a microcosm of life during a time spanning nearly a century. The seemingly stable atmosphere of his childhood in Vienna is destroyed by the Anschluss, the annexation of Austria by Nazi Germany. The forced exodus leads him to North America, first to Vancouver, then to New York and a life that melds his original culture with that of his new environment, creating a richness-in science and music, and in intellectual and political life-that transcends both.

"In 1909 Francisco Ferrer founded La Escuela Moderna with a curriculum based on the natural sciences and moral rationalism, freed of all religious dogma and political bias. Although students received systematic instruction, there were no prizes for scholarship, no marks or examinations, indeed no atmosphere of competition, coercion, or humiliation. The classes, in Ferrer's words, were guided by the "principle of solidarity and equality." For this he was murdered in 1909 by the combined forces of Spain's ruling Church and State." "Outraged by Ferrer's execution and influenced by his teaching methods, anarchists, artists, and educators joined forces to carry on his work. Between 1910 and 1960 anarchists across the United States established more than twenty schools where children might study in an atmosphere of freedom and self-reliance in contrast to the formality and discipline of the traditional classroom. These "Modern Schools" sought to abolish all forms of authority, political and economic as well as educational, and to usher in a new society based on the voluntary cooperation of free individuals. Their object, during an era of war, social ferment, and government repression, was to create not only a new type of school, but also a new culture, a new life, a new world." "Among the participants in the Modern School Movement were anarchists Emma Goldman and Alexander Berkman, feminist Margaret Sanger, authors Will and Ariel Durant, and groundbreaking artists Robert Henri, George Bellows, and Man Ray. Based on extensive interviews with former pupils and teachers, this work is an investigation into the potential of educational alternatives."--BOOK JACKET.