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Discover What Millions of People Have Already Experienced-- Dr. Fuhrman's  Extraordinary and Life-Changing Recipes
 
Too busy to shop? Too tired to cook? Not sure what's healthy? From the #1 New York Times best-selling author of Eat to Live and the instant New York Times bestseller Eat to Live Cookbook comes Eat to Live Quick and Easy Cookbook, 131 super delicious, easy-to-prepare, incredibly healthy recipes. No guilt, no-fuss, just amazing food that's good for you. From the grocery store to the kitchen table, Eat to Live Quick and Easy Cookbook is just what you and your family have been looking for to become happier and healthier than ever before.

• Sales Rank: #1170 in Books
• Brand: HarperOne
• Published on: 2017-05-02
• Released on: 2017-05-02
• Original language: English
• Dimensions: 9.25" h x .93" w x 8.25" l, 1.00 pounds
• Binding: Hardcover
• 304 pages

Features

• Eat to Live Quick and Easy Cookbook: 131 Delicious Recipes for Fast...

From the Back Cover

Discover What Millions of People Have Already Experienced—Dr. Fuhrman’s Extraordinary and Life-Changing Recipes

Too busy to shop? Too tired to cook? Not sure what’s healthy? From the #1 New York Times bestselling author of Eat to Live and the instant New York Times bestseller Eat to Live Cookbook comes the Eat to Live Quick & Easy Cookbook, 131 super-delicious, easy-to-prepare, incredibly healthy recipes. No guilt, no fuss; just amazing food that’s good for you. From the grocery store to the kitchen table, the Eat to Live Quick & Easy Cookbook is just what you and your family have been looking for to become happier and healthier than ever before.

About the Author

JOEL FUHRMAN, M.D., is a board-certified family physician and nutritional researcher who specializes in preventing and reversing disease through nutritional and natural methods. Dr. Fuhrman is the research director of the Nutritional Research Foundation. He is the author of several books, including the New York Times bestsellers Eat to Live, Super Immunity, Eat to Live Cookbook, The End of Dieting, and The End of Diabetes.

ROBERT PHILLIPS was a Vice President at Merrill Lynch suffering with sarcoidosis, a serious health condition that effected his breathing. Six months after discovering Dr. Fuhrman’s approach, his condition was completely reversed, and he quit his job at Merrill Lynch to help launch Dr. Fuhrman’s member support website. Robert continues to write and conducts research at Drexel University in the field of Social Energy.

Most helpful customer reviews

42 of 42 people found the following review helpful.
Get this book if you are busy!!
By Tx chix
I've purchased all of Dr. Fuhrman's cookbooks, even the Drop 10 in 20 PDF from his website (which has some quick and easy recipes that are great as well) and all of them have their merits. The previous cookbook book (200 recipes) has more complicated recipes that are also have their place when you want to step it up. But this one has microwave recipes!! Which I think is great when you don't feel like cooking or you just don't feel like eating what you have already planned for the week. Get them all! I've lost 5 lbs already and I've only been on this Nutritrian diet for 2 weeks!

29 of 29 people found the following review helpful.
I love knowing what to eat.
By jk
I love this book becasue it has lots of good recipes that I can make easily and I know the ingredients are what I need. I have been vegan for a while and there are lots of vegan cookbooks out there but some add lots of sugar or fat and then they aren't healthy. This book is different.

46 of 49 people found the following review helpful.
I like it so far, but I do tend to "wing" a lot of recipes
By It's Just Me
Forewarning: I am neither a strict nutritarian nor anywhere close to being vegan. I am not overweight, but am trying to lose a few pounds I gained when I hit 40. That said...

I like this cookbook. I am the single working parent of an active preschooler. I want to eat more plant matter, but I can't take forever to cook things. This book is great for quicker meals (many take a while to cook but the hands on time isn't that much). I was able to wing a bunch of recipes pretty quickly, although I had a lot of veggies chopped and prepped from the weekend (I highly suggest doing that. It helps a ton).

So far, I have made the several recipes. I liked all of them. However, I should say that I do tend to make substitutions and change things around a little based on what I have on hand. This means that I occasionally add a little cream or a bit of chicken to an otherwise vegan recipe, and yes, I still cook with oil I want all the plant nutrients and benefits, but the phrase "water-sautee" just gives me the heebie-jeebies as much as the sound of the wooden spatula scraping the bottom of a watery pan does. Again, I'm not bent on losing weight - just on trying to get more whole veggies.

Here's what I've tried so far:

Green Lemonade (p 45) - Very good. I subbed baby spinach for kale because that's all I had. My son has been on a no-smoothie kick and also a Ghostbusters kick, so I nonchalantly began drinking this in front of him until he was intrigued and then I told him it was slime and he drank the whole rest of the cup. Hint: this does not taste like lemonade. It tastes like a citrusy green smoothie. But we both liked it.

Green Bean Salad with Lemon Basil Vinaigrette (p84) - I can't have almonds (they really jacked up my thyroid - yes, that can happen... woohoo almond milk) so I subbed cashews. No fresh basil, so I used dry. I ate the salad with the green beans still warm and I topped it with a little feta. The dressing was really good.- I had extra left over for several salads. My son doesn't like tomatoes all that much, so he ate green beans and snarfed down feta out of the open container. He did have several bites of the actual salad to make me happy and he didn't seem horribly offended by the taste.

Mexican Style Spaghetti Squash with Guacamole (p181) - I just made the whole recipe, except I didn't make spaghetti squash. I can't really get myself to like the stuff, probably based off the terrible trauma of my mom trying to trick me with it instead of actual spaghetti one day when I was a kid. I stuffed the guac/bean mixture in an Ezekiel sprouted grain tortilla and ate it that way. It was good. Then, I added salt, and it was better. But you're not supposed to do that. :D My son ate avocado and something unrelated to the book (I think some mac and cheese with a half gallon of mashed carrots blended into the cheese sauce).

Carrot and Red Lentil Soup (p121) - I followed this one pretty much to the letter and then I cracked and added tiny bit of cream to it. It was so thick it ended up being more like a sauce, so I poured it over some rice and both my son and I ate that for dinner. My son liked it when we were making it, and then he decided he wasn't sure, but he still ate it although he worked around the kale. Had I cut it up smaller, he wouldn't have complained on that. I liked it a lot. My dog licked to pot and he liked it, too. All were happy.

The weirdness: This book has great pictures, but sometimes you've got ingredients clearly pictured that aren't in the actual recipe. Like, one soup has big chunks of onion floating in the soup, but the ingredients called for minced, dried onion. It may, however, have magically rehydrated and expanded, but I'm not sure. A pomegranate salad calls for pomegranate juice but no actual pomegranate. The picture shows a salad full of pomegranate seeds. It was perplexing.

The ugly: Even if you think you eat a lot of fiber already, take it slow. I went from eating a lot of veggies and whole grains as it is to eating all of these meals in two days. To put it politely, I was quite sure I'd gotten the stomach flu. I might up the white rice for a while....

I am trying the Gingery Red Lentil Butternut Soup, the Mushroom Barley Soup, and the Kale and Bean Pasta relatively soon as I have all the ingredients. I may add chicken to the latter and maybe a tiny bit of bacon to the second one for flavor. Dr. Fuhrman does say you can do 10% non-compliance (and he doesn't push complete absence of animal products - there are non-vegan recipes in the book), so that's my 10%. I hope I'm not horribly offending anyone... for real.

I do most of my shopping at Aldi and I was able to get a lot of food there, but I did do Amazon Fresh delivery to my house to get a ton of vegetables I wanted last minute. Most of the ingredients are pretty easy to source at your local supermarket.

Anyway, good book of recipes and good flavors, though I can't vouch for the health aspects as I'm not really in it for that. Quite a lot you can turn into family recipes or kind of alter for your kids if they are open to trying things. Good luck and take it slow!

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The perfect study tool for preparing for your courses or examinations - Physiology - An Illustrated Review's focused presentation and full-color illustrations makes learning the complex information essential to success easier. Sidebars make connections to underlying concepts in other basic sciences or apply the concepts presented in the clinical setting.

Features:

• Succinct bullet-point text streamlines studying
  
• Hundreds of full-color illustrations reinforce clear
  explanatory text
  
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• Frequent sidebars build on and integrate learning
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• Sales Rank: #1011842 in Books
• Brand: Brand: TPE
• Published on: 2011-10-10
• Original language: English
• Number of items: 1
• Dimensions: 10.80" h x .80" w x 8.30" l, 2.55 pounds
• Binding: Hardcover
• 352 pages
Features
• Used Book in Good Condition

From the Back Cover


The perfect study tool for preparing for your courses or examinations - "Physiology - An Illustrated Review"'s focused presentation and full-color illustrations makes learning the complex information essential to success easier. Sidebars make connections to underlying concepts in other basic sciences or apply the concepts presented in the clinical setting.

Features: Succinct bullet-point text streamlines studying Hundreds of full-color illustrations reinforce clear explanatory text Numerous tables sum up crucial information for quick review Frequent sidebars build on and integrate learning across the basic sciences and apply this learning to the clinical setting 200 review questions with a rationale for why answers are right or wrong test mastery and help you prepare for exams An additional 200 review questions, all available online allow you to test yourself and get immediate feedback, quickly identifying areas for further study

About the Author
University of Oklahoma (retired)

Most helpful customer reviews

6 of 6 people found the following review helpful.
The best physiology review for USMLE step 1
By ICU Blood Gas Doctor
I am so impressed with this book. Easy to read, no fluff, great pictures, high quality USMLE step1 questions . As a physician/professor , I routinely recommend this book to medical students. Also very useful for anyone who studies medical physiology. With so many books in the market, this is the only one that I recommend. The price is also very releasable. It would be very hard to produce a better product, it is almost perfect.

1 of 1 people found the following review helpful.
Great book!
By Brian
Very helpful, very detailed, and it is for medical students. I am a pharmacy student learning about human physiology, and this is a great great help. Even as a male student, the diagram is very clear and understandable, (and yes, i don't use note cards or color code everything). The diagrams included in this textbook is detailed and colored, but not to a degree where you are staring at a tie dye.

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• Published on: 2016-02-11
• Original language: English
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• Binding: Paperback
• 688 pages

About the Author

Debra Geoghan is a professor of computer and information science at Bucks County Community College, teaching computer classes ranging from basic computer literacy to cybercrime, computer forensics, and networking. She has certifications from Microsoft, CompTIA, Apple, and others. Deb has taught at the college level since 1996 and also spent 11 years in the high school classroom. She holds a B.S. in Secondary Science Education from Temple University and an M.A. in Computer Science Education from Arcadia University. Throughout her teaching career Deb has worked with educators to integrate technology across the curriculum. At BCCC she serves on many technology committees, presents technology workshops for BCCC faculty, and serves as the computer science coordinator. Deb is an avid user of technology, which has earned her the nickname “gadget lady.”

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[Q415.Ebook] Ebook Hiroshima: Why America Dropped the Atomic Bomb, by Ronald Takaki

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The bombing of Hiroshima was one of the pivotal events of the twentieth century, yet this controversial question remains unresolved. At the time, General Dwight Eisenhower, General Douglas MacArthur, and chief of staff Admiral William Leahy all agreed that an atomic attack on Japanese cities was unnecessary. All of them believed that Japan had already been beaten and that the war would soon end. Was the bomb dropped to end the war more quickly? Or did it herald the start of the Cold War? In his probing new study, prizewinning historian Ronald Takaki explores these factors and more. He considers the cultural context of race - the ways in which stereotypes of the Japanese influenced public opinion and policymakers - and also probes the human dimension. Relying on top secret military reports, diaries, and personal letters, Takaki relates international policies to the individuals involved: Los Alamos director J. Robert Oppenheimer, Secretary of State James Byrnes, Secretary of War Henry L. Stimson, and others... but above all, Harry Truman.

• Sales Rank: #771492 in Books
• Color: Grey
• Published on: 1996-09-01
• Original language: English
• Number of items: 1
• Dimensions: 7.99" h x .48" w x 5.00" l, .52 pounds
• Binding: Paperback
• 208 pages

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• ISBN13: 9780316831246
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From Publishers Weekly
Ethnic studies professor Takaki argues that racism and a desire to intimidate the Soviet Union were important factors in the decision to use the atomic bomb on Japan.
Copyright 1996 Reed Business Information, Inc.

From the Back Cover
The bombing of Hiroshima was one of the pivotal events of the twentieth century, yet this controversial question remains unresolved. At the time, General Dwight Eisenhower, General Douglas MacArthur, and chief of staff Admiral William Leahy all agreed that an atomic attack on Japanese cities was unnecessary. All of them believed that Japan had already been beaten and that the war would soon end. Was the bomb dropped to end the war more quickly? Or did it herald the start of the Cold War? In his probing new study, prizewinning historian Ronald Takaki explores these factors and more. He considers the cultural context of race - the ways in which stereotypes of the Japanese influenced public opinion and policymakers - and also probes the human dimension. Relying on top secret military reports, diaries, and personal letters, Takaki relates international policies to the individuals involved: Los Alamos director J. Robert Oppenheimer, Secretary of State James Byrnes, Secretary of War Henry L. Stimson, and others... but above all, Harry Truman.

About the Author
Ronald Takaki is a professor in the Ethnic Studies Department at the University of California, Berkeley, and the author of six books, including Strangers from a Different Shore. He lives in Berkeley, California.

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149 of 178 people found the following review helpful.
I was there, I saw and talked to the people
By A. Pohaku
I totally disagree with Professor Takaki. I am a Japanese American like he is and I was subjected to racial discrimination just after Pearl Harbor perhaps not as much as he had (if he was born then) because I lived in Hawaii and not sent to internment camp. Nevertheless I felt the sting of discrimination. I was a military member of the military intelligence service assigned to ATIS a division of General MacArthur's G2 or Intelligence Section.

We saw many highly classified documents at the headquarters and involved in numerous translations of enemy documents. We were also sent on temporary duty assignment on special missions to the frontline units and engaged in scouting and capturing enemy soldiers and interrogating them. I had experience at the lowest and the highest level. Therefore, I have my own perspective of why the A bomb was dropped over Hiroshima and Nagasaki.

The casualties for both cities exceeded 210,000 people. The strategic bombing of Japan in six months exceeded 300,000 casualties and millions homeless. Invasion planners stated blockade of Japan chokes but does not kill. The bombing destroys cities but not the army. General Eisenhower agreed. General MacArthur was for the invasion and use of the A bomb for tactical purpose. Subsequent data showed he was wrong.

Operation Olympic the invasion of Kyushu was to be launched in November 1945. I was scheduled to be assigned to the 1st Corps to invade Miyasaki, Kyushu by the 6th Army under Gen. Krueger. The XI Corps to land at Ariake Bay to the South and the Marine V Amphibious Corps to land on the southwestern shore. We would have faced 790,000 Japanese versus our 550,000 troops. Operation Coronet was the invasion of Kanto Plain near Tokyo with an invasion force twice as large as Olympic and scheduled for April 1946.
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Postwar: I read Ketsugo the Japanese defense plan. The Japanese had not only the kamikaze aircraft, but piloted bombs, piloted torpedoes, suicide speedboats in the thousands, mini suicide submarines and four thousand scuba divers to blow up the troop transports . The beaches were mined, spiderweb network of machine gun nests, hidden artillery behind 50 meter high hills. There were 12700 kamikaze aircraft to be launched from partially hidden runways from underground installations. The Japanese estimated about 50% of our troops to be killed. Our estimate was between 20% and 30% but postwar information revealed it to be much higher. The cave networks were designed from lessons learned in the Pacific war. General Marshall estimated a million Americans would perish. Omaha World Herald in their editorial stated, "These plans that called for the invasion of Japan paint a vivid description of what might have been the most horrible campaigns in the history of man." Prince Fumimaro Konoye said Japan would be a nation without cities. A whole nation and culture would vanish.

The Supreme Council of Japan felt that unconditional meant the elimination of the Emperor. The Emperor also felt that he would be eliminated. President Truman felt less than unconditional would result in future problems if the Japanese armed forces were not eliminated. They may rise again like the Germans. The bomb also saved Japan from being divided into north and south like Korea with Russian participation.

I was one of the first to occupy Japan. I saw caves and caves everywhere and other fortifications. Civilians began to appear two weeks later and I asked what are those caves for? They all said to hide in them and attack us at night. I asked with what? They showed me bamboo spears, bows and arrows, pitchforks, knives, samurai swords, sickles, etc., etc. There were 28 million civilians in a unit called the National Volunteer Combat Force. They were trained in guerilla warfare and attack at night. Women and children ages 15 to 50 were recruited. Everyone I interviewed told me that they will fight for the Emperor and not for the military. They consider him a descendent of God. The history of Japan would show this. This sentiment to save the Emperor was unanimous. Millions of Japanese would have died and that is not counting the suicides expected like in Okinawa. President Truman was concerned with history repeating itself. His decision was based on saving lives both Americans and Japanese and not based on racial prejudice. President Truman and his cabinet although not perfect were honorable men. It is incomprehensible that racial hatred was the basis for dropping the bomb. I was there, I saw and talked to the people. The bomb saved me and my fellow soldiers and millions of Japanese. Takaki is dead wrong including those that said the bomb should not have been dropped. These are people who were not involved and based their conclusions on assumptions and had not read Ketsugo nor saw the fortifications and talked to the people.

This review is concise because of limitation on number of words; otherwise, it would have filled five pages.

97 of 127 people found the following review helpful.
The War Could Have Ended Sooner
By Philip Greenspan
Like other GIs I was delighted when I heard the news of the atomic bombing of Japan. Within a year or so several articles appeared that described the deaths and sufferings of the innocent Japanese civilians in both Hiroshima and Nagasaki. These articles caused many people to have second thoughts as to the wisdom of the decision. In the 70s I read Gar Alperovitz's book, "Atomic Diplomacy", and was convinced the bombing was a mistake. I was shocked by the Smithsonian controversy--an honest portrayal of both sides of the subject could not be shown. During the periods mentioned I was exposed to writers who discussed various aspects, pro and con, of the bombings.
Although I had previously read quite a bit on the subject, I decided to read "Hiroshima" because I wanted to refresh my knowledge of the bombing, I had read a most favorable review of the author, and the book was small--I could read it in a short time.
It was a good decision. The book packs a tremendous amount of pertinent information within its short length. Besides the decision itself it explores factors that might have influenced that decision. These would include: the desire for revenge of Pearl Harbor; to impress Russia and make her more manageable; the racism that existed in Truman and America and was exacerbated by the war; the masculinity factor of a new president who wished to show he was no wimp.
One gets to see that there was considerable disagreement before and after the bombing as to the wisdom of the decision. The dissenters were not a bunch of revisionist historians but many prominent Americans in the military, government, science and the media. The names include Generals Dwight Eisenhower and Douglas McArthur and Admiral William Leahy-many who would be considered conservatives if they were alive today. We can not return to the past to alter that decision, We can only speculate as to what might have occurred. There is evidence that had the Japanese been offered the peace terms that were eventually given them-maintaining the emperor instead of unconditional surrender-THE WAR COULD HAVE ENDED SOONER THAN IT DID. It was unconscionable not to have at least given the Japanese the option to accept an offer of peace--on the terms we subsequently accepted--before considering using the bomb.
If your knowledge of this historic event is limited and you desire to get an overall view of this tragedy read this book.

42 of 58 people found the following review helpful.
A real eye-opener
By Zack Davisson
Like many people, I managed to exist my formal schooling knowing very little about the dropping of the atomic bombs on Hiroshima and Nagasaki. In preparation for an extended trip to Japan, I wanted to learn a little more about this important event.
Ronald Takaki does an excellent job encapsulating the political climate in the U.S., Japan and Russia of 1945. The death of Roosevelt and the elevation of Truman to the presidency had a profound impact on world events. These presidents had different philosophies concerning the use of atomic weapons, and the world might be a very different place had Roosevelt lived to see the end of the war. Truman and Stalin provided a smooth transition from World War II to the beginnings of the Cold War.
Ultimately, I left "Hiroshima : Why America Dropped the Atomic Bomb" with a better understanding and appreciation of why America decided to use atomic weapons against Japan. Takaki provides motivations for most of the key players, along with supporting evidence. The book is extremely readable, and was as captivating as any novel.
Whether or not dropping the bomb was "good" or "bad" is left up to the reader. Honestly, I have yet to decide.

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[L363.Ebook] Download Ebook Becoming Human: Romantic Anthropology and the Embodiment of Freedom (Literature and Philosophy), by Chad Wellmon

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Immanuel Kant wrote that his infamously academic, arid philosophy posed three questions: What can I know? What can I do? What can I be permitted to hope for? He then added a fourth that he claimed would subsume them all: What is the human? This last question, he suggested, could be answered by a new science of man called anthropology. In Becoming Human, Chad Wellmon recounts the emergence of anthropology around a question that had become too capacious for a single discipline and too unstable for the distinctions that had come to ground Enlightenment modernity—distinctions between nature and culture, body and mind, human and animal, European and non-European.

If, as Friedrich Schlegel wrote, we don’t even know “what the human is,” then what would a science of the human base itself on? How would it be possible and why would it even be necessary? This book is an intellectual and literary history of how these questions took form in late eighteenth-century Germany. By examining this period of anthropological discourse through the works of thinkers such as Kant, Novalis, Schleiermacher, Wilhelm von Humboldt, and Goethe, Wellmon argues that the crisis of a late eighteenth-century anthropology marks the emergence of a modernity that sees itself as condemned to draw its norms and very self-understanding from itself. Modernity became fully modern when it became fully reflexive—that is, sensitive to the paradoxical and possibly futile nature of the modern project.

• Sales Rank: #5719271 in Books
• Published on: 2010-12-21
• Original language: English
• Number of items: 1
• Dimensions: 9.20" h x .90" w x 6.20" l, 1.27 pounds
• Binding: Hardcover
• 336 pages

Review

“In Becoming Human, Chad Wellmon accomplishes three significant feats: he provides a genealogy of the conceptual crisis that still haunts cultural anthropology, demonstrates the complexities of the ‘Enlightenment project’ that developed a richer notion of humanity than post-Enlightenment caricatures of the autonomous cogito suggest, and puts those complexities to work in a redefinition of modernity with a critical potential that can address contemporary issues.”

—John H. Smith, University of California, Irvine

About the Author

Chad Wellmon is Assistant Professor of Germanic Languages and Literatures at the University of Virginia.

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0 of 1 people found the following review helpful.
struggle to rescue Kant's liberalism from attacks is a missed opportunity
By smithy
Chad Wellmon’s contribution to the return to Kant, the pre-eminent philosopher of enlightened liberalism, situates the sage of K�nigsberg within eighteenth century debate s regarding the question ‘what is man?’. The guiding questions from the Critique of Pure Reason, ‘What can I know?, What ought I to do?, What may I hope?’, are folded into the additional question that Kant added in his lectures on logic: ‘What is man?’. Taking up the recent scrutiny of Kant’s racism, Wellmon offers a defense that sees Kant struggling to incorporate the latest ethnographic, proto-anthropological information while avoiding the pitfalls of relativism and metaphysics. Ultimately Kant is seen endorsing an open-ended process of becoming human in which normative prescriptions are acknowledged as historically specific and subject to revision. The human as a norm has universal force and anthropological flexibility. However, ‘[t]he claims of [Kant’s] pragmatic anthropology are not provisional’ (p. 132). That is, criticism of Kant’s proverbial Eurocentrism is deflected into the limitations and demands of a historical moment, and simultaneously the critical philosophy is elaborated as primarily self-critical, more reflexive and tentative than dogmatic. As such, Kant and the Enlightenment project needs to be reconceptualised as a cross current of various perspectives that, while indubitably historically specific, still frame our contemporary confrontation with the question ‘what is man?’. As we struggle with the question what a human being can and should make of herself, Kant’s parochialism, so obvious to clear-eyed contemporary readers, is but a foreshadowing of our own in the eyes of future generations. Kantian critique that takes place as enlightenment operates between transcendental aspirations aiming to ground the conditions of knowledge and more immediate imperatives addressed to a historical subject; between the human being as the object of observation and the transcendental ground of such an observation. Kant’s doubling of the human subject as the subject and object of observation, the relationship between the transcendental idea of freedom and practical freedom, forms a moral economy within a historical and social context. For Kant reason effects a feeling for the moral law, respect, or rather what functions as a feeling by mimicking the pathology of sensibility. Recognition of the moral law involves pain as we feel humiliated at the non-coincidence between our finite self and the purity of the moral law: ‘Embedded in Kant’s claims about moral goodness is a fundamental social critique.... Just as the felt need orients us toward a purposiveness of nature, the feeling of respect orients the subject toward the moral law’(p. 84, p. 85). With the Critique of Practical Reason, ‘Kant intended not only to establish the grounds of what an individual ought to do but to create a universal pedagogical template according to which the “moral predispositions of our nature” could be developed’ (p. 98). Pragmatic anthropology is part of this project. Wellmon argues that Kant fall into methodological confusion in his pragmatic anthropology, confusing the transcendental with the empirical , confusing the subjective conditions of possibility of knowledge with empirical methods. When Kant falls into ‘sometimes offensive generalizations’ (p. 102) it is because his particular observations are framed by his preoccupation the destiny of the human species. That is, reflection of the formation of the individual moral subject is determined by knowledge of the direction of the overall development of the species, and from this view-point various races and peoples are assessed. Kant shuttles between what humans should become to be fully human, and what in fact they are. Wellmon argues that Kant is forced to abandon theoretical reflection in order to fill out his story of the destiny of the human with specific examples, what Schleiermacher disparaged as a ‘”collection of trivialities”’ (p. 193). ‘Empirical, concrete forms of knowledge are subordinated to already existing forms of knowledge.’ (p. 111) Transcendental reflection on a priori forms of intuition and categories of the understanding fuses with a particular, finite being shaped by historical and natural context. ‘Herein lies the paradox of Kant’s pragmatic anthropology. On the one hand, instead of trying to ground human nature, it would study human beings as they appear at a particular time, in a particular situation. On the other hand, it would study human nature ̶ that is, the character of the human species or the constant and universal in the human.’ (pp. 119-120) At once too empirical and too transcendental the educative drive of Kant’s anthropology founders on the articulation of what is natural and what is acquired through human effort. Indeed Kant’s pronouncements on Negroes, women, South Sea Islanders, Indians etc., in his attempt to produce a popular science that would reach beyond a small circle of scholars often reflect rather than reform prejudice. Wellmon sees Kant erasing ‘from sight the conjuncture of transcendental and empirical’ (p. 132). Foregrounding a dynamic familiarity with a cosmopolitical world marked by historical transformations of the human, ‘[k]nowledge of a particular human being is always subordinated to transcendental claims of what human being are and should be’ (p. 132). Thus Kant’s pragmatic anthropology intersects with his morals linking particular peoples and individuals to a teleology of history. Addressing Kant’s four essays on race published between 1775 and 1788, Wellmon underlines race as a ‘a fundamental concern of Kant’s’ (p. 142) mode of classifying human beings into theoretical categories. Kant consistently stressed the unity of the human species and favoured a monogenetic origin that subsequently differentiated into the various races. The mechanism of differentiation was the work of natural germs (Keime) and predispositions, shared by all humans, that are activated in response to environmental conditions. Destined to inhabit the whole of the earth, various potentialities have been realised by various peoples and these characteristics have been passed down to descendants. The original human being had the potential for all races. Alternatively Kant favours as the original stock whites of a brunette colour, or simply whites, only to then withdraw the assertion of white primacy. Although skin colour is the only essential racial difference, the role of observation in understanding race must not be overestimated. Distinguishing races is different to distinguishing kinds or classes for with race reason must leave observation to speculate on origin and descent. Only history as the narrative of development can account for the differentiated unity of humanity. In 1786 explorer and naturalist Georg Forster criticised Kant on the grounds that observation rather than theoretical speculation was fundamental to the correct determination of race. Imposing concepts on to nature distorts the evidence necessary for reaching knowledge. Although Forster maintained an ethical commitment to the unity of humanity he doubted the theoretical viability of monogenesis. Kant had dangerously inserted normative claims into the pursuit of scientific knowledge. No one can know, argues Forster, whether there are multiple human races and what their history and progress is; rather, all must be subject to ongoing empirical testing and observation. Without this there is only abstraction. And, replies Kant, so too are the Linnaean categories favoured by Forster also atemporal morphological categories that frame the observable data. Forster himself, like all scientists, assumes a certain unity of nature and the description of nature takes place in accordance with a principle of reason. As for race, Kant maintains that race cannot be observed and it has no place in the description of nature where we only see regularities or types ‘because it is a concept grounded in the reason of each observer’ (p. 159). Race responds to a need of reason for unity and purpose; it is not an object of knowledge, but it preserves reason against being overwhelmed by contingency and randomness. Race for Kant is a useful way of thinking, a heuristic, that contributes to the unity of the human species. Skin colour and race are a sign of the purposiveness of nature. As Wellmon concludes: ‘Kant’s teleological history has forged an odd alliance ̶ a compatibility even ̶ between the teleological and the empirical’ (p. 161). Agreeing with Forster, Wellmon sees Kant moving from the abstract to the concrete and imposing the abstract on the concrete as if they were homologous. However, since for Kant there is no particular without abstraction (no intuition without a concept), this procedure is unavoidable and must be open to correction by evidence and re-conceptualisation. The abstraction that is race intimately concerns the destiny of humanity, verifying the unity and adaptability of the species, and concerns potentiality and progress. The concept of race cannot but be bound to the idea of final causality since the idea of the human, as perfectible species and individual, is interwoven with the idea of progress. And without the idea of progress there is no perfectibility and no reason for human (rather than animal) existence. In answer to the question of whether Kant’s racial typology implies a racial teleology, Wellmon argues that difference is indeed subordinated to a prior, conceptual, unity. As primarily moral, this teleology posits freedom as the end of the human; freedom attained through educative cultivation and self-fashioning. It is only by thinking of nature as working according to a final purpose that individuals can conceive of themselves as moral beings who can realise their own purposes. Moral becoming and ethical autonomy are dependent on a teleology. Wellmon argues that Kant’s teleology moves away from the category of race: ‘by 1790 he was referring to culture as the ultimate end of nature that absorbs both nature and the human being. Culture can do the conceptual work of unifying the species that race did for a natural history...’ (p. 169). In other words Kant’s interest in race is seen as part of his attempt to articulate natural history, an attempt superseded by the turn to culture rather than history as the space in which the human progresses towards the ends of reason. The Critique of Judgement marks the completion of this reorientation: ‘Thus, whereas the essays on race (in the 1770s and 1780s) worked out the form of a physical teleology, the Kritik der Urteilskraft and the Anthropologie are concerned with transforming this form of teleology into a moral one’ (pp. 170-71). Culture as self-cultivation and cultivation of the species replaces natural history ‘like the germs of Kant’s concept of race, which have seemingly dropped out of Kant’s philosophy of history’ (p. 172). For Wellmon: ‘Just as Kant’s theory of race relied on the transference of inheritable traits through given germs, so too does his notion of culture assume a materialization of cultural knowledge (172). Wellmon omits to discuss the aside on New Hollanders or the inhabitants of Tierra de Fuego in the 'Critique of Judgement' (1790), despite the passage attracting the attention of Gayatri Spivak among others. In the narrative of becoming human education shoulders the burden of race. Wellmon’s measured judgement regarding Kant ̶ ‘[t]heories of racial difference sometimes masked moral prejudices and assumptions’ (p. 187) ̶ , contrasts with the often sanctimonious recent attacks on the philosopher’s raciology. Yet even the casual reader cannot help but notice that Kant’s interest in race did not vanish after 1790, as the manuscript from the mid-1790s and given the title 'Opus postumum' testifies.

1 of 3 people found the following review helpful.
Wellmon Is Brilliant
By Allan J. Chappelle
For true intellectuals, Wellmon is brilliant! This book is very deep and uses considerable scholastic terminology but for those who have an interest in this kind of deep analysis, it is excellent!

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[Z779.Ebook] Fee Download Hip Hop Illuminati: How and Why the Illuminati Took Over Hip Hop (Volume 1), by Rebecca Holly Hood Scott

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Ever wonder how someone can go to sleep in public housing and wake up in a mansion seemingly overnight? Having worked 25 years in the Hip-Hop music industry and witnessed firsthand the inner workings of the fame machine up close; I personally KNOW entertainers that are now or were employed by the Illuminati who promised them fame, money and power if they "sold out." This book reveals those who sold out and those who didn't.

• Sales Rank: #510495 in Books
• Brand: Brand: CreateSpace Independent Publishing Platform
• Published on: 2012-08-13
• Format: Large Print
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .35" w x 6.00" l, .47 pounds
• Binding: Paperback
• 152 pages

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1 of 1 people found the following review helpful.
Three Stars
By Andre Bias
nice read but really bendy

13 of 14 people found the following review helpful.
KNOWLEDGE IS POWER ( Must DOWNLOAD )
By Ty Gizzle
This book is very enlightening! I've always been the type to call myself somewhat of a "conspiracy theorists" . I've always been fascinated with the world we live in. We go through everyday life basking in the glory of celebrities, sports, social networks, & materialistic items which brings us nothing but distractions. This book really sharpened the saw of knowledge in my mind to the true "LIGHT" of America. Our people of this generation are subliminally blinded to the truth. I encourage everyone to open your minds. Blinded by lies will only create an illusion of false sense of all. Open up to the truth and spread the word. The world we now live in is slowly but surely changing for the worst. As people there isn't anything my brother nor sister can do but leave it up to God. I encourage everyone to get their life's right with the man above because we are at war with the evil. This book is a must download for everyone.

11 of 12 people found the following review helpful.
very eye opening
By C. Marshall
It was enlightening to see the order of events showing how hip hop has invaded our culture. To see the dark side of it is important. Even though the author is not sophisticated in her writing style, she is real in her sincerity and personal observations. This stuff is well worth knowing.

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[Z599.Ebook] Ebook Download The Big Picture: Education Is Everyone's Business, by Dennis Littky

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Designed to re-energize educators and inspire teachers, this moving account of what is possible in education draws examples from a diverse high school in Providence, Rhode Island, with the highest rates of attendance and college acceptance in the state.

• Sales Rank: #169823 in Books
• Brand: Brand: Association for Supervision Curriculum Deve
• Published on: 2004-09-01
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .41" w x 7.04" l, .90 pounds
• Binding: Paperback
• 230 pages

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25 of 25 people found the following review helpful.
A challenge to American schools, a model that works
By Wally Weet
Littky's book challenges the traditional philosophy and practices of American schools. And we deserve that challenge. We are raising kids in dysfunctional schools, dysfunctional even when we believe they are working satisfactorily. At the most fundamental level the philosophy upon which the schools are based, a philosophy laid down in the Nineteenth Century designed to train people to fulfill the needs of industry, has not changed. The problem is that training is not educating. Defining the success of schools by standard tests, the method used to upgrade the dysfunctional system by No Child Left Behind only serves to make the dysfunctional system worse. America's children need a better system.

Littky, after thirty or more years of work in public schools as a principal has turned the old philosophy out the door. His objective is to lead children to love learning and that leads to radically different kinds of schools. In his schools parents are closely involved with the work in every way. Students and teachers work in small groups focusing on projects that cultivate the interests and the skills of the students. School bells do not ring interrupting the process of learning. Students open themselves to the learning process, develop confidence and the needed basic skills of writing and mathematics in the process of doing the projects that fascinate them. Learning becomes joyful. Teachers then become not loaders of information but leaders, fellow learners, who help the child develop the information necessary to the learning process. And, yes, to do this schools must be smaller than we have come to make them in the last fifty years. Huge consolidated, impersonal schools have failed. Littky demonstrates how much more effective small schools are at every level.

The results speak for themselves. Over ninety percent of the children who leave Littky's schools go on to higher education and most of those students when they come into his schools are children who have failed to flourish in traditional schools. For this and a dozen other reasons, Littky's challenge to American education is a powerful book that must not be ignored. Besides, it's a good read. The man speaks to us and we hear his passion for learning. He is his own model for the philosophy and the practice he would inculcate in his students, their parents, his teachers, and us.

American education needs a model that works. Littky offers us that model

0 of 0 people found the following review helpful.
Five Stars
By Daniel Potts
Great book!

0 of 0 people found the following review helpful.
Inspired
By G. Smith
This book is truly an inspiration for me, as a future teacher. The points the author hits coincide with what I believe to be the purpose of education. Although the message is somewhat idealistic, I believe that to be a quality in order for teachers to motivate the change they wish to see in their students :)

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