The ceremony is about to begin. Roll up, roll up, roll up! The ceremony is about to begin so prepare to be amazed. We’re here to celebrate the crème de la crème of the animal kingdom, and shine a spotlight on the finest achievements and unique qualities of some special individuals. Among others, we will be awarding prizes to the fastest, the oldest, the strongest, the smelliest, the tallest, and the longest. We have some unusual prize winners and some quite scary ones, too. As we run through our short lists you’ll have the privilege of meeting our esteemed guests from dangerous, frogs to organised ants, to spiders that have devised all sorts of strange and admirable ways of catching their food. It’s been a really difficult job choosing winners but we hope you approve and find plenty to marvel at in this beastly line-up of champions. Now put your hands together and clap! The Animal Awards is about to begin…
Tor Freeman is a London-based illustrator. In 2012 she was awarded the Sendak Fellowship. In 2017 she won the Guardian Graphic Short Story Prize. Her books include the Digby Dog and Olive series.
Martin Jenkins is conservation biologist and children’s writer. His jobs have varied greatly: “I’ve been an orchid-sleuth in Germany, a timber detective in Kenya and an investigator of the chameleon trade in Madagascar.” His titles include Emperor’s Egg, winner of the Times Junior Information Book of the Year Award, Can We Save the Tiger, winner of the SLA Award, and Gulliver’s Travels, winner of the Kate Greenaway Medal. He lives in Cambridge and London.
Check out Primates: The Fearless Science of Jane Goodall, Dian Fossey, and Biruté Galdikas by Jim Ottaviani and Maris Wicks*, a graphic style book** about Jane Goodall, Dian Fossey, and Birute Galdikas. These were, as you probably know, the three women that dispersed around the world to study major great ape species (chimps, gorillas, orangs, respectively) in order to better understand human evolution.
These are three reasonably good biographies (and a fourth, of Louis Leakey, linked to all three life stories), presented in an entertaining (and graphic, as in drawing) fashion. Adults will enjoy it, suitable for children.
**I struggled with what to call it. It is “graphic novel” format but it is not a novel, It is non fiction. So, is it “graphic non fiction”? The material from the publisher calls it “nonfiction graphic novel” which is clearly not a phrase I want to use unironically. Suggestions welcome.
In his book, “The Conduct of Inquiry: Methodology for Behavioural Science,”* Philosopher Abraham Kaplan wrote “Give a small boy a hammer, and he will find that everything he encounters needs pounding.” There are other versions of this hammer-nail link. In the normal course of things, the human mind is prepared to hammer new information into ready made spaces, an efficient but not always accurate way to think. That the brain works this way was not lost on the 19th and early 20th century philosopher, Charles Sanders Peirce. Peirce saw the human mind as an ever developing collection of “habits” formed of new experiences. A novel experience, usually involving some sort of linguistic or symbolic interaction, is associated with an emotional state that could not be confused with comfort (any other emotional state might due) until that kind of experience stopped being that way, and became habit-formed. Because of this individualized developmental process, individuals have ways of thinking that are normal, comfortable, generally unexamined, and the product of the culture in which we formed (and are still forming). Culturally embedded sexist and racist thinking are examples of this.
When new information comes along, the most comfortable thing to do is to place it into an existing framework. Over recent years, we seem to have gotten good at doing this using only headlines flashed across social media. So, if a headline has the words “gene” and “intelligence,” we conclude that more evidence for a genetic basic of intelligence, probably organized in categories of race, has been found. It does not matter that the article may have shown contrary evidence for a gene-intelligence link, and it seems to never matter that most modern research about genes and abilities do not make any reference to human divisibility into genetically discrete groups that could be called “races.” In our minds we have spaces for races and a need for genes, and a hammer at hand to put things in their place. The article headlines reinforce our pre-existing racist beliefs.
When a liberal-minded anti-racist thinker encounters evidence of race-based biology in humans, excuses are made. People of African descent can be celebrated for their amazing prowess in sports, and Jews (as good a “race” as any) have evolved and passed on among themselves measurably high levels of intelligence. And so on. Liberal guilt is assuaged when we hand out a few well placed goodies. This passive, seemingly (but not really) harmless version of race based thinking probably keeps a certain amount of racism alive in places where it should have withered in antiquity.
This book does not really tell us how to argue with a racist. Well, it covers Part I of doing so. Don’t bring a knife to a gun fight, and don’t bring half baked notions and shoddy data to a debate with a white supremacist who is up on his Stormfront reading. Rutherford’s book can prepare you with key data, clear concepts, and a rich reference to the relevant literature. You’ll need to find the techniques of argument elsewhere.
Rutherford trashes the commonly held framework for race, genetics and DNA. The concept of race itself, that humans can be divided into a number of categories (“White,” “Black,” “Whatever”) does not come close to reflecting the underlying genetic and historical reality of our species. I’ve made this argument countless times, and I’ve read most of the other stabs at it as well, and Rutherford’s version is the best, and most up to date. Beyond this, Rutherford takes to task, with engagingly presented detail and impeccable logic, some of the key myths about race, such as the aforementioned kudos to African-heritage athletes, and more generally, the racialization of sports.
Consider runners. Rutherford documents the fact that there has not been a record-fast white person in the Olympics since the entirely non-white American running team boycotted the Moscow Olympics in 1980, and that was a fluke year. For endurance running, in subsequent years, it has been mainly Kenyans and Ethiopians who have won the vast majority of high stakes marathons. If you start with the assumption that there is a gene for “fast” or a gene for “endurance,” you’ll quickly find one for each of these traits, and the innate causality argument presents itself. But if you broaden the argument to full interrogation of the human species, to use the genetic model to explain fastness or endurance across the wide world of sports, the argument quickly dissipates. If certain genes lent great fast, or long distance, running prowess to dozens of specific populations around the world, why do only two such populations produce these runners?
This is how scientists are supposed to operate. We observe variation in something, then try to understand the variation. When an explanation explains only a tiny amount of the overall variation, it probably fails. A genetic argument for rapid or powerful muscles predicts that several different populations should dominate in certain sports, not just one or two out of hundreds. A parallel genetic argument regarding lung capacity, or adapting to living at high altitude, predicts that several different populations should dominate the marathon. But they don’t. Rutherford does what scientists do, and observes another possible source of variation that could explain why Kenyans and Ethiopians seem to always win marathons. Turns out, it is cultural. (You’ll find details in the book.)
How to Argue With a Racist provides a good summary of the history of “race science,” a term Rutherford asks us to stop using (there are no races, and this isn’t science). The author explores arguments about physicality, sexuality, morality, athleticism, and intelligence. I would like to have seen the section on IQ expanded, since it is important for documenting how nefarious race science has been especially in apartheid era South Africa. Here is where our role as variation explainers is possibly clearest. The full range of modern IQ values for any large American population is of the same magnitude of the range of historical IQ means over time, with the earliest values being low and modern values being high. (The “Flynn Effect.”) The same is true with human stature, by the way. Populations of US immigrants, as well as several European nations, gained considerable height and IQ points over nearly a century of time. Yet, the cemetaries are not full of non-reproducing short dim people. We did not genetically evolve tall stature and IQ’s of 100 on average. Genetics does not explain variation in IQ (or stature) over time, so we might wonder how well genetics explains either of these traits across space synchronously.
Also not mentioned by Rutherford is the racist physical anthropology of J. Philippe Rushton, and I’m not sure why. Perhaps Rutherford is not as comfortable with bones as he is with genes (human biology is subdivided into these areas). The short version of that story is that Rushton was in a long line of physical anthropologists who got very good at massaging brain size estimates so that they would correlate with largely useless statistics about intelligence, morality, and sexuality, across the three main “races” of White, Black and Asian. In this case, though, the variation in brain size isn’t simply explained better by a non race based explanation. The variation is made up, introduced by “adjusting” the already iffy data.
Another concept not covered by Rutherford is the role of culture and childhood. Interestingly, Rutherford does mention Henry Harpending, who was a member of the famous Kalahari Project led by Irven Devore (my PhD advisor) and Richard Lee, to study the ways of the Ju’/hoansi bushmen of Namibia and Botswana. Harpending was the geneticist on that project. Later in his career, he wrote a paper and a book dismantled by Rutherford on the intellectual superiority of the Jewish people. He was also known for making rather startling statements about race (I will not repeat here my conversations with him, but I can verify Rutherford’s impression of Harpending’s running commentary.) Another person on that same research project was Mel Konner, husband of Marjorie Shostak (author of Nisa: The Life and Words of a !Kung Woman).* I believe it was Konner who first fully articulated the role of childhood in making a little human into a big one. (See his book The Evolution of Childhood: Relationships, Emotion, Mind*)
Childhood is a special derived feature of humans. It is deadly, costly, and often annoying. Clearly, such a trait must be maintained by strong selection. The things that make our fully formed brains so impressive, such as the use of language, human style “theory of mind,” and so on, arise in a typical individual during this period of slowed down maturation. We humans reach maturity years later than we should (compared to other apes) because of this costly childhood phase. We are who we are as individuals because of our culture, and childhood is the delivery mechanism for culture. If we want to explain variation across individuals or across geography in human behavior, look to culture and its development first, and if there is much left unexplained, consider genes. This is, by the way, how we can make two seemingly contradictory statements unironically: There is no such thing as race; yet race is an important human concept. Genetically, no races. Culturally, race is a possibility (but not a necessity).
Slavery of Africans did not breed better athletes, repression and widespread murder of Ashkenazim did not breed professors and Fed chairs, the genetic variation we see in humans is best explained by distance across geographic space and not by bounded internally consistent races, and there are very few cases of variable human traits that map neatly onto underlying simple variation in genes.
Rutherford’s book also addresses genealogy, both the kind you get when you do documentary research into your family tree, and the kind you get when you spit in a tube and send it to a commercial DNA analysis place. In some ways, that might be the most important part of the book, because of the extreme popularity of this exercise, and its link in some quarters to white supremacy. You will be amused, shocked, and amazed by this discussion, and you won’t believe some of it even though it is really true. Rutherford is a geneticist, and he understands and does a great job explaining the concept of genetic isopoint. An example: All living Europeans (as a quasi racial group that includes, for example, Albanians, Brits, Poles, and Ukrainians, etc.) have as ancestors every person who lived in Europe at the time of William the Conqueror.
The global isopoint is much more recent than people think, being only a few thousand years in the past, and post dating the earliest, and even some of the latest, regional origins of agriculture. Everyone alive at that time was either the ancestor of everyone alive today or the ancestor of no one alive today. So, the idea that an African foraging population split off into different regions, some of which developed agriculture or this or that civilizations, others remaining as foragers, etc. is simply not an accurate way to describe genetic history. Stephen Miller in the White House and a Maasai Woman in a traditional village in Tanzania share a set of isopointal ancestors about 3-5 thousand years ago, like it or not. And I’m sure she does not. I know you don’t believe this, but just read the book and come back and complain if you like. As the descendant of royalty, I don’t care.
There is also a Hurricane. This is a large format picture book with text to read to a young one, mainly. Adults will enjoy the read as well.
Copycat Science and Nature’s Light Spectacular are two books I have already reviewed. They are excellent, highly recommended, and I’m putting this reminder here to remind you now that ’tis the season to give your covid-quarantined friends and relatives with kids a nice book.
Continuing along on the theme of words, since your first kid ate the last letter book, consider a newer version, printed on heavy card stock and with no sharp edges, ABC for Me: ABC What Can I Be?: YOU can be anything YOU want to be, from A to Z by Sugar Snap Studio* adds adventure and diversity to this genre. Each entry (I think there are about 26 of them) is a person in a profession, such as “Game Developer” and “Helicopter Pilot.”
All of these books are solid works of printing, colorful, excellently illustrated, well composed and written, and fun.
50 Maps of the World by Ben Handicott, Kalya Ryan, and Sol Linero* is for kids of a wide range of ages. It is a large format–ecause it is an atlas–100+ page volume done in a modern colorful style but using traditional atlas layout. A term like “Map Key” is replaced with “Contents” inside the front cover, which has a map of the world with page nuber references. The labeling in the “contents” give you a link to the countries covered in the book’s pages, which is a sampling of the world, not complete. That is why it is called “50 maps of the world” — there are just under 50 countries covered.
None of the maps are actual maps. They are outlines, often covered or obscured by parts of the layout of the book. Across the “map,” or in nearby sections with pointers to the “maps” are interesting localities or other item. To the extent that the layouts are map like, they are not accurate. For example, the “Cradle of Humankind” in South Africa is indicated to be in Johannesburg, but it is nearer to Krugersdorp, the Cederberg looks like it is on the coast, and The Big Hole is far too east of where it really it. Best to not think of the maps as maps, but rather, as map-esque layouts related to an exemplar country. This does produce a bit of quasi-colonialism. For example, using South Africa once again as an exemplar, the Kgalagadi Transfrontier Park is in South Africa in this book, but the bulk of it is actually in Botswana, but since Botswana isn’t one of the included country, it lost its pare of the international (“transfrontier”) park. And, in the “Moments to Remember” section, for the same country, South African history appears to start with the later stages of the Bantu Migration (it really started hundreds of thousands of years earlier) and the next thing that happens it the arrival of Europeans. Lake Kivu is indicated to be in Rwanda, and it kinda is, but it is mainly in Congo. And so on.
Part of the page on “France”:
I’m making this sound pretty bad so far, but it is actually a fun and colorful book. But the reading level extends into the area where kids are old enough to be misled in a way that may cause confusion or inaccuracies if the book is used as a reference source. It is a way for younger kids with a somewhat higher reading level to find an entree into geography. So, I don’t hate it, but I don’t fully recommend it either.
Somewhere along the way, someone noticed that this atlas-like book is not an atlas, I’m guessing, because the publishers added a note to the beginning. “The maps in this book have been designed to tell a story, and show the natural curve of the Earth. They are not drawn to scale, nor do they reflect the longitudinal and latitudinal lines of each country. Please consult an atlas after using this book to plan your journey around the world”
There is an index.
This work may be an example of designers using our modern cultural fetish of the narrative structure to take over an important part of reality.
Humans not only know a story when they see one, but they are stories. This revelation, that our symbolic, linguistic mind is also our culture and that we are products of that culture, has been slowly seeping into areas outside the obscure halls of academia, and has finally reached the kids self help book market in the form of the new volume The Life Heroic: How To Unleash Your Most Amazing Self by Elizabeth Svoboda.
Zvodoba is a science writer who leans towards psychology, and the book is illustrated by Minneapolis based artist Chris Hajny.
The book is marketed for kids 10 and up. There is a lot of good advice, using the “Hero’s journey” model for how all things must be as a framework. However, the book is not written for the 10 year old reader. The style and focus of the writing is for an adult, with no obvious adjustment for younger kids. I’m not talking about themes (the book is kid safe). I’m talking about sentences. Sentences like,
The Greek philosopher Aristotle called this kind of lasting happiness eudaimonia–and he called short-lived, ephemeral happiness hedonia. Eudaimonia is much more profound than the momentary pleasure of hedonia, such as eating and ice cream cone or pranking your best friend. Eudaimonia is the lasting satisfaction you get from knowing that you’ve lived up to your highest potential. “As it is not one swallow or one fine day that makes a spring,” Aristotle wrote, “so it is not one day or a shor time that makes a man blessed and happy.
There are many kids who could use a good self help book that won’t fit into a model of “read this book and improve” that all kids-oriented self help books follow, which means most books (including this one) have to be tested on a a given kid to see if there is any help to be had.
There is also a certain amount of Southern California Privileged soaked reality disconnect here. For example, we are told that one does not have to safely land an airplane in the Hudson River to be a hero. One merely has to develop program to distribute soccer balls to poor children in Mozambique.
Having said all these negative things, it is possible that this book will work for some kids, with certain adults moderating or mediating. From the supporting information, consider this:
“Aimed at kids, this book is also fascinating for adults. With thorough research and drawing on her expertise writing about science, Svoboda offers some remarkable takeaways about heroism”:
Most heroes are ordinary people
There is a hero inside everyone
The ability to be courageous can be strengthened, just like a muscle
Going through tough times can sharpen heroic instincts
Being a hero doesn’t have to involve tackling an intruder or fishing someone from an icy lake—and in fact, most often doesn’t!
This thought provoking guide can be read chapter by chapter or by skimming through the bolded font. Svoboda’s book is a powerful read for tweens and teens interested in the big questions in their minds about what kind of life to lead and what actually creates meaning.
When I was a kid, I had an encyclopedia of animals. I cherished it, read it several times. For a long time, until I was in middle school, I knew more about animals than anyone else I knew because I had read that book. I also used it as a jumping off point to learn more about each type of animal, looking them up in the two general encyclopedias we had in the house, taking notes, drawing pictures, all of it. That one single book probably is the reason that I went in certain academic directions. In fact, I had flashbacks to the pages on the leopard and the Cape buffalo while poking around actual wild leopards and Cape buffalo in Africa.
There have been a lot of encyclopedias of animals in print, and now there is a new kid on the block, and it is probably the one you should get for your emerging naturalist. Encyclopedia of Animals by Jules Howard, illustrated by Jarom Vogel*, covers 300 species. Unlike my old volume, which only had large mammals and a snake or two, this volume gives a much more uniform treatment of “animal” with roughly equal treatment for six Classes. The book uses bleed-tags to quickly find the inverts, fish, amphibians, reptiles, birds, or mammals.
There are over 500 illustrations across 192 nicely laid out pages, interesting facts about each animal exemplar, including Latin binomial.
It is hard to define the age range for this book. Adults will find it useful as a reference. Kids from about 3rd grade and up will browse it. It aligns with the kinds of science taught in fifth grade and up (10-11 years old.) A middle school science teacher will want this handy in the classroom library.
Jules Howard is science writer and presenter, regularly contributing to The Guardian and BBC Wildlife Magazine. Jarom Vogel is an illustrator, designer and digital artist.
How much do you know about the natural history of the horse? Not enough, I’ll wager, considering that the horse is a key, central element to much (but not all) of human history. The evolutionary story is classic, and central to much interesting conversation. The spread of the modern species across the globe, its domestication and eventual diversification through breeding are fascinating stories.
Consider The Horse: A Natural History by Debbie Busby and Catrin Rutland*. Most books about horses are about how to take care of your horse, or how to learn to ride your horse, or some other thing about your horse. This book is about the horses themselves, about their biology, behavior, and history.
This volume is loaded with excellent illustrations including graphs, charts, and photos. If you leave it on your coffee table, people will pick it up and thumb through it, and be glad they did, once you start letting people into your house.
This is the best horse book out there currently, and is a perfect holiday gift for your horse loving relative who, once they recieve it, will surely not look it in the mouth.
Debbie Busby has degrees in applied animal behavior and welfare and psychology, specializing in horses, and is certified by the International Association of Animal Behavior Consultants. Catrin Rutland is associate professor of anatomy and developmental genetics at the School of Veterinary Medicine, University of Nottingham, UK, and writes for a number of outlets including the Telegraph and the Guardian.
An odd group of adults, including Mr. Benedict, his two live-in assistants, and his usually not at home spy, contrive to attract and collect an odd group of children, each with a unique and stunning set of abilities, in order to enlist them in a dangerous and critically important adventure. Then they do that again and again several times until there are four volumes of this engaging, must read story.
The Mysterious Benedict Society by Trenton Lee Steward is an award winning young adult mystery series dating to the last half of the 2010s.
The process of introducing the characters and the story settings results in a hilarious first third of the first book in the series, then it settles down a bit. The side-plot twist found in the first volume (no spoilers) is one of the most gut-wrenching I’ve ever read, as in my gut is wrenched because I’m laughing so hard. The plots are good and quirky and the the characters are quirky good.
Oddly, the books teach that families can be made up of people that are not really related, and that at the same time some of the most closely related people can be so opposite that one can embody true good and one can embody true evil. There is nothing too edgy here for kids, the only lower limit on age is the complexity of the plots. There are very vague generic parallels to the Harry Potter series, in that unrelated kids become thick as thieves, and do battle against a powerful enemy who seems to not be defeated again and again. Unlike Harry Potter the characters don’t really age through a long period of time, though there is definitely growth and development. Then suddenly they are adults in the last book.
A key feature of the stories is the frequent need to solve puzzles or interpret vague clues in order to save someone, get away from the bad guys, etc. One of the characters is extremely good at figuring out riddles. Another has a didactic memory and reads a lot, so he simply knows everything, at a factual level. Another character exhibits stunning physicality for a kid, and will climb to the top of a building or through a series of vents to discover the answer to a question while the other kids are busy thinking it through. The fourth kid’s main super power is to be very whining and complaining, and she is also unnaturally clumsy. These features end up being startlingly important, though it takes a while to figure out how. The four children survive and solve the mysteries they are faced with by being different, each contributing something unique to the problem, while the Mysterious Mr. Benedict himself seems to have the big picture in mind, but not in control, the whole time.
The story is laid out in four books following the same main characters. Then, there is a prequel that explores the origin of the main adult character (Mr. Benedict himself). A sixth book is a collection of puzzles and fun activities that are inspired by the riddle and mystery based nature of the books themselves.
I’ll also mention that there is yet another book not in the same series but with a similar look and feel (but I have not yet read it) by the same author. I’ll include it in the list below.
You can get a a boxed set of these books (as far as I know in paperback) but that won’t include the quiz book. I found a very good used copy of each of the books in hardcover. If you know a family with kids between 8 and 14 (roughly) who don’t have these books, this is an excellent Covid-era bunch of reading for a holiday gift. Start it in mid January, finish them all, then go get your Covid vaccination!
We live in a flat world. What I mean is, anything that is multidimensional is crushed by our limited monkey brains, facilitated by facile modalities of communication and conversation, into senseless flatness. For this reason, one may never really learn that Columbus, as a person, and the Spanish exploration and colonial enterprise in which he was engaged, is a critically important story. All most people will do is uncritically accept the poetic version (which rhymes “ocean blue” and “1492”) or, the alt-history version, that Columbus came to “America” and destroyed it. (Spoiler: The latter of these two is closer to the nuanced truth, but is not in fact the nuanced truth).
Columbus day itself is a different matter than Columbus. Columbus day is as much about statues, and naming things after people, and holidays, as it is about history. History is interesting because of the importance of context and the intricacies of nuance. There is no nuance in knocking down a statue, or in arguing that the statue should not be knocked down. That matter is one of activism and socio-political upheaval and change, and has almost nothing to do with History.
Anyway, I just wanted to point out that if you act now you can obtain for the low low price of $1.99 (restrictions apply, like this may only be good in the US) a copy of a reasonable biography of Christopher Columbus. This is one of the books people read to discover the nuanced version of that history. Check out the kindle copy of Christopher Columbus by Anna Abraham. I’m not sure if this is the definitive Columbus biography (probably not) but it is inexpensive and only 25 pages or so, so there is that.
“He knew nothing of celestial navigation or of the existence of the Pacific Ocean. He was a self-promoting and ambitious entrepreneur. His maps were a hybrid of fantasy and delusion. When he did make land, he enslaved the populace he found, encouraged genocide, and polluted relations between peoples. He ended his career in near lunacy. But Columbus had one asset that made all the difference, an inborn sense of the sea, of wind and weather, and of selecting the optimal course to get from A to B. Laurence Bergreen’s energetic and bracing book gives the whole Columbus and most importantly, the whole of his career, not just the highlight of 1492. Columbus undertook three more voyages between 1494 and 1504, each designed to demonstrate that he could sail to China within a matter of weeks and convert those he found there to Christianity. By their conclusion, Columbus was broken in body and spirit, a hero undone by the tragic flaw of pride. If the first voyage illustrates the rewards of exploration, this book shows how the subsequent voyages illustrate the costs – political, moral, and economic.”
Superlative: The Biology of Extremes is almost as extreme, or shall we say, hopeful, in its marketing-cover claims as the animals discussed are outlandish. If the cure for cancer was going to be found in a shark, we would have already found it. But despite what the book promises on its cover, Matthew D. LaPlante’s book is a detailed, engaging, and informative look at ongoing and recent scientific research from the perspective of an experienced journalist.
There are three categories of science book authors: Scientists, who write the best ones most of the time, science-steeped (often trained-as-scientists) science writers, who can write some pretty good books, and journalists who delve into the science and sometimes write amazing books, other times write books that are good books but not necessarily good science books. Superlative: The Biology of Extremes is in the higher end of the last category. It is about the scientists, the teams, the work more than the cells and polymers.
Also, LaPlante has another set of credentials: He is deeply, severely, hated by Bill O’Reilly and Glenn Beck. Oh, also, the book is at present deeply on sale.
This is a series of essays by biologist Chrisiane Nusslein-Volhard, engagingly and skillfully illustrated by Suse Grutzmacher (and translated by Jonathan Howard) about the aesthetic sense talked about by Darwin, its evolution, distribution, function, meaning, across animals. The essays take a Tinbergian approach to explore most aspects of how thinks look or are looked at, how paterns, colors, and other features play ar ole in sexual selection, and how the underlying genetic connect to these important surface features, allowing us to understand the phylogeny of this physical-behavioral nexus. This is the scientist talking about the science. The book itself is also a bit unusual, as it is designed to fit comfortably in a pocket or purse. Take it to the dentist office or hair stylist! (When the Pandemic is over.)
If you read a lot of books about cosmology and the universe, you will not find much new in this book, but you will find newways to think about all that old stuff. If you really do have a newtheory of everything, this book will give you some useful advice on how to buy your ticket into the physics game. Like, that you have to make sure your theory of everything works in a way that does not result in the night sky being as bright as the day sky, or makes light do something it does not do, and so on. Also, do not use many different TYPEFACES AND all caps in your write-up.
Interestingly, one of the things the actual-cosmologists-authors do NOT say is something I often hear from pro-physicists about TOE-pushers. They don’t say “if you don’t have a mathematical formula for your theory, it isn’t a theory.” I hear that all the time and I always thought there was something wrong with that. Seems to me that a totally wrong mathematical theory is too much of a likelihood.
The best overview of this book, which you SHOULD read, is from the authors themselves who made a video talking about the book. Here:
Ours is the Age of Food. Food is a central obsession in all cultures, nations, the media, and society. Our future supply of food is filled with risk, and history tells us that lack of food leads to war. But it also presents us with spectacular opportunities for fresh human creativity and technological prowess. Julian Cribb describes a new food system capable of meeting our global needs on this hot and overcrowded planet. This book is for anyone concerned about the health, safety, affordability, diversity, and sustainability of their food – and the peace of our planet. It is not just timely – its message is of the greatest urgency. Audiences include consumers, ‘foodies’, policymakers, researchers, cooks, chefs and farmers. Indeed, anyone who cares about their food, where it comes from and what it means for them, their children and grandchildren.
Important and challenging issues in the area of anarchism and education are presented in this history of egalitarian and free-school practices. From Francisco Ferrer’s modern schools in Spain and the Work People’s College in the United States, to contemporary actions in developing “free skools” in the United Kingdom and Canada, the contributors illustrate the importance of developing complex connections between educational theories and collective actions. Major themes in the volume include learning from historical anarchist experiments in education, ways that contemporary anarchists create dynamic and situated learning spaces, and critical reflections on theoretical frameworks and educational practices. Many trailblazing thinkers and practitioners contributed to this volume, such as Jeffery Shantz, John Jordon, Abraham de Leon, Richard Kahn, Matthew Weinstein, and Alex Khasnabish. This thoughtful and provocative collection proves that egalitarian education is possible at all ages and levels.
Arguing that the central role of educational practice in anarchist theory and activism has been overlooked by many theorists, this examination of contemporary educational philosophy counters the assertion that anarchism reflects a naïve or overly optimistic view of human nature. By articulating the philosophical underpinnings of anarchist thought on issues of human nature, freedom, authority, and social change, the case is made that the anarchist tradition can be a rich source of insights into perennial philosophical questions about education. This theoretical exploration is then bolstered with a historical account of anarchist education, focusing on key defining features of anarchist schools, their ideological underpinnings, and their pedagogical approaches. Finally, a clear explanation of how anarchist education is distinct from libertarian, progressive, Marxist, and liberal models defines the role of anarchist education in furthering and sustaining a just and equal society.
It is an interesting idea, taking a classic work and rewriting it for a modern audience, with adjustments. I took on the task of doing this with a Lovecraft tale a few years ago. I’m still working on it. I wanted to eliminate the racism and the misogyny, and I did. But that helped reveal the fact that the story itself was more of an interesting treatment than a fully formed story, so my work has expanded considerably.
Award winning author Angela McAllister did the opposite with Charles Dickens. Instead of expanding, the stories in A World Full of Dickens Stories by re-written by McAllister and illustrated by Jannicke Hansen distills, or in literary terms, digessts, Dicken’s classics, including Oliver Twist, The Old Curiosity Shop, David Copperfield, Great Expectations, Hard Times, A Christmas Carol, Nicholas Nickleby and A Tale of Two Cities.
How does it come out? Pretty good, given that giant novels summarized tend to try up or lose power. The stories are still good stories, and the writing is good, so the short stories convey the sense Dickens was going for, and the reader learns what these classics are about. The reading level is rated at 9-11. I agree with the low end of the range just because littler kids tend to like sillier stories. I would not put the upper end at 11; older kids and adults can enjoy these stories as well. But the combination of writing and illustrations are designed to be read to 8 year olds and read back (like David Copperfield reading to Peggotty at older ages.
The book itself is large format and very well designed and printed.
To give you an idea of what the book looks like, here’s a typical page layout:
A World Full of Dickens Stories is a good book to get, an would make a very presentable gift to a ready kid or a family with children in that age range, or any adult who happens to be a major Dickens fan.
Sometimes it is because my glasses are dirty. Sometimes it is a sundog, or a light pillar, or, if I happen to be near an exploding volcano….
Nature’s Light Spectacular: 12 stunning scenes of Earth’s greatest shows, written by Katy Flint and illustrated by Cornelia Li is a top notch earth and science book across a very wide age range, but classed as a 4-8 year old book. This book sits across that divide of read to vs. read by, and I think it is a great read-by (the kid) book for up to 10 or 11 years old.*
There is a story that pulls it all together, about two young explorers who improbably encounter several different light phenomena in nature, some common like sun dogs, some much less common, like the waterfall of fire at Yosemite National Park. Each two page layout demonstrates the phenomenon, with additional graphics and well written text to explain the science behind it. The format is large and guess what: The book glows in the dark.
Good science, good teaching, good book. The glowing in the dark part is not the reason you want this book, but you do want this book if you have a kid in elementary school.