Imagery, broadly defined as all that people may construe in cognitive models pertaining to vision, hearing, touch, taste, smell, and feeling states, precedes and shapes human language. In this pathfinding book, Gary B. Palmer restores imagery to a central place in studies of language and culture by bringing together the insights of cognitive linguistics and anthropology to form a new theory of cultural linguistics.

Palmer begins by showing how cognitive grammar complements the traditional anthropological approaches of Boasian linguistics, ethnosemantics, and the ethnography of speaking. He then applies his cultural theory to a wealth of case studies, including Bedouin lamentations, spatial organization in Coeur d'Alene place names and anatomical terms, Kuna narrative sequence, honorifics in Japanese sales language, the domain of ancestral spirits in Proto-Bantu noun-classifiers, Chinese counterfactuals, the non-arbitrariness of Spanish verb forms, and perspective schemas in English discourse.

This pioneering approach suggests innovative solutions to old problems in anthropology and new directions for research. It will be important reading for everyone interested in anthropology, linguistics, cognitive science, and philosophy.

This country’s most challenging writer on education presents here a distillation, for the general reader, of half a decade’s research and reflection. His theme is dual: how children learn, and how they can best be helped to learn—how they can be brought to the fullest realization of their capacities.

Jerome Bruner, Harper’s reports, has “stirred up more excitement than any educator since John Dewey.” His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context.

“One is struck by the absence of a theory of instruction as a guide to pedagogy,” Mr. Bruner observes; “in its place there is principally a body of maxims.” The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, “the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual,” and these are amply evidenced here.

At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner’s “evolutionary instrumentalism,” his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man’s powers—especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought.

The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach—an experimental mathematics course and a multifaceted course in social studies. In both, the students’ encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process.

Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.

A forceful critique of the social science that has ruled—and damaged—the modern world. 

The practice of economics, as economists will tell you, is a powerful force for good. Economists are the guardians of the world’s economies and financial systems. The applications of economic theory can alleviate poverty, reduce disease, and promote sustainability. 

While this narrative has been successfully propagated by economists, it belies a more challenging truth: economic interventions, including those economists deem successful, also cause harm. Sometimes the harm is manageable and short-lived. But just as often the harm is deep, enduring, and even irreparable. And too often the harm falls on those least able to survive it. 

In The Tragic Science, George F. DeMartino says what economists have too long repressed: that economists do great harm even as they aspire to do good. Economist-induced harm, DeMartino shows, results in part from economists’ “irreparable ignorance”—from the fact that they know far less than they tend to believe they know—and from disciplinary training that treats the human tolls of economic policies and interventions as simply the costs of promoting social betterment. DeMartino details the complicated nature of economic harm, explores economists’ frequent failure to recognize it, and makes a sobering case for professional humility and for genuine respect for those who stand to be harmed by economists’ practice.

At a moment in history when the economics profession holds enormous power, DeMartino’s work demonstrates the downside of its influence and the responsibility facing those who practice the tragic science.