Blizzard Entertainment and Dark Horse Books are proud to present the third installment of their bestselling World of Warcraft Chronicle series! Like its predecessors, Volume III features beautiful full-color artwork by Peter Lee, Emily Chen, Stanton Feng, and other fan-favorite artists, as well as intricately detailed maps and spot art by Joseph Lacroix. Bolster your knowledge of Warcraftlore with this striking third volume!
It's an epic quest to save the world of Azeroth from the forces of the Undead Scourge! "Warcraft: The Sunwell Triology" chronicles the adventures of Kalec, a blue dragon who has taken human form to investigate a mysterious power, and of Anveena, a beautiful young maiden with an enchanting secret.
Blizzard Entertainment and Dark Horse Books are thrilled to present the next installment of the wildly popular World of Warcraft Chronicle series. Volume 2 will reveal more sought-after details about the game universe's history and mythology. Showcasing lush, all-new artwork from fan favorites such as Peter Lee, Joseph Lacroix, and Alex Horley, this tome is sure to please all fans--casual and collector alike.
The Chronicles of Narnia series has entertained millions of readers, both children and adults, since the appearance of the first book in 1950. Here, scholars turn the lens of philosophy on these timeless tales. Engagingly written for a lay audience, these essays consider a wealth of topics centered on the ethical, spiritual, mythic, and moral resonances in the adventures of Aslan, the Pevensie children, and the rest of the colorful cast. Do the spectacular events in Narnia give readers a simplistic view of human choice and decision making? Does Aslan offer a solution to the problem of evil? What does the character of Susan tell readers about Lewis’s view of gender? How does Lewis address the Nietzschean “master morality” embraced by most of the villains of the Chronicles? With these and a wide range of other questions, this provocative book takes a fresh view of the world of Narnia and expands readers’ experience of it.
Led Zeppelin, who bestrode the world of rock like a colossus, have continually grown in popularity and influence since their official winding up in 1980. They exasperated critics and eluded classification, synthesizing blues, rock, folk, rockabilly, funk, classical, country, Indian, and Arabic techniques. They performed the alchemical trick of transmuting base led into gold—and platinum—and diamond. They did what they would, finding wisdom through personal excess and artistic self-discipline. “Not a coda to Zeppelin’s legacy, but a blast of metaphysical graffiti as relevant today as the first time we heard the opening chords of ‘Stairway to Heaven’. From Kant to ‘Kashmir’, from Freud to ‘Fool in the Rain’, Calef and company explore Zeppelin’s music in an introspective, suggestive manner worthy of both a blistering Page solo and a bawdy Bonham stomp.” —BRANDON W. FORBES, co-editor of Radiohead and Philosophy “Led Zeppelin’s albums, personalities, live performances, art work, myths, influences, and more, all come under the microscope. Compelling insights and observations add more depth to a subject that continues to thrill and inspire. Each chapter is driven by an unquenchable thirst for Zeppelin knowledge and pulls the reader deeper into the world of Led Zeppelin . . .” —DAVE LEWIS, editor, Tight But Loose
Mr. Monk and Philosophy is a carefully and neatly organized collection of eighteen chapters divided into exactly six groups of precisely three chapters each. Drawing on a wide range of philosophers—from Aristotle and Diogenes, to Siddhartha Gautama and St. Thomas Aquinas, to David Hume and Karl Popper—the authors ask how Adrian Monk solves his cases, why he is the way he is, how he thinks, and what we can learn from him. Some of the authors suggest Monk is a kind of tragic hero, whose flaws help us live out and expunge the fear and anxiety we all experience; that he is more than just his personality or memories, but something more individual and indefinable; and that his most distinctive traits are not the traits that make him a detective, but those that make him a friend. His most notable trait is the dedication he shows to his late wife, Trudy. Other authors explore how Monk encounters the world, arguing that his genius comes not from logic or reasoning, but from his ability to see his surroundings in a pre-conceptualized way; that there isn’t as much distance between his rational beliefs about crimes and evidence and his irrational phobic beliefs as there might seem; and that his phobias have themselves made him approach himself and the world as something to be overcome. Just how does Mr. Monk come to his conclusions? Does he use inductive, deductive, or abductive reasoning? Is he dependent on a false notion of the law of noncontradiction? Is it possible that his reasoning might have more to do with constructing harmonious stories than it does with evidence, causes, or insights? Some contributors ponder Monk's name and what it means given his views on religion. Some authors argue that Mr. Monk's approach to the world is fundamentally similar to that of medieval monastic orders; that his rituals and deductive ‘dancing’ show how he exhibits a kind of shamanism; and that he acts in accordance with the Bodhisattva ideal, bringing others to enlightenment through circumstances and by accident, even though he has no such intention or goal. In one chapter, the author asks how the character Monk is related to other similar characters, arguing that Monk and House are closely related characters, each based on the conflict between reason and emotion which exemplifies the motif of the “troubled genius;” that Monk and House both pursue ethical practices and goals even as they fail at the everyday face-to-face ethics of normal social interactions; and that great detectives all, through their flaws, help us to understand and forgive ourselves for our flaws. And finally, there are several chapters in which the authors consider Monk from the psychologist’s perspective, discussing how Monk’s relationship with Trudy, while having unhealthy codependent elements, demonstrates some important aspects of successful romantic partnerships; how laughter plays a difficult role in mental illness, and the difficult position that the show and therapists are placed in when having to treat seriously disorders that are both tragic and comic; and how, from a psychoanalytic perspective, Monk’s inability to mourn shows us why we both reject and are drawn towards death. In the words of author D. E. Wittkower, "In order to be sure that the reader is able to enjoy the book, every chapter will have an even number of words. You’ll thank me later."
The devil gets his due in the latest entry in the Pop Culture and Philosophy series. Supervillains and Philosophy features an international cabal of philosophers and comics industry professionals conspiring to reveal the dark details — and deeper meanings — lurking behind today’s most popular comic book monsters. Whether it’s their moral justification for world domination or the wavering boundaries they share with the modern anti-hero, everyone's favorite villains generate as much attention as their heroic counterparts. The 20 essays in this accessible book explore the nature of supervillainy, examine the boundaries of good and evil, offer helpful advice to prospective supervillains, and untangle diabolical puzzles of identity and consciousness. All the legends are here, from Dr. Doom and the Spectre to the Joker and the Watchmen, reconsidered through the lens of classic and modern philosophy.
This collection is crammed with thoughtful and amusing chapters, each written by a philosopher and all focused on Colbert's inimitable reality--from his word creations to his position as faux pundit--and examining his greatest forums, including The Colbert Report, his best-selling book, and his public performances. Original.
Two seismic forces beyond our control – the advent of Web 2.0 and the inexorable influx of tech-savvy Millennials on campus – are shaping what Roger McHaney calls “The New Digital Shoreline” of higher education. Failure to chart its contours, and adapt, poses a major threat to higher education as we know it. These forces demand that we as educators reconsider the learning theories, pedagogies, and practices on which we have depended, and modify our interactions with students and peers—all without sacrificing good teaching, or lowering standards, to improve student outcomes. Achieving these goals requires understanding how the indigenous population of this new shoreline is different. These students aren’t necessarily smarter or technologically superior, but they do have different expectations. Their approaches to learning are shaped by social networking and other forms of convenient, computer-enabled and mobile communication devices; by instant access to an over-abundance of information; by technologies that have conferred the ability to personalize and customize their world to a degree never seen before; and by time-shifting and time-slicing. As well as understanding students’ assumptions and expectations, we have no option but to familiarize ourselves with the characteristics and applications of Web 2.0—essentially a new mind set about how to use Internet technologies around the concepts of social computing, social media, content sharing, filtering, and user experience. Roger McHaney not only deftly analyzes how Web 2.0 is shaping the attitudes and motivations of today’s students, but guides us through the topography of existing and emerging digital media, environments, applications, platforms and devices – not least the impact of e-readers and tablets on the future of the textbook – and the potential they have for disrupting teacher-student relationships; and, if appropriately used, for engaging students in their learning. This book argues for nothing less than a reinvention of higher education to meet these new realities. Just adding technology to our teaching practices will not suffice. McHaney calls for a complete rethinking of our practice of teaching to meet the needs of this emerging world and envisioning ourselves as connected, co-learners with our students.