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Cover -- Title Page -- Copyright Page -- CONTENTS -- WAYS IN TO THE TEXT -- Who Was Edward Said? -- What Does Orientalism Say? -- Why Does Orientalism Matter? -- SECTION 1: INFLUENCES -- Module 1: The Author and the Historical Context -- Module 2: Academic Context -- Module 3: The Problem -- Module 4: The Author's Contribution -- SECTION 2: IDEAS -- Module 5: Main Ideas -- Module 6: Secondary Ideas -- Module 7: Achievement -- Module 8: Place in the Author's Work -- SECTION 3: IMPACT -- Module 9: The First Responses -- Module 10: The Evolving Debate -- Module 11: Impact and Influence Today -- Module 12: Where Next? -- Glossary of Terms -- People Mentioned in the Text -- Works Cited

Cover -- Title Page -- Copyright Page -- Contents -- WAYS IN TO THE TEXT -- Who Is Theda Skocpol? -- What Does States and Social Revolutions Say? -- Why Does States and Social Revolutions Matter? -- SECTION 1: INFLUENCES -- Module 1: The Author and the Historical Context -- Module 2: Academic Context -- Module 3: The Problem -- Module 4: The Author's Contribution -- SECTION 2: IDEAS -- Module 5: Main Ideas -- Module 6: Secondary Ideas -- Module 7: Achievement -- Module 8: Place in the Author's Work -- SECTION 3: IMPACT -- Module 9: The First Responses -- Module 10: The Evolving Debate -- Module 11: Impact and Influence T oday -- Module 12: Where Next? -- Glossary of Terms -- People Mentioned in the Text -- Works Cited

"Many people want to understand what revolutions are and--especially--how they come about, from the academics who study them to the states that wish to prevent (or, in some cases, provoke) them. But it is arguably the US scholar Theda Skocpol who has done most to create a viable model of revolution, and States and Social Revolutions is the work in which she sets out her intellectual stall. Skocpol's magnum opus can be considered a classic product of the critical thinking skill of problem-solving. She assesses several different revolutions--those of France, Russia and China--and asks new, productive questions about their causes and outcomes. The answers, collectively, allow her to move beyond existing theories such as the 'voluntaris©t'; school (which suggests that revolutionaries have agency) and the Marxist school (which sees state institutions as nothing more than a front for class interests). Skocpol's model assumes that states are autonomous bureaucratic institutions, which act in their own interests--a fundamental re-imagining based on fresh interpretations of the evidence. Her analysis extends beyond the causes of revolution to their consequences, and her argument that the revolutionary state that survives is the one that successfully implements a far-reaching program of reform helps to explain not only why the three revolutions she studied have proved enduringly influential, but also why hundreds of others, less successful, are barely remembered today."--Provided by publisher

Cover -- Title Page -- Copyright Page -- CONTENTS -- WAYS IN TO THE TEXT -- Who Was Jared Diamond? -- What Does Guns, Germs, and Steel Say? -- Why Does Guns, Germs, and Steel Matter? -- SECTION 1: INFLUENCES -- Module 1: The Author and the Historical Context -- Module 2: Academic Context -- Module 3: The Problem -- Module 4: The Author's Contribution -- SECTION 2: IDEAS -- Module 5: Main Ideas -- Module 6: Secondary Ideas -- Module 7: Achievement -- Module 8: Place in the Author's Work -- SECTION 3: IMPACT -- Module 9: The First Responses -- Module 10: The Evolving Debate -- Module 11: Impact and Influence Today -- Module 12: Where Next? -- Glossary of Terms -- People Mentioned in the Text -- Works Cited.

Cover -- Title Page -- Copyright Page -- CONTENTS -- WAYS IN TO THE TEXT -- Who Was Samuel Huntington? -- What Does The Clash of Civilizations Say? -- Why Does The Clash of Civilizations Matter? -- SECTION 1: INFLUENCES -- Module 1: The Author and the Historical Context -- Module 2: Academic Context -- Module 3: The Problem -- Module 4: The Author's Contribution -- SECTION 2: IDEAS -- Module 5: Main Ideas -- Module 6: Secondary Ideas -- Module 7: Achievement -- Module 8: Place in the Author's Work -- SECTION 3: IMPACT -- Module 9: The First Responses -- Module 10: The Evolving Debate -- Module 11: Impact and Influence Today -- Module 12: Where Next? -- Glossary of Terms -- People Mentioned in the Text -- Works Cited

Cover -- Title Page -- Copyright Page -- CONTENTS -- WAYS IN TO THE TEXT -- Who Is Paul Kennedy? -- What Does The Rise and Fall of the Great Powers Say? -- Why Does The Rise and Fall of the Great Powers Matter? -- SECTION 1: INFLUENCES -- Module 1: The Author and the Historical Context -- Module 2: Academic Context -- Module 3: The Problem -- Module 4: The Author's Contribution -- SECTION 2: IDEAS -- Module 5: Main Ideas -- Module 6: Secondary Ideas -- Module 7: Achievement -- Module 8: Place in the Author's Work -- SECTION 3: IMPACT -- Module 9: The First Responses -- Module 10: The Evolving Debate -- Module 11: Impact and Influence Today -- Module 12: Where Next? -- Glossary of Terms -- People Mentioned in the Text -- Works Cited.

Cover -- Title Page -- Copyright Page -- Table of Contents -- WAYS IN TO THE TEXT -- Who Was Niccolò Machiavelli? -- What Does The Prince Say? -- Why Does The Prince Matter? -- SECTION 1: INFLUENCES -- Module 1: The Author and the Historical Context -- Module 2: Academic Context -- Module 3: The Problem -- Module 4: The Author's Contribution -- SECTION 2: IDEAS -- Module 5: Main Ideas -- Module 6: Secondary Ideas -- Module 7: Achievement -- Module 8: Place in the Author's Work -- SECTION 3: IMPACT -- Module 9: The First Responses -- Module 10: The Evolving Debate -- Module 11: Impact and Influence Today -- Module 12: Where Next? -- Glossary of Terms -- People Mentioned in the Text -- Works Cited

Cover -- Half Title -- Copyright Page -- Contents -- WAYS IN TO THE TEXT -- Who Was Aristotle? -- What Does Politics Say? -- Why Does Politics Matter? -- SECTION 1: INFLUENCES -- Module 1: The Author and the Historical Context -- Module 2: Academic Context -- Module 3: The Problem -- Module 4: The Author's Contribution -- SECTION 2: IDEAS -- Module 5: Main Ideas -- Module 6: Secondary Ideas -- Module 7: Achievement -- Module 8: Place in the Author's Work -- SECTION 3: IMPACT -- Module 9: The First Responses -- Module 10: The Evolving Debate -- Module 11: Impact and Influence Today -- Module 12: Where Next? -- Glossary of Terms -- People Mentioned in the Text -- Works Cited

Cover Page -- Title Page -- Copyright -- Contents -- Ways In To The Text -- Who Was Kenneth Waltz? -- What Does Theory of International Politics Say? -- Why Does Theory of International Politics Matter? -- Section 1: Influences -- Module 1 The Author And The Historical Context -- Module 2 Academic Context -- Module 3 The Problem -- Module 4 The Author'S Contribution -- Section 2: Ideas -- Module 5 Main Ideas -- Module 6 Secondary Ideas -- Module 7 Achievement -- Module 8 Place In The Author'S Work -- Section 3: Impact -- Module 9 The First Responses -- Module 10 The Evolving Debate -- Module 11 Impact And Influence Today -- Module 12 Where Next? -- Glossary of Terms -- People Mentioned In The Text -- Works Cited

Cover Page -- Titlepage -- Copyright -- The Macat Library -- Critical Thinking and Everyday Stalinism -- About the Author of the Original Work -- Dedication -- Ways in to The Text -- What Does Everyday Stalinism Say? -- Why Does Everyday Stalinism Matter? -- 1 Influences -- Module 1 The Author and the Historical Context -- Key Points -- Why Read This Text? -- Author's Life -- Author's Background -- Module 2 Academic Context -- Key Points -- The Work in its Context -- Overview of the Field -- Academic Influences -- Module 3 The Problem -- Key Points -- Core Question -- The Participants -- The Contemporary Debate -- Module 4 The Author's Contribution -- Key Points -- Author's Aims -- Approach -- Contribution in Context -- 2 Ideas -- Module 5 Main Ideas -- Key Points -- Key Themes -- Exploring the Ideas -- Language and Expression -- Module 6 Secondary Ideas -- Key Points -- Other Ideas -- Exploring the Ideas -- Overlooked -- Module 7 Achievement -- Key Points -- Assessing the Argument -- Achievement in Context -- Limitations -- Module 8 Place in the Author's Work -- Key Points -- Positioning -- Integration -- Significance -- 3 Impact -- Module 9 The First Responses -- Key Points -- Criticism -- Responses -- Conflict and Consensus -- Module 10 The Evolving Debate -- Key Points -- Uses and Problems -- Schools of Thought -- In Current Scholarship -- Module 11 Impact and Influence Today -- Key Points -- Position -- Interaction -- The Continuing Debate -- Module 12 Where Next? -- Key Points -- Potential -- Future Directions -- Summary -- Glossary -- People Mentioned in the Text -- WORKS CITED -- The Macat Library by Discipline

"How should rulers rule? What is the nature of power? These questions had already been asked when Niccolo Machiavelli wrote The Prince in 1513. But what made his thinking on the topic different was his ability to interpret evidence: to look at old issues and find new meaning within them. Many of Machiavelli';s contemporaries thought that God would make sure morality was rewarded. To these people, it was inevitable that ethical individuals would enjoy success in this world and attain paradise in the next. Machiavelli was not so sure. He used the evidence of history to prove that people who can lie, cheat and murder tend to succeed. Machiavelli concluded that three main factors affect a political leader';s success or failure. In doing so, he reached an entirely new understanding of the meaning of his evidence. Machiavelli argued that behaving in a moral way actually hinders a ruler. If everyone acted morally, he reasoned, then morals would not be a disadvantage. But in a world in which leaders are willing to be ruthless, a moral leader would make both themselves and their state vulnerable. Machiavelli';s novel interpretation posits that morals can make a leader hesitate, and this could cost them--and the citizens they are responsible for--everything."--Provided by publisher.

"Kenneth Waltz';s 1979 Theory of International Politics is credited with bringing about a "scientific revolution" in the study of international relations--bringing the field into a new era of systematic study. The book is also a lesson in reasoning carefully and critically. Good reasoning is exemplified by arguments that move systematically, through carefully organised stages, taking into account opposing stances and ideas as they move towards a logical conclusion. Theory of International Politics might be a textbook example of how to go about structuring an argument in this way to produce a watertight case for a particular point of view.Waltz';s book begins by testing and critiquing earlier theories of international relations, showing their strengths and weaknesses, before moving on to argue for his own stance--what has since become known as "neorealism". His aim was "to construct a theory of international politics that remedies the defects of present theories." And this is precisely what he did; by showing the shortcomings of the prevalent theories of international relations, Waltz was then able to import insights from sociology to create a more comprehensive and realistic theory that took full account of the strengths of old schemas while also remedying their weaknesses--reasoning out a new theory in the process."--Provided by publisher.

"Aristotle remains one of the most celebrated thinkers of all time in large part thanks to his incisive critical thinking skills. In Politics, which can be considered one of the foundational books of the western political tradition, the focus is on problem-solving, and particularly on the generation and evaluation of alternative possibilitiesAristotle';s aim, in Politics, is to determine how best to organize a society. He looks in turn at several different type of organization--kingship, oligarchy and the polity, or rule in the hands of many--and evaluates the arguments for each in turn. But he takes the exercise further than his predecessors had done. Having concluded that rule by the aristocracy would be preferable, since it would mean rule by citizens capable of taking decisions on behalf of the society as a whole, Aristotle subjects his solution to a further checking process, asking productive questions in order to make a sound decision between alternatives.Politics was ground-breaking in its approach. Unlike previous thinkers, Aristotle based all his ideas on a practical assessment of how they would play out in the real world. Ultimately, Aristotle argues, the problem of self-interest means that the adoption of a mixed constitution--one based on carefully considered laws which aims at a balance of power between the people and the elite--is most likely to bring eudaemonia (happiness). It';s a conclusion firmly based on careful evaluation (not least the process of judging the adequacy of arguments) and the product of outstanding problem-solving skills. "--Provided by publisher.

"There are few better examples of analysis -- the critical thinking skill of understanding how an argument is built -- than Robert Dahl's Democracy and its Critics. In this work, the American political theorist closely analyzes the democratic political system and then evaluates whether the arguments that are in favor of it are, in fact, rigorous. "Dahl sets out to describe democracy's merits and problems, asking if it really is the worthwhile political system we believe it to be. Knowing that the idea of democracy is now almost universally popular, his detailed analysis leads him to look at a number of regimes that claim to be democratic but do not, in truth, practice democracy. But Dahl is not only interested in uncovering uncomfortable truths. He goes further and creates a set of standards by which we can all decide whether a country really is democratic. Dahl's analysis of the evidence leads him to conclude that the following criteria must be met for a regime to be considered truly democratic: elected officials control policy-making; there are free and fair elections of officials; everyone must have a right to vote; everyone has the right to run for office; there is freedom of speech; alternative information is available; and people can form free, independent political groups."--Provided by publisher.

Cover -- Title Page -- Copyright Page -- Table of Contents -- Ways in to the Text -- Who Was Robert A. Dahl? -- What Does Democracy and Its Critics Say? -- Why Does Democracy and Its Critics Matter? -- Section 1: Influences -- Module 1: The Author and the Historical Context -- Module 2: Academic Context -- Module 3: The Problem -- Module 4: The Author's Contribution -- Section 2: Ideas -- Module 5: Main Ideas -- Module 6: Secondary Ideas -- Module 7: Achievement -- Module 8: Place in the Author's Work -- Section 3: Impact -- Module 9: The First Responses -- Module 10: The Evolving Debate -- Module 11: Impact and Influence Today -- Module 12: Where Next? -- Glossary of Terms -- People Mentioned in the Text -- Works Cited.