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"We've all been involved in group decisions--and they're hard. And they often turn out badly. Why? Many blame bad decisions on 'groupthink' without a clear idea of what that term really means. Now, Nudge coauthor Cass Sunstein and leading decision-making scholar Reid Hastie shed light on the specifics of why and how group decisions go wrong--and offer tactics and lessons to help leaders avoid the pitfalls and reach better outcomes"--Dust jacket flap.

Photo opportunities, ten-second sound bites, talking heads and celebrity anchors: so the world is explained daily to millions of Americans. The result, according to the experts, is an ignorant public, helpless targets of a one-way flow of carefully filtered and orchestrated communication. Common Knowledge shatters this pervasive myth. Reporting on a ground-breaking study, the authors reveal that our shared knowledge and evolving political beliefs are determined largely by how we actively reinterpret the images, fragments, and signals we find in the mass media. For their study, the authors analyzed coverage of 150 television and newspaper stories on five prominent issues—drugs, AIDS, South African apartheid, the Strategic Defense Initiative, and the stock market crash of October 1987. They tested audience responses of more than 1,600 people, and conducted in-depth interviews with a select sample. What emerges is a surprisingly complex picture of people actively and critically interpreting the news, making sense of even the most abstract issues in terms of their own lives, and finding political meaning in a sophisticated interplay of message, medium, and firsthand experience. At every turn, Common Knowledge refutes conventional wisdom. It shows that television is far more effective at raising the saliency of issues and promoting learning than is generally assumed; it also undermines the assumed causal connection between newspaper reading and higher levels of political knowledge. Finally, this book gives a deeply responsible and thoroughly fascinating account of how the news is conveyed to us, and how we in turn convey it to others, making meaning of at once so much and so little. For anyone who makes the news—or tries to make anything of it—Common Knowledge promises uncommon wisdom.

This book is about education as a communicative process, about how knowledge is presented, received, controlled, understood and misunderstood by teachers and children in the classroom.

Duke University Press is pleased to begin publishing Common Knowledge with its re- inaugural issue, volume 8, number 1 Described by the New York Times as one of two American journals in which public intellectuals and other scholars prefer to publish, the highly acclaimed Common Knowledge has returned to publication after a two-year hiatus. In an effort to place itself in the ferment of intellectual life and broaden its geographical range, the journal has moved to the Middle East, to Israel. Born in an attempt to moderate and get past the "culture wars" of the 90s, Common Knowledge has moved, literally, to a war zone, and accordingly its editorial interests have broadened to include culture wars of a less metaphorical kind. Its mission is both incredibly ambitious and shockingly simple: to open up lines of communication between the academy and the community of thoughtful people outside its walls. Common Knowledge was created to form a new intellectual model, one based on conversation or cooperation rather than on metaphors adopted from sports and war, of "sides" that one must "take." The journal will collect work from a variety of fields and specialties, including philosophy, religion, psychology, literary criticism, cultural studies, art history, political science, and social, cultural, and intellectual history. Scholars such as Richard Rorty, Bruno Latour, Clifford Geertz, Julia Kristeva, Karma Nabulsi, and J. G. A. Pocock will cross paths with political figures like Prince Hassan of Jordan and President Arpad Goncz of Hungary, novelists like Susan Sontag, poets like Yves Bonnefoy, composers like Alexander Goehr, and journalists like Adam Michnik. The pages of Common Knowledge are sure to challenge the ways we think about theory and its relevance to humanity. The first volume will feature the beginning of a Seriatim Symposium, "Disagreement, Enmity, and Dispute," which will include discussions of the title concepts from a variety of theoretical perspectives. The Symposium asks why, in an intellectual context in which "true" and "real" are words that can be used only in condescending scare quotes, there is so much absolute conflict. If truth and reality are constructions, then why aren't we constructing consensual orders (metaphysical and social) that are conducive to peace, calm, and cooperation? Contributors for forthcoming issues include: Manfred Frank, Jacques Le Goff, Vicki Hearne, Sissela Bok, Edward Cardinal Cassidy, Linda Hutcheon, G. Thomas Tanselle, Arlette Farge, Marcel Detienne, Caryl Emerson, Stanley Katz, and Peter Laslett.

If knowledge is power, then the power of law can be studied through the lens of knowledge. This book opens up a substantive new area of legal research--knowledge production--and presents a series of case studies showing that the hybridity and eclecticism of legal knowledge processes make it unfruitful to ask questions such as, "Is law becoming more dominated by science?" Mariana Valverde argues that legal decision making cannot be understood if one counterposes science and technology, on the one hand, to common knowledge and common sense on the other. The case studies of law's flexible collage of knowledges range from determinations of drunkenness made by liquor licensing inspectors and by police, through police testimony in "indecency" cases, to how judges define the "truth" of sexuality and the harm that obscenity poses to communities. Valverde emphasizes that the types of knowledge that circulate in such legal arenas consist of "facts," values, and codes from numerous incompatible sources that combine to produce interesting hybrids with wide-ranging legal and social effects. Drawing on Foucaultian and other analytical tools, she cogently demonstrates that different modes of knowledge, and hence various forms of power, coexist happily. Law's Dream of a Common Knowledge underlines the importance of analyzing dynamically how knowledge formation works. And it helps us to better understand the workings of power and resistance in a variety of contemporary contexts. It will interest scholars and students from disciplines including law, sociology, anthropology, history, and science-and-technology studies as well as those concerned with the particular issues raised by the case studies.

To most of us, learning something "the hard way" implies wasted time and effort. Good teaching, we believe, should be creatively tailored to the different learning styles of students and should use strategies that make learning easier. Make It Stick turns fashionable ideas like these on their head. Drawing on recent discoveries in cognitive psychology and other disciplines, the authors offer concrete techniques for becoming more productive learners. Memory plays a central role in our ability to carry out complex cognitive tasks, such as applying knowledge to problems never before encountered and drawing inferences from facts already known. New insights into how memory is encoded, consolidated, and later retrieved have led to a better understanding of how we learn. Grappling with the impediments that make learning challenging leads both to more complex mastery and better retention of what was learned. Many common study habits and practice routines turn out to be counterproductive. Underlining and highlighting, rereading, cramming, and single-minded repetition of new skills create the illusion of mastery, but gains fade quickly. More complex and durable learning come from self-testing, introducing certain difficulties in practice, waiting to re-study new material until a little forgetting has set in, and interleaving the practice of one skill or topic with another. Speaking most urgently to students, teachers, trainers, and athletes, Make It Stick will appeal to all those interested in the challenge of lifelong learning and self-improvement.

What Every Professional C++ Programmer Needs to Know—Pared to Its Essentials So It Can Be Efficiently and Accurately Absorbed C++ is a large, complex language, and learning it is never entirely easy. But some concepts and techniques must be thoroughly mastered if programmers are ever to do professional-quality work. This book cuts through the technical details to reveal what is commonly understood to be absolutely essential. In one slim volume, Steve Dewhurst distills what he and other experienced managers, trainers, and authors have found to be the most critical knowledge required for successful C++ programming. It doesn’t matter where or when you first learned C++. Before you take another step, use this book as your guide to make sure you’ve got it right! This book is for you if You’re no “dummy,” and you need to get quickly up to speed in intermediate to advanced C++ You’ve had some experience in C++ programming, but reading intermediate and advanced C++ books is slow-going You’ve had an introductory C++ course, but you’ve found that you still can’t follow your colleagues when they’re describing their C++ designs and code You’re an experienced C or Java programmer, but you don’t yet have the experience to develop nuanced C++ code and designs You’re a C++ expert, and you’re looking for an alternative to answering the same questions from your less-experienced colleagues over and over again C++ Common Knowledge covers essential but commonly misunderstood topics in C++ programming and design while filtering out needless complexity in the discussion of each topic. What remains is a clear distillation of the essentials required for production C++ programming, presented in the author’s trademark incisive, engaging style.

This fully revised and updated edition of Learning, Creating, and Using Knowledge recognizes that the future of economic well being in today's knowledge and information society rests upon the effectiveness of schools and corporations to empower their people to be more effective learners and knowledge creators. Novak’s pioneering theory of education presented in the first edition remains viable and useful. This new edition updates his theory for meaningful learning and autonomous knowledge building along with tools to make it operational ─ that is, concept maps, created with the use of CMapTools and the V diagram. The theory is easy to put into practice, since it includes resources to facilitate the process, especially concept maps, now optimised by CMapTools software. CMapTools software is highly intuitive and easy to use. People who have until now been reluctant to use the new technologies in their professional lives are will find this book particularly helpful. Learning, Creating, and Using Knowledge is essential reading for educators at all levels and corporate managers who seek to enhance worker productivity.

"Why do beer commercials dominate Super Bowl advertising? How do political ceremonies establish authority? Why were circular forms favored for public festivals during the French Revolution? This book answers these questions using a single concept: common knowledge. Game theory shows that in order to coordinate its actions, a group of people must form "common knowledge." Each person wants to participate only if others also participate. Members must have knowledge of each other, knowledge of that knowledge, and so on. Michael Chwe applies this insight, with striking erudition, to analyze a range of rituals across history and cultures. He shows that public ceremonies are powerful not simply because they transmit meaning from a central source to each audience member but because they let audience members know what other members know. In a new afterword, Chwe delves into new applications of common knowledge, both in the real world and in experiments, and considers how generating common knowledge has become easier in the digital age." -- From the jacket.