Hassan became a member of a cult while in college. After being deprogrammed, he became a leading educator and activist against mind control and destructive cults. This book presents his approach to breaking the hold.

Already renowned as a statesman, Thomas Jefferson in his retirement from government turned his attention to the founding of an institution of higher learning. Never merely a patron, the former president oversaw every aspect of the creation of what would become the University of Virginia. Along with the Declaration of Independence and the Virginia Statute for Religious Freedom, he regarded it as one of the three greatest achievements in his life. Nonetheless, historians often treat this period as an epilogue to Jefferson’s career. In The Illimitable Freedom of the Human Mind, Andrew O’Shaughnessy offers a twin biography of Jefferson in retirement and of the University of Virginia in its earliest years. He reveals how Jefferson’s vision anticipated the modern university and profoundly influenced the development of American higher education. The University of Virginia was the most visible apex of what was a much broader educational vision that distinguishes Jefferson as one of the earliest advocates of a public education system. Just as Jefferson’s proclamation that "all men are created equal" was tainted by the ongoing institution of slavery, however, so was his university. O’Shaughnessy addresses this tragic conflict in Jefferson’s conception of the university and society, showing how Jefferson’s loftier aspirations for the university were not fully realized. Nevertheless, his remarkable vision in founding the university remains vital to any consideration of the role of education in the success of the democratic experiment.

Tells the story of the Movement's slow, painful triumph.

In 1963, 16-year-old Janice Wesley made a decision that had a profound affect on her future. She decided to risk it all and go to jail by becoming a foot soldier in the Birmingham, Alabama Children's Crusade to protest the racial segregation that prevailed in her city and throughout the South. Janice tells the story of her arrest in I Woke Up with My Mind on Freedom, and goes on to describe her role in the new South as an educator and administrator. Today, she travels the United States, speaking about the horrors of living in the old South while describing how she and other youth made a difference and changed their world.

Each of the fourteen essays in this volume is directed to some aspect of these two questions: What are the peculiarities of the concepts that we use to describe and to criticize the mental states and performances of human beings? What are the peculiarities of the knowledge that we may possess of our own mental states and attitudes and of the mental states and attitudes of others? Each of us is both a scientific student of others' beliefs, desires, and attitudes and the responsible author of his own beliefs and attitudes. The center of the freedom-of-mind problem, Professor Hampshire asserts, is the confusion that arises when we try to reconcile the explanations that we would give of the same mental state or process from the two different points of view. Originally published in 1971. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Recently the alarm has been raised – basic freedoms are under attack in our universities. A generation of ‘snowflake’ students are shutting out ideas that challenge their views. Ideologically motivated academics are promoting propaganda at the expense of rigorous research and balanced teaching. Universities are caving in and denying platforms to ‘problematic’ public speakers. Is this true, or is it panic and exaggeration? Carolyn Evans and Adrienne Stone deftly investigate the arguments, analysing recent controversies and delving into the history of the university. They consider the academy’s core values and purpose, why it has historically given higher protection to certain freedoms, and how competing legal, ethical and practical claims can restrict free expression. This book asks the necessary questions and responds with thoughtful, reasoned answers. Are universities responsible for helping students to thrive in a free intellectual climate? Are public figures who work outside of academia owed an audience? Does a special duty of care exist for students and faculty targeted by hostile speech? And are high-profile cases diverting attention from more complex, serious threats to freedom in universities – such as those posed by domestic and foreign governments, industry partners and donors?

Questions relating to human freedom cannot be separated from questions relating to human consciousness. The two are intricately entwined, and neither can be understood apart from the other. There is a widespread assumption today that we can understand the nature of human freedom even though there is an equally widespread acknowledgment that we have a lot yet to learn about the nature of human consciousness and its relations to the human body. This separation of the two issues is false. Attempts to prove it have failed and will continue to fail so long as the concept of freedom in its intimate connections with the nature of consciousness is not properly understood. The kind of genuine freedom of thought and action defended in this book lies at the heart of responsible outlooks on our individual and social lives, our hopes for the future, the whole of our history as human beings, and our relations to the natural world.

The Burden Of Freedom explains that too many people use past oppression to remain mired in hatred and irresponsibility today. The spirit of oppression has specific telltale effects on individuals, communities, and nations.

Although the word 'psychology' does not come up in this book, this early work by Osho shows his deep understanding of the subject and his attempt to make the connection between meditation and a modern understanding of psychology that includes the importance that our minds play in determining and giving direction, on many levels, to our lives. Osho has taught for many years that meditation is not a religious exercise but a scientific method to understand what the mind is, and how it works, and to learn how to create a healthy distance from what is, in many ways, a programmed and robot-like mechanism that seems to be dominating our lives and decisions and activities more and more – and not always in a positive way. As Osho has said so often, beginning many decades ago - that humanity is afflicted by a deep and fundamental insanity, and that we initiate each new generation of children into that madness - is now becoming more and more obvious. The children who refuse to be initiated into that madness will appear rebellious or mad to their elders, who persist with the best intentions to force them onto the same path, to participate in the same madness. "It is utterly dangerous to be sane in this world," Osho says. "A sane person has to pay a heavy price for his sanity." Osho pleads in this book for what he calls an independent mind, independent thinking – and challenges us to question our belief that we are already great independent minds, a belief based on the lack of understanding that our thoughts mostly come from others, like a computer program full of malware downloaded into our brains. "What I mean by the thinking state is that you should have eyes, what I mean is the ability to think on your own. But I don't mean a crowd of thoughts. We all have a crowd of thoughts within us, but we don't have thinking within us. So many thoughts go on moving within us, but the power of thinking has not been awakened." In his early days of teaching Osho ran meditation camps in which he introduced people into meditation, and his morning and evening talks created the framework of understanding for this work. This book is a fascinating record of one of these camps – in a short period of three days Osho introduces his participants to an understanding that our minds are running on malware programs – and he introduces meditation as an antivirus to clean our minds of the conditionings and indoctrinations that are preventing us from realizing our full potential and to be happy. “In the coming three days I will talk to you about the search for life...I must first say that life is not what we understand it to be. Until this is clear to us, and we recognize in our hearts that what we think of as life is not life at all, the search for the true life cannot begin.” “When you have something authentically your own in your mind, you start moving toward the soul. Then you become worthy, then you are able to know the soul. Until you have an independent mind, it is simply impossible for individuality to be born.”