This semester, the Library will continue to offer a Click & Collect service alongside our normal borrowing service.
How does Click and Collect work?
1. Order your books through Summon and your Library Account Online (See our How to Use Library Services Guide for an instructional video on how to request books)
2. Wait for the library to email you that your book is ready for collection
3. Come to the Library Reception to collect your book
Borrowing Rules
Undergraduate students can borrow up to 20 items
Postgraduate students and staff can borrow up to 28 items
Loan periods is 1 week but will be auto-renewed for 12 weeks
Exception: if an item is requested by another user it should be returned within 3 days or a €1 fine per day will apply
For more information, please click here.
The Philosophy of Education: an Introduction by
The Philosophy of Education: An Introduction encourages the reader to actively engage with the philosophy of education and the carefully selected contributors bring the philosophy of education to life for the reader.Each chapter: focuses on a particular area of debate and explains the main concepts includes extracts from philosophical writing, followed by questions that guide the reader to critically and actively engage with the text guides the reader towards further reading and suggests next steps and more challenging sources or counter-pointed arguments.The Philosophy of Education: An Introduction is essential reading for education students and for trainee teachers on undergraduate and postgraduate programmes. It will also appeal to practicing teachers and educationalists who wish to engage with philosophical approaches to contemporary educational issues.
Post-Truth by
How we arrived in a post-truth era, when "alternative facts" replace actual facts, and feelings have more weight than evidence. Are we living in a post-truth world, where "alternative facts" replace actual facts and feelings have more weight than evidence? How did we get here? In this volume in the MIT Press Essential Knowledge series, Lee McIntyre traces the development of the post-truth phenomenon from science denial through the rise of "fake news," from our psychological blind spots to the public's retreat into "information silos." What, exactly, is post-truth? Is it wishful thinking, political spin, mass delusion, bold-faced lying? McIntyre analyzes recent examples--claims about inauguration crowd size, crime statistics, and the popular vote--and finds that post-truth is an assertion of ideological supremacy by which its practitioners try to compel someone to believe something regardless of the evidence. Yet post-truth didn't begin with the 2016 election; the denial of scientific facts about smoking, evolution, vaccines, and climate change offers a road map for more widespread fact denial. Add to this the wired-in cognitive biases that make us feel that our conclusions are based on good reasoning even when they are not, the decline of traditional media and the rise of social media, and the emergence of fake news as a political tool, and we have the ideal conditions for post-truth. McIntyre also argues provocatively that the right wing borrowed from postmodernism--specifically, the idea that there is no such thing as objective truth--in its attacks on science and facts. McIntyre argues that we can fight post-truth, and that the first step in fighting post-truth is to understand it.
Extravagant Expectations by
In Extravagant Expectations Paul Hollander investigates how Americans now pursue romantic partners and enduring relationships. Analyzing printed advertisements (personals), dating sites, and the advice offered by self-help and "relationship" books, he weighs the advantages and shortcomings of these methods against a background of popular culture, advertising, and pop psychology.
The Normal Chaos of Love by
This is a brilliant study of the nature of love in modern society. Ulrich Beck and Elisabeth Beck-Gernsheim argue that the nature of love is changing fundamentally, creating opportunities for democracy or chaos in personal life.
A Companion to Rawls by 
Vico's New Science of the Intersubjective World by 
The New Science by 
The Miniature Guide to Critical Thinking Concepts and Tools by 
Discourse and Ideology: a critique of the study of culture by 
Assessment for Experiential Learning by
Chan's book explores the challenges in assessing experiential learning, deepens our understanding, and inspires readers to think critically about the purpose of assessment in experiential learning. Experiential learning has been studied and proven to be effective for student learning, particularly for the development of holistic competencies (i.e. 21st century skills, soft skills, transferable skills) considered essential for individuals to succeed in the increasingly global and technology-infused 21st century society. Universities around the world are now actively organising experiential learning activities or programmes for students to gain enriching and diversified learning experiences, however the assessment of these programmes tends to be limited, unclear, and contested. Assessment plays a central role in education policies and students' approach to learning. But do educators know how to assess less traditional learning such as service learning, entrepreneurship, cross-discipline or cross-cultural projects, internships and student exchanges? While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as mathematics, law, languages, science and social studies, there is a lack of assessments and research that focus on holistic competencies. How do we assess students' ability to think critically, problem solve, adapt, self-manage and collaborate? Central to the discussion in this book, is the reason students are assessed and how they should be assessed to bring out their best learning outcomes.　Offering a collection of best assessment practice employed by teachers around the world, this volume brings together both theoretical and empirical research that underpins assessment; and perceptions of different stakeholders - understanding of assessment in experiential learning from students, teachers, and policymakers. The idea of assessment literacy also plays an important role in experiential learning, for example, reflection is often used in assessing students in experiential learning but how reflection literate are educators, are they aware of the ethical dilemmas that arise in assessing students? These questions are discussed in detail. The volume also introduces a quality assurance programme to recognise student development within experiential learning programmes. The book will be particularly informative to academic developers, teachers, students and community partners who struggle with the development and assessment for experiential learning, those who plan to apply for funding in experiential learning, and policymakers and senior managements seeking evidence and advice on fine-tuning curricular, assessment designs and quality assurance.
| Shelfmark | Subject |
| 110 | Metaphysics |
| 120 | Epistemology |
| 140 | Philosophical schools of thought |
| 142.3 | Kantianism |
| 142.7 | Existentialism |
| 144 | Humanism |
| 146.7 | Evolutionism |
| 149.94 | Analytical philosophy |
| 160 | Logic |
| 170 | Ethics (Moral philosophy) |
| 180 | Ancient, medieval and oriental philosophy |
| 185 | Aristotle |
| 190 | Modern western philosophy |
| 808.042 / 808.066 | Study skills / academic writing |
