Hugh Mackay – författare

Many years ago, Hugh Mackay wrote the bestseller Reinventing Australia that analysed, with forensic skill, what was happening to our society. Now, in Advance Australia…Where? he takes another long, hard look at us.While we enjoy unprecedented levels of prosperity and the promise of more to come, we are still battling an epidemic of depression, taking on record levels of debt, and yearning for a deeper sense of meaning in our lives. While many Australians complain about feeling powerless and isolated, Mackay sees some encouraging signs that we are learning how to absorb the impact of the revolutionary changes that have reshaped us. This is a book for anyone who cares about Australia, from the pen of our most highly respected social researcher.''Hugh Mackay is one of this country’s most perceptive social commentators'' - Sydney Morning Herald''illuminator of other people’s views… a reporter of voices. Mackay…is something of a national treasure'' - Canberra Times

How can you be sure you''re doing the right thing? Can some actions be legally right, yet morally wrong? What are the rights and wrongs of leaving a relationship? Are the rules different for sex? Is it always wrong to tell a lie? Why be good?No one pretends that making moral choices is easy. In this updated edition, which includes a new prologue on the moral minefields of power and wealth, Hugh Mackay argues that because morality is all about the way we treat each other, we make our best decisions - at work, among friends, in the neighbourhood, in a marriage or a family - when we imagine how our actions might affect the wellbeing of others. Our moral choices actually help shape the kind of society we live in, for better or worse.At a time when many of us are struggling to navigate an ever more complex world, Right & Wrong offers you the essential tools for making confident moral choices, and for deciding what''s right for you and for the people around you.

If you could slip away unnoticed from your day-to-day life, would you?If you could cover your tracks, if you could fly away, if you could start a new life: would you do it?Tom is a burnt-out counsellor who readers first encountered in WINTER CLOSE. Myra is his client. Ruth, a busy GP and mother of three, is his neighbour. Rich, her husband, has left to make a new life with his lover. Len dreams of retirement but might be persuaded to take on one last job. In WAYS OF ESCAPE they are all forced to confront questions of identity, desire, ambition and truth.

A penetrating tale about suburbia and the social relationships people form to survive in the modern world from bestselling author Hugh MacKay.Winter Close, a small, undistinguished cul-de-sac is home to an eclectic, vibrant group of people: the dubious Chika, eccentric old Mrs Spenser, the self-conscious Abels, the mysterious Stuthridges and the laid back Upton and Sexy Goods - just to name a few.For Tom, a divorced counsellor living alone, Winter Close is his herd, the people he cares about. According to Tom, neighbours are like family, you can''t choose them and you don''t always like them, but you''re bound to them.Tom is pleasant to this family but conscious not to pry into their lives. It comes as a shock then to discover that his reserved, introverted manner may have isolated him from the rest of the residents. In fact he might not know them as well as he thinks.As Tom starts to see his neighbours for the people they are, rather than the people he imagined they were, he starts to drop his own guard and discover himself.

''Hugh Mackay is one of this country’s most perceptive social commentators'' - Sydney Morning HeraldInsightful and engaging, What Makes Us Tick? helps to explain what drives us, concerns us and is important to each of us – from Australia''s leading social researcher, Hugh Mackay. Dr Mackay has spent a lifetime listening to people talk about their dreams, fears, hopes, disappointments and passions. As well, his bestselling books have documented the impact of the changes that have been radically reshaping our society. In What Makes Us Tick? he reflects on some of the things that don''t change, identifies ten desires that drive us all, and asks: ''Why do we talk as if we''re rational, but act as if we''re not?''; ''Why do some people always want to take control?''; ''Why do we seek change, yet resist it?''; ''Why do we want more of the things that have failed to satisfy us?''. His exploration of these and other issues goes to the heart of some of life''s big questions.In this new edition Hugh Mackay offers a postscript that delves into the many concerns that were raised by people around the country when he was first promoting What Makes Us Tick?. They include: ''Why do people become workaholics?''; ''How can religious people hold such irrational beliefs?''; ''Why are so many people hooked on social media?''; ''What about gender and generational differences?''; ''Shouldn''t our desire for security be on the list?'', as well as many other issues that resonate with modern Australia. He also offers more thoughts on … the desire to be taken seriously; the desire for ''my place''; the desire for something to believe in; the desire to connect; the desire to be useful. Raising all these ideas, this is a book that will explain us to ourselves. Hugh Mackay is a psychologist, social researcher and novelist, and is the author of the the bestselling Advance Australia... Where?

The rich and idiosyncratic nature of local consumption practices is illustrated through cases from different parts of the world. The contributors show the varying balance between constraint and creativity, links between consumption and production, and the patterns which shape access to symbolic and material resources.

The Media Reader is an essential sourcebook of key statements about transformations in media culture. The Reader explores the technological, economic, social and cultural processes implicated in the production, regulation, circulation and consumption of media forms. It applies theoretical approaches, supported by a range of case studies, to past and present media transformations.

Divided into four parts: Mass Communications and the Modern World; Understanding `Transformations' in Media Culture; New Media for New Times; Future Perfect?, this Reader provides a framework for examining many of the key transformations in the contemporary media environment. It will be an invaluable resource for researchers and students alike.

The Media Reader is an essential sourcebook of key statements about transformations in media culture. The Reader explores the technological, economic, social and cultural processes implicated in the production, regulation, circulation and consumption of media forms. It applies theoretical approaches, supported by a range of case studies, to past and present media transformations.

Divided into four parts: Mass Communications and the Modern World; Understanding `Transformations' in Media Culture; New Media for New Times; Future Perfect?, this Reader provides a framework for examining many of the key transformations in the contemporary media environment. It will be an invaluable resource for researchers and students alike.

Divided into five sections, each with a detailed introduction, the book provides a comprehensive overview of information technology, and its implications for all of us. Contributors place the debates around IT in an international context, illustrating the importance of social values as well as government policy.

Information Technology and Society is a Course Reader for the new Open University Course THD204 Information Technology and Society.

First published in 1993, Computers into Classrooms critically examines computers and their uses in teaching and learning. It sets out to raise fundamental questions concerning the nature of ‘technological literacy’, a hitherto vague term. The authors set out to provide a series of guidelines for teachers employing, or about to employ, computers in their classrooms. Many of the issues raised have yet to be adequately researched, and teachers are alerted to the dangers and shortcomings of too easy a reliance on these machines. This book is the last in a trilogy, which includes Understanding Technology in Education and Technological Literacy and the Curriculum.

First published in 1992, Technological Literacy and the Curriculum addresses the question ‘what should technological literacy consist of?’. The authors’ view is very different from the narrow, skills-based, technical perspective. They see the cultural and social as central to the technological curriculum, not marginal. The book pushes forward and explores the possibilities of a new, expanded, cultural definition of technological literacy, one that can inform National Curriculum Technology and IT across the school curriculum. The aim is to ‘educationalize’ an educational technology which has hitherto been predominantly concerned with technology rather than with education. In this book, Michael apple argues that we must treat technology as a ‘text’ to be ‘read’. But first we must learn how to ‘read’ technology. This volume is the second in a trilogy, which includes Understanding Technology in Education and Computers in the Classroom.

First published in 1991, Understanding Technology in Education examines the role of technology in education, being the first to connect the social nature of technology with the education and training of young people. The book highlights the diverse ways in which technologies are shaped by social forces, rather than existing solely as physical artifacts. It explores the pivotal role of technology in transforming work organization and society at large. Through a series of case studies, the chapters present a wide range of analytical perspectives, spanning economistic, feminist, and cultural viewpoints. This volume serves as the foundation of a trilogy, which also includes Technological Literacy and the Curriculum and Computers into Classrooms.

First published in 1993, Computers into Classrooms critically examines computers and their uses in teaching and learning. It sets out to raise fundamental questions concerning the nature of ‘technological literacy’, a hitherto vague term. The authors set out to provide a series of guidelines for teachers employing, or about to employ, computers in their classrooms. Many of the issues raised have yet to be adequately researched, and teachers are alerted to the dangers and shortcomings of too easy a reliance on these machines. This book is the last in a trilogy, which includes Understanding Technology in Education and Technological Literacy and the Curriculum.

First published in 1992, Technological Literacy and the Curriculum addresses the question ‘what should technological literacy consist of?’. The authors’ view is very different from the narrow, skills-based, technical perspective. They see the cultural and social as central to the technological curriculum, not marginal. The book pushes forward and explores the possibilities of a new, expanded, cultural definition of technological literacy, one that can inform National Curriculum Technology and IT across the school curriculum. The aim is to ‘educationalize’ an educational technology which has hitherto been predominantly concerned with technology rather than with education. In this book, Michael apple argues that we must treat technology as a ‘text’ to be ‘read’. But first we must learn how to ‘read’ technology. This volume is the second in a trilogy, which includes Understanding Technology in Education and Computers in the Classroom.

First published in 1991, Understanding Technology in Education examines the role of technology in education, being the first to connect the social nature of technology with the education and training of young people. The book highlights the diverse ways in which technologies are shaped by social forces, rather than existing solely as physical artifacts. It explores the pivotal role of technology in transforming work organization and society at large. Through a series of case studies, the chapters present a wide range of analytical perspectives, spanning economistic, feminist, and cultural viewpoints. This volume serves as the foundation of a trilogy, which also includes Technological Literacy and the Curriculum and Computers into Classrooms.

This companion brings Renaissance drama to life by considering such classic plays as Hamlet, Othello and Dr Faustus from the perspective of contemporary theatre-goers.

Discussions of Shakespeare’s masterpieces are accompanied by examinations of the work of lesser known playwrights and commentators, while chapters on “Madness and Subjectivity”, “Rhetoric and Performance” and “Nation-Building” provide a variety of key critical perspectives.