Besides the groundbreaking novels and stories that brought him fame, William Faulkner throughout his life wrote letters—to his publisher, his lovers, his family, and his friends. In this first major study of epistolarity in Faulkner's work, James G. Watson examines Faulkner's personal correspondence as a unique second canon of writing, separate from his literary canon with its many fictional letters but developing along parallel lines. By describing the similarity of forms and conventions in Faulkner's personal and fictional correspondence, Watson clearly demonstrates that Faulkner's personal experience as a writer of letters significantly shaped his imaginative work early and late.
Letters are always about themselves; they re-create a world between the sender and the receiver. In this illuminating study, Faulkner's personal letters are treated as a form of reflexive writing: first-person narratives in which Sender self-consciously portrays Self to a specific Receiver, likewise portrayed in the letter-text. This duality of actual experience and imaginative re-creation measures the personal distances between the life of the writer and the written self-image. It reveals that letters are at once fragments of autobiography and fictions of self.
Such "laws of letters" apply equally to the letters that appear throughout Faulkner's novels and stories. The twenty-one letters and telegrams in The Sound and the Fury, for example, portray character, propel plot, and convey important themes of failed communication and broken identity. From Soldiers' Pay to his last work, Faulkner's carefully lettered canon of fiction is dramatic evidence of his understanding of epistolarity and of the extent to which he adapted letters, including some of his own, to shape his fictional world.
In his life and writings, William Faulkner continually created and "performed" selves. Even in letters, he often played a part—gentleman dandy, soldier, farmer—while in his fictions these and other personae are counterpoised against one another to create a world of controlled chaos, made in Faulkner's own protean image and reflective of his own multiple sense of self.
In this groundbreaking book, James Watson draws on the entire Faulkner canon, including letters and photographs, to decipher the complicated ways in which Faulkner put himself forth as the artist he felt himself to be through written performances and displays based on the life he actually lived and the ones he imagined living. The topics Watson treats include the overtly performative aspects of The Sound and the Fury, self-presentation and performance in private records of Faulkner's life, the ways in which his complicated marriage and his relationships to male mentors underlie his fictions' recurring motifs of marriages and fatherhood, Faulkner's readings of Melville, Hawthorne, and Thoreau and the problematics of authorial sovereignty, his artist-as-God creation of a fictional cosmos, and the epistolary relationships with women that lie in the correspondence behind Requiem for a Nun.
William Collins and Eighteenth-Century English Poetry was first published in 1981. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
William Collins (1721–1759) is one of several eighteenth-century poets who have received more attention for what they are said to have anticipated—the full-blooded Romanticism of Wordsworth and Coleridge—than for what they have achieved. Collins's career as a poet was brief, but the handful of major poems that he wrote in the mid -1740s has stirred interest among critics intrigued by the complexity and obscurity of his work and by the illness and possible madness that prematurely ended his life. Combining historical scholarship with close readings of all Collins's poems, Richard Wendorf provides the most comprehensive and detailed study to be devoted to the work of this enigmatic figure and to the forces that shaped his literary career. In doing so, he places Collins within an eighteenth-century poetic context and shows that his gift for myth-making makes him a vital link between the mythic poetry of Shakespeare and Spenser and that of the Romantics.
Wendorf's opening and closing chapters examine the relationship between Collins's life and his work, providing an authoritative discussion of his supposed madness and of the myths of insanity that clouded his reputation in the eighteenth and nineteenth centuries. Wendorf argues that Collins's madness is problematical at best, and that much recent criticism is a distortion of his major work, which explores the transcendent powers of the irrational forces within us but is not necessarily the product of madness itself. The book's central chapters trace Collins's development as a poet and offer fresh approaches to his major odes. In these mature poems he turned from his early interest in Augustan poetry to very different sources of inspiration and came to reject the ordered and unified natural world of Pope and Thompson.
Bartlett Jere Whiting, a pioneer and acknowledged master of the lexicography of proverbs, also wrote three seminal articles on general and theoretical aspects of paremiology, the study of proverbs and related speech forms: “The Origin of the Proverb,” “The Nature of the Proverb,” and “The Study of Proverbs.” On the occasion of his ninetieth birthday, friends, students, and colleagues from the Harvard English Department, Whiting’s academic home for nearly fifty years, offer these essential readings to a new generation of scholars and enthusiasts of “the wisdom of many, the wit of one.”
Whiting’s essays are accompanied by an annotated bibliography of his works on the proverb by the best-known contemporary student of the subject, Wolfgang Mieder; and introductory essays by Joseph Harris and Wolfgang Mieder and by Susan E. Deskis place Whiting in the history of international proverb study.
The first period of the twentieth century - that stretch of years beginning in the 1870s and ending with the United States' entry into World War I - is known as the Gilded Age. This was the era of the "Robber Barons" and the origin of modern America. These were the years in which developments in coal, steam, oil, and gas forged our national infrastructure. West Virginia and the Captains of Industry show how the excesses of the Gilded Age and the latitude our government accorded industrialists of the time created an impact on the fragile economy of our new state that accounts for much of the political and economic landscape of modern West Virginia. Gracefully written and thoroughly researched, West Virginia and the Captains of Industry has become a classic work of West Virginia history since its first publication by the West Virginia University Press in 1975. Anyone interested in the history of our state must read this revised edition; then again, so must anyone interested in the future of West Virginia.
A longtime agitator against war and social injustice, Lawrence Wittner has been tear-gassed, threatened by police with drawn guns, charged by soldiers with fixed bayonets, spied upon by the U.S. government, arrested, and purged from his job for political -reasons. To say that this teacher-historian-activist has led an interesting life is a considerable understatement.
In this absorbing memoir, Wittner traces the dramatic course of a life and career that took him from a Brooklyn boyhood in the 1940s and ’50s to an education at Columbia University and the University of Wisconsin to the front lines of peace activism, the fight for racial equality, and the struggles of the labor movement. He details his family background, which included the bloody anti-Semitic pogroms of late-nineteenth-century Eastern Europe, and chronicles his long teaching career, which comprised positions at a small black college in Virginia, an elite women’s liberal arts college north of New York City, and finally a permanent home at the Albany campus of the State University of New York. Throughout, he packs the narrative with colorful vignettes describing such activities as fighting racism in Louisiana and Mississippi during the early 1960s, collaborating with peace-oriented intellectuals in Gorbachev’s Soviet Union, and leading thousands of antinuclear demonstrators through the streets of Hiroshima. As the book also reveals, Wittner’s work as an activist was matched by scholarly achievements that made him one of the world’s foremost authorities on the history of the peace and nuclear disarmament movements—a research specialty that led to revealing encounters with such diverse figures as Norman Thomas, the Unabomber, Zbigniew Brzezinski, Caspar Weinberger, and David Horowitz.
A tenured professor and renowned author who has nevertheless lived in tension with the broader currents of his society, Lawrence Wittner tells an engaging personal story that includes some of the most turbulent and significant events of recent history.
Lawrence S. Wittner, emeritus professor of history at the University at Albany, SUNY, is the author of numerous scholarly works, including the award-winning three-volume Struggle Against the Bomb. Among other awards and honors, he has received major grants or fellowships from the National Endowment for the Humanities, the American Council of Learned Societies, the Aspen Institute, the United States Institute of Peace, and the John D. and Catherine T. MacArthur Foundation.
The women’s movement is perhaps the most baffling of the recent social reforms to sweep the United States. It is composed of numerous distinct groups, each with specific interests and goals, each with individual leaders and literature. What are the philosophies behind these groups? Who are their leaders and how have their ideas evolved? Do they have a vital connection with the women’s movement of the past? And where are feminist groups headed? In this study that brilliantly illuminates the literature and purposes of feminists, What Women Want: The Ideas of the Movement, Gayle Graham Yates has produced the first comprehensive history of feminist women’s groups.
Concentrating chiefly on the movement from 1959 to 1973, when it erupted in such activist groups as the National Organization for Women (NOW), the Women’s Equity Action League (WEAL), and the National Women’s Political Caucus (NWPC), the author analyzes in detail their literature, factions, and issues. Her survey encompasses virtually every major expression of the movement’s multiple facets, from The Feminine Mystique, Born Female, and Sexual Politics, to Sex and the Single Girl and Memoirs of an Ex-Prom Queen. In a significant breakthrough, the author discerns the pattern underlying this diversity, which should contribute to a fuller understanding of future developments in the women’s struggle. She accomplishes this by identifying three key attitudes informing the movement: the feminist, the women’s liberationist, and the androgynous or cooperative male–female relationship.
The author provides a sensitive, yet critical analysis of the chief spokeswomen in contemporary America, activists like Gloria Steinem, Shulamith Firestone, and Ti-Grace Atkinson. She treats each of the feminist ideologies with balance and respect, yet is refreshingly unafraid to criticize new developments. She bolsters her own conclusions in support of an androgynous or “equal sexual society” with a judicious spirit. Scholars and the general public alike will find Yates’s book not only an indispensable contribution to women’s studies, but also a strong and timely addition to contemporary American life and thought.
Working Mandarin for Beginners is designed to enable English-speaking business students and professionals with no prior knowledge of Chinese to develop the basic communication skills necessary for a business trip to China or another work environment in which Mandarin is spoken.
Major features: • Twenty-four lessons, including five review lessons • Clear objectives for acquiring language skills, grammar, and cultural understanding • Lessons cover important basics such as introductions and greetings, counting, reserving a hotel room, taking public transportation, and asking for directions • Lessons cover business tasks such as coordinating and conducting meetings, selling products, and negotiating agreements—all in Chinese • Lessons provide dialogues and vocabulary lists for reading and listening, language points, cultural points, pronunciation drills, grammar, and interactive homework • Course concludes with a special independent project in which the student applies the language to his or her area of business study • Pinyin is used throughout so students can start speaking Mandarin immediately • Includes some basic lessons in the formation of Chinese characters • Course can be combined with affordable online access to self-grading exercises (available through Quia.com, $24.95 per student for 18 months of access)
Student Book • Includes MP3 tracks of dialogues, vocabulary lists, and audio exercises on CD • Lessons are valuable to the classroom student as well as self-directed independent learners
Teacher's Edition • Includes a CD-ROM with all MP3 tracks of dialogues, vocabulary, and audio exercises found on the students' disk • CD-ROM also provides quizzes and exams (including necessary audio), approximately 300 supplementary PowerPoint slides for classroom use, and creative guidance for conversation practice, mini-immersion, and skit
Online teaching features at Quia.com • Instructor-managed class activities and exercises • Monitoring of student progress • Customized grading options online • Students can complete exercises online, submit their answers electronically to their instructor, and receive automatic feedback • Teachers can also use Quia templates to build their own exercises or use exercises developed by other instructors to provide added help for students • Motivated self-directed learners can also access the self-grading online exercises at Quia.com (no instructor feedback will be provided)
SYSTEM REQUIREMENTS
Student's Edition Textbook/MP3 CD (Mac and PC) • CD drive on a computer or conventional CD player with MP3 capability • MP3 player, such as iTunes, RealPlayer, or Windows Media Player • Speakers
Teacher's Edition Textbook/CD-ROM Mac and PC • CD drive on a computer • MP3 player, such as iTunes, RealPlayer, or Windows Media Player • speakers • Adobe Acrobat Reader (available as a free download from http:///www.adobe.com) PC • Windows XP • Microsoft Office 2000 or higher with Service Pack 3 installed (Word and PowerPoint are needed to view and edit some files) • Or, to view the PowerPoints only, download Microsoft PowerPoint Viewer 2003 or higher (free from http://www.microsoft.com) • Fonts for PowerPoints: Arial Unicode and Simsun, which are included in all editions of Office 2000/XP/2003 Mac • Microsoft Word, version Office 2004 or higher • Microsoft PowerPoint, version Office 2004 or higher (Word and PowerPoint are needed to view and edit some files); or view the PowerPoints as PDFs • Fonts for PowerPoints: Arial and Simsun, which are included in Office 2004 and higher
Interactive Exercises on Quia (Mac and PC) • Computer with Internet access, preferably a high-speed connection • Java-enabled browser: Internet Explorer 5 or higher, or any version of Firefox or Safari • The program QuickTime (available as a free download from http://www.quicktime.com) • Microphone to record answers or responses
Plenty of books tell you how to do research. This book helps you figure out WHAT to research in the first place, and why it matters.
The hardest part of research isn't answering a question. It's knowing what to do before you know what your question is. Where Research Begins tackles the two challenges every researcher faces with every new project: How do I find a compelling problem to investigate—one that truly matters to me, deeply and personally? How do I then design my research project so that the results will matter to anyone else?
This book will help you start your new research project the right way for you with a series of simple yet ingenious exercises. Written in a conversational style and packed with real-world examples, this easy-to-follow workbook offers an engaging guide to finding research inspiration within yourself, and in the broader world of ideas.
Read this book if you (or your students):
Under the expert guidance of award-winning researchers Thomas S. Mullaney and Christopher Rea, you will find yourself on the path to a compelling and meaningful research project, one that matters to you—and the world.
Exploring how DH shapes and is in turn shaped by the classroom
How has the field of digital humanities (DH) changed as it has moved from the corners of academic research into the classroom? And how has our DH praxis evolved through interactions with our students? This timely volume explores how DH is taught and what that reveals about the field of DH. While institutions are formally integrating DH into the curriculum and granting degrees, many instructors are still almost as new to DH as their students. As colleagues continue to ask what digital humanities is, we have the opportunity to answer them in terms of how we teach DH.
The contributors to What We Teach When We Teach DH represent a wide range of disciplines, including literary and cultural studies, history, art history, philosophy, and library science. Their essays are organized around four critical topics at the heart of DH pedagogy: teachers, students, classrooms, and collaborations. This book highlights how DH can transform learning across a vast array of curricular structures, institutions, and education levels, from high schools and small liberal arts colleges to research-intensive institutions and postgraduate professional development programs.
Contributors: Kathi Inman Berens, Portland State U; Jing Chen, Nanjing U; Lauren Coats, Louisiana State U; Scott Cohen, Stonehill College; Laquana Cooke, West Chester U; Rebecca Frost Davis, St. Edward’s U; Catherine DeRose; Quinn Dombrowski, Stanford U; Andrew Famiglietti, West Chester U; Jonathan D. Fitzgerald, Regis College; Emily Gilliland Grover, Notre Dame de Sion High School; Gabriel Hankins, Clemson U; Katherine D. Harris, San José State U; Jacob Heil, Davidson College; Elizabeth Hopwood, Loyola U Chicago; Hannah L. Jacobs, Duke U; Alix Keener, Stanford U; Alison Langmead, U of Pittsburgh; Sheila Liming, Champlain College; Emily McGinn, Princeton U; Nirmala Menon, Indian Institute of Technology; James O’Sullivan, U College Cork; Harvey Quamen, U of Alberta; Lisa Marie Rhody, CUNY Graduate Center; Kyle Roberts, Congregational Library and Archives; W. Russell Robinson, Alabama State U; Chelcie Juliet Rowell, Tufts U; Dibyadyuti Roy, U of Leeds; Asiel Sepúlveda, Simmons U; Andie Silva, York College, CUNY; Victoria Szabo, Duke U; Lik Hang Tsui, City U of Hong Kong; Annette Vee, U of Pittsburgh; Brandon Walsh, U of Virginia; Kalle Westerling, The British Library; Kathryn Wymer, North Carolina Central U; Claudia E. Zapata, UCLA; Benjun Zhu, Peking U.
Retail e-book files for this title are screen-reader friendly.
Richard A. ("Red") Watson has published fiction, general nonfiction, and scholarly books. His essay "On the Zeedijk," about Descartes in Holland and first published in The Georgia Review, was the lead essay in The Pushcart Prize XV, 1990–1991: Best of the Small Presses. Red knows writing.
He also knows academe and has written Writing Philosophy as a kind of survival manual for undergraduates, graduate students, and junior faculty members in philosophy. Also helpful to those in the humanities and the social sciences, the book is a guide to the professional writing and publishing that are essential to an active participation in the conversation and discussion that constitute these professional fields. To the extent that publication is the crucial factor in tenure decisions, it will help the beginning scholar meet tenure criteria.
Despite the importance of the oral tradition in philosophy and the influence of the dialogue, many philosophical points are so intricate and complex that they can be advanced, followed, and criticized only if they are written as stepwise arguments for study and contemplation at length and at leisure. Watson provides a set of basic principles and a plan for writing argumentative papers of 1,500 to 15,000 words (3 to 30 printed pages) and books containing a sequence of sustained arguments of 70,000 to 150,000 words (200 to 300 printed pages).
Because the first book of most professional philosophers is a revised dissertation, Watson presents a plan for writing that dissertation in such a way that its chapters will serve as publishable articles and the dissertation itself will need very little rewriting as a book. His discussion of the principles of reason, clarity, and argument ranges from such topics as dangling participles and the proper usage of ellipses to matters of categorization and univocity.
This book can best be described as an extended meditation on suffering, phenomenological in method and dialectical in point of view. The angle the author takes is that of moral self-examination rather that conventional scholarly inquiry, and his aim is to think through and evaluate a fundamental claim of our culture, from Aeschylus to Solzhenitsyn, that suffering is the greatest spiritual teacher.
To bring the argument closer to home, Professor Miller focuses on the experience of crisis as the undermining of our attempts, at all costs, to keep control of our lives. This leads him to discuss topics such as the nature of vulnerability, the difference—as sketched by Heidegger—between ordinary fear and metaphysical dread, the ordinary avoidance of suffering, and the heroic willingness to embrace it exemplified by Nietzsche's Thus Spake Zarathustra.
But this is a philosophical essay, not a historical monograph, and Miller's goal is to lead the reader ever deeper in to the heart of crisis where all our illusions about control are stripped away and we forced to face, like Oedipus, the harshest reality of all: that even our existence is not something we can claim as our own. It is here, and only here, Miller claims, the issue of religious conversion can be and must be seriously faced.
This is a demanding book, as exhilarating as it is relentless in its unmasking of the evasions and duplicities with which we shore up our day-to-day lives. The late William F. Lynch, SJ, author of Christ and Apollo, called it "a profoundly moral study of man." To read it is to risk changing your life.
The center of this prodigious work of scholarship is a fresh examination of the range of Chinese thought during the formative period of Chinese culture. Benjamin Schwartz looks at the surviving texts of this period with a particular focus on the range of diversity to be found in them. While emphasizing the problematic and complex nature of this thought he also considers views which stress the unity of Chinese culture.
Attention is accorded to pre-Confucian texts; the evolution of early Confucianism; Mo-Tzu; the “Taoists,”; the legalists; the Ying-Yang school; and the “five classics”; as well as to intellectual issues which cut across the conventional classification of schools. The main focus is on the high cultural texts, but Mr. Schwartz also explores the question of the relationship of these texts to the vast realm of popular culture.
A magisterial mappa mundi of the terrain that Pierre Hadot has so productively worked for decades, this ambitious work revises our view of ancient philosophy—and in doing so, proposes that we change the way we see philosophy itself. Hadot takes ancient philosophy out of its customary realm of names, dates, and arid abstractions and plants it squarely in the thick of life. Through a meticulous historical reading, he shows how the various schools, trends, and ideas of ancient Greek and Roman philosophy all tended toward one goal: to provide a means for achieving happiness in this life, by transforming the individual’s mode of perceiving and being in the world.
Most pressing for Hadot is the question of how the ancients conceived of philosophy. He argues in great detail, systematically covering the ideas of the earliest Greek thinkers, Hellenistic philosophy, and late antiquity, that ancient philosophers were concerned not just to develop philosophical theories, but to practice philosophy as a way of life—a way of life to be suggested, illuminated, and justified by their philosophical “discourse.” For the ancients, philosophical theory and the philosophical way of life were inseparably linked.
What Is Ancient Philosophy? also explains why this connection broke down, most conspicuously in the case of academic, professional philosophers, especially under the influence of Christianity. Finally, Hadot turns to the question of whether and how this connection might be reestablished. Even as it brings ancient thoughts and thinkers to life, this invigorating work provides direction for those who wish to improve their lives by means of genuine philosophical thought.
Nicholas of Cusa (1401–1464), widely considered the most important original philosopher of the Renaissance, was born in Kues on the Moselle River. A polymath who studied canon law and became a cardinal of the Roman Catholic Church, he wrote principally on speculative theology, philosophy, and church politics. As a political thinker he is best known for De concordantia catholica, which presented a blueprint for peace in an age of ecclesiastical discord.
This volume makes most of Nicholas’s other writings on Church and reform available in English for the first time, including legal tracts arguing the case of Pope Eugenius IV against the conciliarists, theological examinations of the nature of the Church, and writings on reform of the papacy and curia. Among the works translated are an early draft of De concordantia catholica and the Letter to Rodrigo Sanchez de Arevalo, which discusses the Church in light of the Cusan idea of “learned ignorance.”
A new form of philosophizing known as ordinary language philosophy took root in England after the Second World War, promising a fresh start and a way out of long-standing dead-end philosophical debates. Pioneered by Wittgenstein, Austin, and others, OLP is now widely rumored, within mainstream analytic philosophy, to have been seriously discredited, and consequently its perspective is ignored.
Avner Baz begs to differ. In When Words Are Called For, he shows how the prevailing arguments against OLP collapse under close scrutiny. All of them, he claims, presuppose one version or another of the very conception of word-meaning that OLP calls into question and takes to be responsible for many traditional philosophical difficulties. Worse, analytic philosophy itself has suffered as a result of its failure to take OLP’s perspective seriously. Baz blames a neglect of OLP’s insights for seemingly irresolvable disputes over the methodological relevance of “intuitions” in philosophy and for misunderstandings between contextualists and anti-contextualists (or “invariantists”) in epistemology. Baz goes on to explore the deep affinities between Kant’s work and OLP and suggests ways that OLP could be applied to other philosophically troublesome concepts.
When Words Are Called For defends OLP not as a doctrine but as a form of practice that might provide a viable alternative to work currently carried out within mainstream analytic philosophy. Accordingly, Baz does not merely argue for OLP but, all the more convincingly, practices it in this eye-opening book.
A new, ethically based theory of identity by a major scholar.
Challenging the fundamental tenet of the multicultural movement-that social struggles turning upon race, gender, and sexuality are struggles for recognition-this work offers a powerful critique of current conceptions of identity and subjectivity based on Hegelian notions of recognition. The author’s critical engagement with major texts of contemporary philosophy prepares the way for a highly original conception of ethics based on witnessing.
Central to this project is Oliver’s contention that the demand for recognition is a symptom of the pathology of oppression that perpetuates subject-object and same-different hierarchies. While theorists across the disciplines of the humanities and social sciences focus their research on multiculturalism around the struggle for recognition, Oliver argues that the actual texts and survivors’ accounts from the aftermath of the Holocaust and slavery are testimonials to a pathos that is “beyond recognition.” Oliver traces many of the problems with the recognition model of subjective identity to a particular notion of vision presupposed in theories of recognition and misrecognition. Contesting the idea of an objectifying gaze, she reformulates vision as a loving look that facilitates connection rather than necessitates alienation. As an alternative, Oliver develops a theory of witnessing subjectivity. She suggests that the notion of witnessing, with its double meaning as either eyewitness or bearing witness to the unseen, is more promising than recognition for describing the onset and sustenance of subjectivity. Subjectivity is born out of and sustained by the process of witnessing-the possibility of address and response-which puts ethical obligations at its heart.Wilfrid Sellars tackled the difficult problems of reconciling Pittsburgh school–style analytic thought, Husserlian phenomenology, and the Myth of the Given.
This collection of essays brings into dialogue the analytic philosophy of Wilfrid Sellars—founder of the Pittsburgh school of thought—and phenomenology, with a special focus on the work of Edmund Husserl. The book’s wide-ranging discussions include the famous Myth of the Given but also more traditional problems in the philosophy of mind and phenomenology such as the
Moreover, the volume addresses the conflicts between Sellars’s manifest and scientific images of the world and Husserl’s ontology of the life-world. The volume takes as a point of departure Sellars’s criticism of the Myth of the Given, but only to show the many problems that label obscures. Contributors explain aspects of Sellars’s philosophy vis-à-vis Husserl’s phenomenology, articulating the central problems and solutions of each. The book is a must-read for scholars and students interested in learning more about Sellars and for those comparing Continental and analytic philosophical thought.
Contributors
Walter HoppIs there life after postmodernism? Many claim that it sounded the death knell for history, art, ideology, science, possibly all of Western philosophy, and certainly for the concept of reality itself. Responding to essential questions regarding whether the humanities can remain politically and academically relevant amid this twenty-first-century uncertainty, Why the Humanities Matter offers a guided tour of the modern condition, calling upon thinkers in a variety of disciplines to affirm essential concepts such as truth, goodness, and beauty.
Offering a lens of "new humanism," Frederick Aldama also provides a liberating examination of the current cultural repercussions of assertions by such revolutionary theorists as Said, Foucault, Lacan, and Derrida, as well as Latin Americanists such as Sommer and Mignolo. Emphasizing pedagogy and popular culture with equal verve, and writing in colloquial yet multifaceted prose, Aldama presents an enlightening way to explore what "culture" actually does—who generates it and how it shapes our identities—and the role of academia in sustaining it.
Hilary Putnam has been convinced for some time that the present situation in philosophy calls for revitalization and renewal; in this latest book he shows us what shape he would like that renewal to take. Words and Life offers a sweeping account of the sources of several of the central problems of philosophy, past and present, and of why some of those problems are not going to go away. As the titles of the first four parts in the volume—“The Return of Aristotle,” “The Legacy of Logical Positivism,” “The Inheritance of Pragmatism,” and “Essays after Wittgenstein”—suggest, many of the essays are concerned with tracing the recent, and the not so recent, history of these problems.
The goal is to bring out what is coercive and arbitrary about some of our present ways of posing the problems and what is of continuing interest in certain past approaches to them. Various supposedly timeless philosophical problems appear, on closer inspection, to change with altered historical circumstances, while there turns out to be much of permanent value in Aristotle’s, Peirce’s, Dewey’s, and Reichenbach’s work on some of the problems that continue to exercise us.
A unifying theme of the volume as a whole is that reductionism, scientism, and old-style disenchanted naturalism tend to be obstacles to philosophical progress. The titles of the final three parts of the volume—“Truth and Reference,” “Mind and Language,” and “The Diversity of the Sciences”—indicate that the sweep of the problems considered here comprehends all the fundamental areas of contemporary analytic philosophy. Rich in detail, the book is also grand in scope, allowing us to trace the ongoing intellectual evolution of one of the most significant philosophers of the century.
Better known as a poet and dramatist, Johann Wolfgang von Goethe (1749–1832) was also a learned philosopher and natural scientist. Astrida Orle Tantillo offers the first comprehensive analysis of his natural philosophy, which she contends is rooted in creativity.
Tantillo analyzes Goethe’s main scientific texts, including his work on physics, botany, comparative anatomy, and metereology. She critically examines his attempts to challenge the basic tenets of Newtonian and Cartesian science and to found a new natural philosophy. In individual chapters devoted to different key principles, she reveals how this natural philosophy—which questions rationalism, the quantitative approach to scientific inquiry, strict gender categories, and the possibility of scientific objectivity—illuminates Goethe’s standing as both a precursor and critic of modernity.
Tantillo does not presuppose prior knowledge of Goethe or science, and carefully avoids an overreliance on specialized jargon. This makes The Will to Create accessible to a wide audience, including philosophers, historians of science, and literary theorists, as well as general readers.
Walter Benjamin is often viewed as a cultural critic who produced a vast array of brilliant and idiosyncratic pieces of writing with little more to unify them than the feeling that they all bear the stamp of his "unclassifiable" genius. Eli Friedlander argues that Walter Benjamin's corpus of writings must be recognized as a unique configuration of philosophy with an overarching coherence and a deep-seated commitment to engage the philosophical tradition.
Friedlander finds in Benjamin's early works initial formulations of the different dimensions of his philosophical thinking. He leads through them to Benjamin's views on the dialectical image, the nature of language, the relation of beauty and truth, embodiment, dream and historical awakening, myth and history, as well as the afterlife and realization of meaning. Those notions are articulated both in themselves and in relation to central figures of the philosophical tradition. They are further viewed as leading to and coming together in The Arcades Project. Friedlander takes that incomplete work to be the central theater where these earlier philosophical preoccupations were to be played out. Benjamin envisaged in it the possibility of the highest order of thought taking the form of writing whose contents are the concrete time-bound particularities of human experience. Addressing the question of the possibility of such a presentation of philosophical truth provides the guiding thread for constellating the disparate moments of Benjamin's writings.
The World Unclaimed argues that Heidegger’s critique of modern epistemology in Being and Time is seriously flawed. Heidegger believes he has done away with epistemological problems concerning the external world by showing that the world is an existential structure of Dasein. However, the author argues that Heidegger fails to make good his claim that he has “rescued” the phenomenon of the world, which he believes the tradition of philosophy has bypassed. Heidegger fails not only to reclaim the world but also to acknowledge its loss. Alweiss thus calls into question Heidegger’s claim that ontology is more fundamental than epistemology.
The World Unclaimed develops its powerful critique of Being and Time by arguing for a return to Husserl. It draws on Husserl’s insight that it is the moving and sensing body that discloses how we are already familiar with the world. Kinaesthesia provides a key for understanding our relation to the world. The author thus suggests that thinkers in the vein of Husserl and Kant -who, for Heidegger, epitomize the tradition of modern philosophy by returning to a “worldless subject”- may provide us with the resources to reclaim the phenomenon of the world that Being and Time sets out to salvage.
Alweiss’s fresh and innovative study demonstrates that it is possible to overcome epistemological skepticism without ever losing sight of the phenomenon of the world. Moreover, Alweiss challenges us to reconsider the relation between Husserl and Heidegger by providing a forceful defense of Husserl’s critique of cognition.
In search of the origins of some of the most fundamental problems that have beset philosophers in English-speaking countries in the past century, Claire Ortiz Hill maintains that philosophers are treating symptoms of ills whose causes lie buried in history. Substantial linguistic hurdles have blocked access to Gottlob Frege's thought and even to Bertrand Russell's work to remedy the problems he found in it. Misleading translations of key concepts like intention, content, presentation, idea, meaning, concept, etc., severed analytic philosophy from its roots.
Hill argues that once linguistic and historical barriers are removed, Edmund Husserl's critical study of Frege's logic in his 1891 Philosophy of Arithmetic provides important insights into issues in philosophy now.
She supports her conclusions with analyses of Frege's, Husserl's, and Russell's works, including Principia Mathematica, and with linguistic analyses of the principal concepts of analytic philosophy. She re-establishes links that existed between English and Continental thought to show Husserl's expertise as a philosopher of mathematics and logic who had been Weierstrass's assistant and had long maintained ties with Cantor, Hilbert, and Zermelo.
One of the world’s most provocative philosophers attacks the obsession with comprehensive intellectual systems—the perceived need for a world view.
We live in a unitary cosmos created and cared for in all its details by a benevolent god. That, for centuries, was the starting point for much philosophical and religious thinking in the West. The task was to accommodate ourselves to that view and restrict ourselves to working out how the pieces fit together within a rigidly determined framework. In this collection of essays, one of our most creative contemporary philosophers explores the problems and pathologies of the habit of overly systematic thinking that we have inherited from this past.
Raymond Geuss begins by making a general case for flexible and skeptical thinking with room for doubt and unresolved complexity. He examines the ideas of two of his most influential teachers—one systematic, the other pragmatic—in light of Nietzsche’s ideas about appearance and reality. The chapters that follow concern related moral, psychological, and philosophical subjects. These include the idea that one should make one’s life a work of art, the importance of games, the concept of need, and the nature of manifestoes. Along the way, Geuss ranges widely, from ancient philosophy to modern art, with his characteristic combination of clarity, acuity, and wit.
Who Needs a World View? is a provocative and enlightening demonstration of what philosophy can achieve when it abandons its ambitions for completeness, consistency, and unity.
A dizzying tour of the ways technologies, both real and imagined, can transform humanity
The mind of the machine, the body suspended in time, organs exchanged, thought computed, genes manipulated, DNA samples abducted by aliens: the terrain between science and speculation, fraught with the possibility of technological and perhaps even evolutionary transformations, is the territory Richard Doyle explores in Wetwares. In a manner at once sober and playful, Doyle maps potentials for human transformation by new ecologies of information in the early twenty-first century.
Wetwares ranges over recent research in artificial life, cloning, cryonics, computer science, organ transplantation, and alien abduction. Moving between actual technical practices, serious speculative technology, and science fiction, Doyle shows us emerging scientific paradigms where “life” becomes more a matter of information than of inner vitality—in short, becomes “wetwares” for DNA and computer networks. Viewing technologies of immortality—from cryonics to artificial life—as disciplines for welcoming a thoroughly other future, a future of neither capital, god, human, nor organism, the book offers tools for an evolutionary, transhuman mutation in the utterly unpredictable decades to come.What is a person? This fundamental question is a perennial concern of philosophers and theologians. But, Christian Smith here argues, it also lies at the center of the social scientist’s quest to interpret and explain social life. In this ambitious book, Smith presents a new model for social theory that does justice to the best of our humanistic visions of people, life, and society.
Finding much current thinking on personhood to be confusing or misleading, Smith finds inspiration in critical realism and personalism. Drawing on these ideas, he constructs a theory of personhood that forges a middle path between the extremes of positivist science and relativism. Smith then builds on the work of Pierre Bourdieu, Anthony Giddens, and William Sewell to demonstrate the importance of personhood to our understanding of social structures. From there he broadens his scope to consider how we can know what is good in personal and social life and what sociology can tell us about human rights and dignity.
Innovative, critical, and constructive, What Is a Person? offers an inspiring vision of a social science committed to pursuing causal explanations, interpretive understanding, and general knowledge in the service of truth and the moral good.
What is it about the nature of “soul” that makes it so difficult to adequately capture its complexity in a strictly discursive account? Why do some of the most profound human experiences elude our attempts to theorize them? How can a written document do justice to the dynamic activity of thinking, as opposed to merely presenting a collection of thoughts-as-artifacts? Finally, what can we learn about the activity of philosophizing, and about the human soul, by reflecting on the possibilities and limitations of writing?
These concerns, in various forms and in different registers, have preoccupied Michael Davis throughout his distinguished career. This volume is in honor of, and in dialogue with, Davis’s work, which spans ancient philosophy and literature, continental philosophy and political philosophy. It includes original essays by numerous distinguished scholars in the fields of philosophy and political science. The remarkable range and caliber of the contributions attest to the breadth and depth of Davis’s influence.
The essays in Part I of the volume explore the nature of soul through the lens of tragedy. Part II consists of three essays that explore the human longing for perfect knowledge and completion—and the obstacles to the fulfilment of that longing—in relation to the divine. In Part III, the essays address the distinctive challenges of the political sphere and philosophy’s relation to it. And while the relationship between philosophy and poetry is an implicit theme throughout the volume, the essays in Part IV focus directly on philosophy’s aestheticizing tendencies. Many different philosophical and literary works are discussed throughout these chapters, including ancient works such as Plato’s Republic, Euthydemus and Laws, Homer’s Iliad, and Euripides’ Trojan Women, as well as works by modern philosophers such as Rousseau, Kant, Hegel, Kierkegaard and Nietzsche. In addition, three essays analyze some of Shakespeare’s plays in relation to the thought of Plato and Machiavelli. All of the essays are thematically linked by a common thread as they attend to the poetic dimension of philosophical thinking.
Michael Davis is Professor of Philosophy at Sarah Lawrence College, where he has taught since 1977 and has been the Sarah Yates Exley Chair in Teaching Excellence (2003-2005). He has also taught on the graduate faculty at Fordham University and the New School for Social Research. He is the author of numerous articles and books, which include: Ancient Tragedy and the Origins of Modern Science; The Poetry of Philosophy: On Aristotle’s Poetics; The Politics of Philosophy: A Commentary on Aristotle’s Politics; The Autobiography of Philosophy; Rousseau’s The Reveries of the Solitary Walker; Wonderlust: Ruminations on Liberal Education; and The Soul of the Greeks: An Inquiry. He is also co-translator (with Seth Benardete) of Aristotle’s On Poetics.
Contributors include: Abraham Anderson, Jonathan Badger, Robert Berman, Ronna Burger, Kenneth DeLuca, Gwenda-lin Grewal, Scott Hemmenway, Paul Kirkland, Mary Nichols, Denise Schaeffer, Paul Stern, Richard Velkley, Lisa Pace Vetter, Ann Ward, Lee Ward, Catherine Zuckert and Michael Zuckert.
About the Editor: Denise Schaeffer is Professor of Political Science at the College of the Holy Cross. She is the author of Rousseau on Education, Freedom and Judgment and contributing co-editor (with Christopher Dustin) of Socratic Philosophy and Its Others. She is co-editor (with Gregory McBrayer and Mary P. Nichols) of the Focus Philosophical Library edition of Plato’s Euthydemus, for which she authored the Introduction and co-authored the Interpretive Essay.
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