Depictions of the Holocaust in history, literature, and film became a focus of intense academic debate in the 1980s and 1990s. Today, with the passing of the eyewitness generation and the rise of comparative genocide studies, the Holocaust’s privileged place not only in scholarly discourse but across Western society has been called into question.
Probing the Ethics of Holocaust Culture is a searching reappraisal of the debates and controversies that have shaped Holocaust studies over a quarter century. This landmark volume brings international scholars of the founding generation of Holocaust studies into conversation with a new generation of historians, artists, and writers who have challenged the limits of representation through their scholarly and cultural practices. Focusing on the public memorial cultures, testimonial narratives, and artifacts of cultural memory and history generated by Holocaust remembrance, the volume examines how Holocaust culture has become institutionalized, globalized, and variously contested. Organized around three interlocking themes—the stakes of narrative, the remediation of the archive, and the politics of exceptionality—the essays in this volume explore the complex ethics surrounding the discourses, artifacts, and institutions of Holocaust remembrance.
From contrasting viewpoints and, in particular, from the multiple perspectives of genocide studies, the authors question if and why the Holocaust should remain the ultimate test case for ethics and a unique reference point for how we understand genocide and crimes against humanity.
Can the Holocaust be compellingly described or represented? Or is there some core aspect of the extermination of the Jews of Europe which resists our powers of depiction, of theory, of narrative? In this volume, twenty scholars probe the moral, epistemological, and aesthetic limits of an account or portrayal of the Nazi horror.
Christopher Browning, Hayden White, Carlo Ginzburg, Martin Jay, Dominick LaCapra, and others focus first on the general question: can the record of his historical event be established objectively through documents and witnesses, or is every historical interpretation informed by the perspective of its narrator? The suggestion that all historical accounts are determined by a preestablished narrative choice raises the ethical and intellectual issues of various forms of relativization. In more specific terms, what are the possibilities of historicizing National Socialism without minimizing the historical place of the Holocaust?
Also at issue are the problems related to an artistic representation, particularly the dilemmas posed by aestheticization. John Felstiner, Yael S. Feldman, Sidra Ezrahi, Eric Santner, and Anton Kaes grapple with these questions and confront the inadequacy of words in the face of the Holocaust. Others address the problem of fitting Nazi policies and atrocities into the history of Western thought and science. The book concludes with Geoffrey Hartman’s evocative meditation on memory.
These essays expose to scrutiny questions that have a pressing claim on our attention, our conscience, and our cultural memory. First presented at a conference organized by Saul Friedlander, they are now made available for the wide consideration and discussion they merit.
Assesses a promising new approach to restoring the health of our bodies and our planet
Most of us are familiar with probiotics added to milk or yogurt to improve gastrointestinal health. In fact, the term refers to any intervention in which life is used to manage life—from the microscopic, like consuming fermented food to improve gut health, to macro approaches such as biological pest control and natural flood management. In this ambitious and original work, Jamie Lorimer offers a sweeping overview of diverse probiotic approaches and an insightful critique of their promise and limitations.
During our current epoch—the Anthropocene—human activity has been the dominant influence on climate and the environment, leading to the loss of ecological abundance, diversity, and functionality. Lorimer describes cases in which scientists and managers are working with biological processes to improve human, environmental, and even planetary health, pursuing strategies that stand in contrast to the “antibiotic approach”: Big Pharma, extreme hygiene, and industrial agriculture. The Probiotic Planet focuses on two forms of “rewilding” occurring on vastly different scales. The first is the use of keystone species like wolves and beavers as part of landscape restoration. The second is the introduction of hookworms into human hosts to treat autoimmune disorders. In both cases, the goal is to improve environmental health, whether the environment being managed is planetary or human. Lorimer argues that, all too often, such interventions are viewed in isolation, and he calls for a rethinking of artificial barriers between science and policy. He also describes the stark and unequal geographies of the use of probiotic approaches and examines why these patterns exist.
The author’s preface provides a thoughtful discussion of the COVID-19 pandemic as it relates to the probiotic approach. Informed by deep engagement with microbiology, immunology, ecology, and conservation biology as well as food, agriculture, and waste management, The Probiotic Planet offers nothing less than a new paradigm for collaboration between the policy realm and the natural sciences.
During the Northern Song dynasty (960-1126), new ground was broken in aesthetic thought, particularly in the fields of art collecting, poetry criticism, connoisseurship of flowers, and the song lyric. Collectively these activities constitute much of what was distinctive about Northern Song culture. Yet the subjects treated here were unprecedented when they appeared; consequently, bold exploration was coupled with anxiety about the worth of these interests, especially given the Confucian biases against these pursuits.
Despite differences in each area, certain overarching themes surface repeatedly. Together, these interests and choices suggest a logic behind the new directions of literati culture in the Northern Song. By focusing on the "problem of beauty," the author calls attention to the difficulties that Northern Song innovators faced in justifying these new pursuits.
At the end of the twentieth century, many fear that the bonds holding civil society together have come undone. Yet, as the noted scholar Dennis Wrong shows us, our generation is not alone in fearing a breakdown of social ties and a descent into violent conflict. Modern masters such as Hobbes, Rousseau, Freud, Mead, Parsons, Marx, Durkheim, and Weber tried to understand what in human nature provokes social cooperation and solidarity and what arouses conflict and chaos.
To minimize discord and promote civility, society must grasp the psychological and sociological elements of human nature involved in attaining that end. The author affords an illuminating perspective on our own efforts to create a well-functioning system that allows for productive and meaningful lives and remains open to change and growth. This important book reveals the individual and social processes that offer potential for reconciliation in the present and the future.
In a major contribution to the theory of perception, A. D. Smith presents a truly original defense of direct realism--the view that in perception we are directly aware of things in the physical world.
The Problem of Perception offers two arguments against direct realism--one concerning illusion, and one concerning hallucination--that no current theory of perception can adequately rebut. Smith then develops a theory of perception that does succeed in answering these arguments; and because these arguments are the only two that present direct realism with serious problems arising from the nature of perception, direct realism emerges here for the first time as an ultimately tenable position within the philosophy of perception.
At the heart of Smith's theory is a new way of drawing the distinction between perception and sensation, along with an unusual treatment of the nature of objects of hallucination. With in-depth reference to both the analytical and the phenomenological literature on perception, and with telling criticism of alternative views, Smith's groundbreaking work will be of value to philosophers of perception in both the analytical and the phenomenological tradition, as well as to psychologists of perception.
"The problem of the twentieth century is the problem of the color-line," W. E. B. Du Bois wrote in 1903, and his words have proven sadly prophetic. As we enter the twenty-first century, the problem remains--and yet it, and the line that defines it, have shifted in subtle but significant ways. This brief book speaks powerfully to the question of how the circumstances of race and racism have changed in our time--and how these changes will affect our future.
Foremost among the book's concerns are the contradictions and incoherence of a system that idealizes black celebrities in politics, popular culture, and sports even as it diminishes the average African-American citizen. The world of the assembly line, boxer Jack Johnson's career, and The Birth of a Nation come under Holt's scrutiny as he relates the malign progress of race and racism to the loss of industrial jobs and the rise of our modern consumer society. Understanding race as ideology, he describes the processes of consumerism and commodification that have transformed, but not necessarily improved, the place of black citizens in our society.
As disturbing as it is enlightening, this timely work reveals the radical nature of change as it relates to race and its cultural phenomena. It offers conceptual tools and a new way to think and talk about racism as social reality.
"Catanese's beautifully written and cogently argued book addresses one of the most persistent sociopolitical questions in contemporary culture. She suggests that it is performance and the difference it makes that complicates the terms by which we can even understand 'multicultural' and 'colorblind' concepts. A tremendously illuminating study that promises to break new ground in the fields of theatre and performance studies, African American studies, feminist theory, cultural studies, and film and television studies."
---Daphne Brooks, Princeton University
"Adds immeasurably to the ways in which we can understand the contradictory aspects of racial discourse and performance as they have emerged during the last two decades. An ambitious, smart, and fascinating book."
---Jennifer DeVere Brody, Duke University
Are we a multicultural nation, or a colorblind one? The Problem of the Color[blind] examines this vexed question in American culture by focusing on black performance in theater, film, and television. The practice of colorblind casting---choosing actors without regard to race---assumes a performing body that is somehow race neutral. But where, exactly, is race neutrality located---in the eyes of the spectator, in the body of the performer, in the medium of the performance? In analyzing and theorizing such questions, Brandi Wilkins Catanese explores a range of engaging and provocative subjects, including the infamous debate between playwright August Wilson and drama critic Robert Brustein, the film career of Denzel Washington, Suzan-Lori Parks's play Venus, the phenomenon of postblackness (as represented in the Studio Museum in Harlem's "Freestyle" exhibition), the performer Ice Cube's transformation from icon of gangsta rap to family movie star, and the controversial reality television series Black. White. Concluding that ideologies of transcendence are ahistorical and therefore unenforceable, Catanese advances the concept of racial transgression---a process of acknowledging rather than ignoring the racialized histories of performance---as her chapters move between readings of dramatic texts, films, popular culture, and debates in critical race theory and the culture wars.
A complex articulation of the ways blackness and nonnormative gender intersect—and a deeper understanding of how subjectivities are formed
A deep meditation on and expansion of the figure of the Negro and insurrectionary effects of the “X” as theorized by Nahum Chandler, The Problem of the Negro as a Problem for Gender thinks through the problematizing effects of blackness as, too, a problematizing of gender. Through the paraontological, the between, and the figure of the “X” (with its explicit contemporary link to nonbinary and trans genders) Marquis Bey presents a meditation on black feminism and gender nonnormativity. Chandler’s text serves as both an argumentative tool for rendering the “radical alternative” in and as blackness as well as demonstrating the necessarily trans/gendered valences of that radical alternative.
Forerunners is a thought-in-process series of breakthrough digital works. Written between fresh ideas and finished books, Forerunners draws on scholarly work initiated in notable blogs, social media, conference plenaries, journal articles, and the synergy of academic exchange. This is gray literature publishing: where intense thinking, change, and speculation take place in scholarship.
Lucien Febvre’s magisterial study of sixteenth century religious and intellectual history, published in 1942, is at long last available in English, in a translation that does it full justice. The book is a modern classic. Febvre, founder with Marc Bloch of the journal Annales, was one of France’s leading historians, a scholar whose field of expertise was the sixteenth century. This book, written late in his career, is regarded as his masterpiece. Despite the subtitle, it is not primarily a study of Rabelais; it is a study of the mental life, the mentalité, of a whole age.
Febvre worked on the book for ten years. His purpose at first was polemical: he set out to demolish the notion that Rabelais was a covert atheist, a freethinker ahead of his time. To expose the anachronism of that view, he proceeded to a close examination of the ideas, information, beliefs, and values of Rabelais and his contemporaries. He combed archives and local records, compendia of popular lore, the work of writers from Luther and Erasmus to Ronsard, the verses of obscure neo-Latin poets. Everything was grist for his mill: books about comets, medical texts, philological treatises, even music and architecture. The result is a work of extraordinary richness of texture, enlivened by a wealth of concrete details—a compelling intellectual portrait of the period by a historian of rare insight, great intelligence, and vast learning.
Febvre wrote with Gallic flair. His style is informal, often witty, at times combative, and colorful almost to a fault. His idiosyncrasies of syntax and vocabulary have defeated many who have tried to read, let alone translate, the French text. Beatrice Gottlieb has succeeded in rendering his prose accurately and readably, conveying a sense of Febvre’s strong, often argumentative personality as well as his brilliantly intuitive feeling for Renaissance France.
Education is in crisis—at least, so we hear. And at the center of this crisis is technology. New technologies like computer-based classroom instruction, online K–12 schools, MOOCs (massive open online courses), and automated essay scoring may be our last great hope—or the greatest threat we have ever faced.
In The Problem with Education Technology, Ben Fink and Robin Brown look behind the hype to explain the problems—and potential—of these technologies. Focusing on the case of automated essay scoring, they explain the technology, how it works, and what it does and doesn’t do. They explain its origins, its evolution (both in the classroom and in our culture), and the controversy that surrounds it. Most significantly, they expose the real problem—the complicity of teachers and curriculum-builders in creating an education system so mechanical that machines can in fact often replace humans—and how teachers, students, and other citizens can work together to solve it.
Offering a new perspective on the change that educators can hope, organize, and lobby for, The Problem with Education Technology challenges teachers and activists on “our side,” even as it provides new evidence to counter the profit-making, labor-saving logics that drive the current push for technology in the classroom.
One of the most important public policy issues in the United States is how to improve the life prospects of disadvantaged youth who, in their formative years, face low-quality school systems, poor access to health care, and high-crime environments. The Problems of Disadvantaged Youth includes a broad range of research examining various aspects of disadvantage, and ways of increasing the ability of low-income youths to improve their circumstances later in life.
Taking an empirical economics perspective, the nine essays in this volume assess the causal impacts of disadvantage on youth outcomes, and how policy interventions can alleviate those impacts. Each chapter develops a framework to describe the relationship between youths and later life outcomes, addressing such factors as educational opportunity, health, neighborhood crime rates, and employment. This vital book documents the serious short- and long-term negative consequences of childhood disadvantage and provides nuanced evidence of the impact of public policy designed to help needy children.
In this book, one of our country’s most distinguished scholar-judges shares with us his vision of the law. For the past two thousand years, the philosophy of law has been dominated by two rival doctrines. One contends that law is more than politics and yields, in the hands of skillful judges, correct answers to even the most difficult legal questions; the other contends that law is politics through and through and that judges wield essentially arbitrary powers. Rejecting these doctrines as too metaphysical in the first instance and too nihilistic in the second, Richard Posner argues for a pragmatic jurisprudence, one that eschews formalism in favor of the factual and the empirical. Laws, he argues, are not abstract, sacred entities, but socially determined goads for shaping behavior to conform with society’s values.
Examining how judges go about making difficult decisions, Posner argues that they cannot rely on either logic or science, but must fall back on a grab bag of informal methods of reasoning that owe less than one might think to legal training and experience. Indeed, he reminds us, the greatest figures in American law have transcended the traditional conceptions of the lawyer’s craft. Robert Jackson did not attend law school and Benjamin Cardozo left before getting a degree. Holmes was neither the most successful of lawyers nor the most lawyerly of judges. Citing these examples, Posner makes a plea for a law that frees itself from excessive insularity and takes all knowledge, practical and theoretical, as grist for its mill.
The pragmatism that Posner espouses implies looking at problems concretely, experimentally, without illusions, with an emphasis on keeping diverse paths of inquiry open, and, above all, with the insistence that social thought and action be evaluated as instruments to desired human goals rather than as ends in themselves. In making his arguments, he discusses notable figures in jurisprudence from Antigone to Ronald Dworkin as well as recent movements ranging from law and economics to civic republicanism, and feminism to libertarianism. All are subjected to Posner’s stringent analysis in a fresh and candid examination of some of the deepest problems presented by the enterprise of law.
Peripatetic potpourri.
Aristotle of Stagirus (384–322 BC), the great Greek philosopher, researcher, logician, and scholar, studied with Plato at Athens and taught in the Academy (367–347). Subsequently he spent three years in Asia Minor at the court of his former pupil Hermeias, where he married Pythias, one of Hermeias’ relations. After some time at Mitylene, he was appointed in 343/2 by King Philip of Macedon to be tutor of his teen-aged son Alexander. After Philip’s death in 336, Aristotle became head of his own school (of “Peripatetics”), the Lyceum at Athens. Because of anti-Macedonian feeling there after Alexander’s death in 323, he withdrew to Chalcis in Euboea, where he died the following year.
Problems, the third-longest work in the Aristotelian corpus, contains thirty-eight books covering more than 900 problems about living things, meteorology, ethical and intellectual virtues, parts of the human body, and other topics. Although Problems is an accretion of multiple authorship over several centuries, it offers a fascinating technical view of Peripatetic method and thought. Problems, in two volumes, replaces the earlier Loeb edition by Hett, with a text and translation incorporating the latest scholarship.
Aristotle, great Greek philosopher, researcher, reasoner, and writer, born at Stagirus in 384 BCE, was the son of Nicomachus, a physician, and Phaestis. He studied under Plato at Athens and taught there (367–47); subsequently he spent three years at the court of a former pupil, Hermeias, in Asia Minor and at this time married Pythias, one of Hermeias’s relations. After some time at Mitylene, in 343–2 he was appointed by King Philip of Macedon to be tutor of his teen-aged son Alexander. After Philip’s death in 336, Aristotle became head of his own school (of “Peripatetics”), the Lyceum at Athens. Because of anti-Macedonian feeling there after Alexander’s death in 323, he withdrew to Chalcis in Euboea, where he died in 322.Nearly all the works Aristotle prepared for publication are lost; the priceless ones extant are lecture-materials, notes, and memoranda (some are spurious). They can be categorized as follows:I. Practical: Nicomachean Ethics; Great Ethics (Magna Moralia); Eudemian Ethics; Politics; Oeconomica (on the good of the family); Virtues and Vices.
II. Logical: Categories; On Interpretation; Analytics (Prior and Posterior); On Sophistical Refutations; Topica.
III. Physical: Twenty-six works (some suspect) including astronomy, generation and destruction, the senses, memory, sleep, dreams, life, facts about animals, etc.
IV. Metaphysics: on being as being.
V. On Art: Art of Rhetoric and Poetics.
VI. Other works including the Athenian Constitution; more works also of doubtful authorship.
VII. Fragments of various works such as dialogues on philosophy and literature; and of treatises on rhetoric, politics and metaphysics.The Loeb Classical Library® edition of Aristotle is in twenty-three volumes.
Peripatetic potpourri.
Aristotle of Stagirus (384–322 BC), the great Greek philosopher, researcher, logician, and scholar, studied with Plato at Athens and taught in the Academy (367–347). Subsequently he spent three years in Asia Minor at the court of his former pupil Hermeias, where he married Pythias, one of Hermeias’ relations. After some time at Mitylene, he was appointed in 343/2 by King Philip of Macedon to be tutor of his teen-aged son Alexander. After Philip’s death in 336, Aristotle became head of his own school (of “Peripatetics”), the Lyceum at Athens. Because of anti-Macedonian feeling there after Alexander’s death in 323, he withdrew to Chalcis in Euboea, where he died the following year.
Problems, the third-longest work in the Aristotelian corpus, contains thirty-eight books covering more than 900 problems about living things, meteorology, ethical and intellectual virtues, parts of the human body, and other topics. Although Problems is an accretion of multiple authorship over several centuries, it offers a fascinating technical view of Peripatetic method and thought. Both Problems, in two volumes, and Rhetoric to Alexander replace the earlier Loeb edition by Hett and Rackham, with texts and translations incorporating the latest scholarship.
Aristotle, great Greek philosopher, researcher, reasoner, and writer, born at Stagirus in 384 BCE, was the son of Nicomachus, a physician, and Phaestis. He studied under Plato at Athens and taught there (367–47); subsequently he spent three years at the court of a former pupil, Hermeias, in Asia Minor and at this time married Pythias, one of Hermeias’s relations. After some time at Mitylene, in 343–2 he was appointed by King Philip of Macedon to be tutor of his teen-aged son Alexander. After Philip’s death in 336, Aristotle became head of his own school (of “Peripatetics”), the Lyceum at Athens. Because of anti-Macedonian feeling there after Alexander’s death in 323, he withdrew to Chalcis in Euboea, where he died in 322.Nearly all the works Aristotle prepared for publication are lost; the priceless ones extant are lecture-materials, notes, and memoranda (some are spurious). They can be categorized as follows:I. Practical: Nicomachean Ethics; Great Ethics (Magna Moralia); Eudemian Ethics; Politics; Oeconomica (on the good of the family); Virtues and Vices.
II. Logical: Categories; On Interpretation; Analytics (Prior and Posterior); On Sophistical Refutations; Topica.
III. Physical: Twenty-six works (some suspect) including astronomy, generation and destruction, the senses, memory, sleep, dreams, life, facts about animals, etc.
IV. Metaphysics: on being as being.
V. On Art: Art of Rhetoric and Poetics.
VI. Other works including the Athenian Constitution; more works also of doubtful authorship.
VII. Fragments of various works such as dialogues on philosophy and literature; and of treatises on rhetoric, politics and metaphysics.The Loeb Classical Library® edition of Aristotle is in twenty-three volumes.
Let the reader beware. Educated readers naturally feel entitled to know what they're reading--often, if they try hard enough, to know it with the conspiratorial intimacy of a potential partner. This book reminds us that cultural differences may in fact make us targets of a text, not its co-conspirators. Some literature, especially culturally particular or "minority" literature, actually uses its differences and distances to redirect our desire for intimacy toward more cautious, respectful engagements. To name these figures of cultural discontinuity--to describe a rhetoric of particularism in the Americas--is the purpose of Proceed with Caution.
In a series of daring forays, from seventeenth-century Inca Garcilaso de la Vega to Julio Cortázar and Mario Vargas Llosa, Doris Sommer shows how ethnically marked texts use enticing and frustrating language games to keep readers engaged with difference: Gloria Estefan's syncopated appeal to solidarity plays on Whitman's undifferentiated ideal; unrequitable seductions echo through Rigoberta Menchú's protestations of secrecy, Toni Morrison's interrupted confession, the rebuffs in a Mexican testimonial novel. In these and other examples, Sommer trains us to notice the signs that affirm a respectful distance as a condition of political fairness and aesthetic effect--warnings that will be audible (and engaging for readings that tolerate difference) once we listen for a rhetoric of particularism.
In 1849, the new Wheeling Suspension Bridge was a triumph of engineering, the world's longest clear span bridge. The Wheeling bridge was also a landmark in the development of the American frontier, spanning the Ohio River to speed settlement and commerce in the Midwest and beyond. In 1999, historians, engineers, and industrial archaeologists from around the world met in Wheeling to celebrate the still-busy bridge's 150th anniversary. This book presents highlights of the conference, and points out the far-reaching effects of bridge-building.
The Harvard Celtic Colloquium was established in 1980 by two graduate students in the Harvard University Department of Celtic Languages and Literatures as a forum in which graduate students could share their work and gain experience in professional academia. Since then, it has been organized annually by a team of students in the department, grown in size, and gained an international reputation which annually draws a diverse mix of scholars from around the world to present papers on all facets of Celtic Studies.
The Harvard Celtic Colloquium is the only conference in the field of Celtic Studies to be wholly organized and run by graduate students. Since its inception, established and internationally-renowned scholars in Celtic as well as graduate students, junior academics, and unaffiliated scholars have been drawn to this dynamic setting, presenting papers on ancient, medieval, and modern topics in the many disciplines relating to Celtic Studies; including literature, linguistics, art, archeology, government, economics, music, and history.
Papers given at the Colloquium may be submitted for review to the organizers of the conference, who become the editors for those papers selected for publication in the Proceedings of the Harvard Celtic Colloquium. Only papers presented at the annual conference are considered for publication.
Harvard University Press is proud to announce that we will distribute the Proceedings of the Harvard Celtic Colloquium. Two new issues are available this Fall: Volume 18/19 (1998 and 1999) and Volume 20/21 (2000 and 2001). Back issues are also available.
Proceedings of the Harvard Celtic Colloquium, 20 includes “Retoiric and Composition in Geneamuin Chormaic,” by Hugh Fogarty; “Classical Ethnography and Celts: Can We Trust the Sources?” by Philip Freeman; “Prayers, Prizefights and Prostitution: The Medieval Irish Cemetery and Its Many Uses,” by Susan Leigh Fry; “Magical Realism and the Mabinogi: An Exercise in Methodology,” by Michael Linkletter; “Rebuke and Revision in the Early Irish Annals: The Death-Notices of Muirchertach mac Ercae [†534],” by Laurence Maney; “‘To a man for the King’: The Allegiance of Welsh Catholics during the First Civil War, 1642–46,” by Robert Matthews; “King and Druid,” by Arun Micheelsen; “‘Words, words, words’: Language about Language in France and Ireland,” by Grace Neville; “Ystoria Tri Brenin o Gwlen,” by Prydwyn Piper; and “Highland Motives in the Jacobite Rising of 1745–46: ‘Forcing Out,’ Traditional Documentation and Gaelic Poetry,” by James A. Stewart, Jr.
Proceedings of the Harvard Celtic Colloquium, 21 includes “Gendering the Vita Prima: An Examination of St. Brigid’s Role as ‘Mary of the Gael,’” by Diane Peters Auslander; “Apollonius of Rhodes’ Argonautica: A Mythology of Greek Expansion in Celtic Lands,” by Timothy P. Bridgman; “The Wealth of the Medieval Welsh Gentry: The Case of Gwilym ap Gruffydd of Penrhyn,” by A. D. Carr; “Celtic Languages in the 1910 U.S. Census,” by Jonathan Dembling; “Digging Deeper: Adventures in Medieval Irish Burial and the Case for Interdisciplinary Scholarship,” by Susan Leigh Fry; “Laoiseach Mac an Bhaird and the Politics of Close Reading,” by Sarah E. McKibben; “Prescient Birds and Prospective Kings: Further Comments on Irish Elements in the Eddic Poem Rígsþula,” by Amy Eichhorn Mulligan; “The Descent of the Gods: Creation, Cosmogony, and Divine Order in Lebor Gabála,” by Sharon Paice Macleod; “Babel Is Come Again: Linguistic Colonisation and the Bardic Response in Early Modern Ireland,” by Patricia Palmer; “‘In Defiance of the Gospel and by Authority of the Devil’: Criticism of Welsh Marriage Law by the English Ecclesiastical Establishment and Its Socio-Political Context,” by Laura Radiker; and “The Way We Were: Twentieth Century Brittany through the Eyes of Breton Language Memorialists,” by Lenora Timm.
Proceedings of the Harvard Celtic Colloquium, 24 includes “The Celticity of Galicia and the Arrival of the Insular Celts,” by Manuel Alberro; “Reading Aislinge Óenguso as a Christian-Platonist Parable,” by Brenda Gray; “Celtic Legends in Irish Opera, 1900–1930,” by Axel Klein; “‘I wonder what the king is doing tonight’—Looking for Arthur in All the Wrong Places,” by Laurance J. Maney†; “What Future for the Irish Gaeltacht Communities in the Twenty-First Century?” by Nollaig Ó Gadhra†; “Acallam Na Senórach as Prosimetrum,” by Geraldine Parsons; “Traditional and Courtly Themes in a Medieval Welsh Elegy to a ‘Góann Wargann Wery’ (‘A Fair Virgin, Meek and Mild’),” by Laura Radiker; and “Welsh Prophetic Poetry in the Age of the Princes,” by Elizabeth Schoales.
Proceedings of the Harvard Celtic Colloquium, 25 includes “Keltoi, Galatai, Galli: Were They All One People?” by Timothy P. Bridgman; “On Verbal Nouns in Celtic Languages,” by Chao Li; “Cross-Linguistic Discourse Markers in Manx Gaelic and English,” by Marie Clague; “The Acallam na Senórach: A Medieval Instruction Manual,” by Annie Donahue; “Gendered Postcolonial Discourse in the Mabinogi,” by Morgan Kay; “Language Death and Resurrection in the Isle of Man: The Continuity of Manx Gaelic Exemplified by the Use of Inflected Verb Tenses,” by Jennifer Kewley Draskau; “High Kings and Pipe Dreams: Revisiting John Vincent Kelleher’s Theory of Revision to the Early Irish Annals,” by Laurance J. Maney†; and “The Rise of Christian Nomenclature in Medieval Scotland,” by David Morris.
Proceedings of the Harvard Celtic Colloquium, 26 includes “Heroic Recycling in Celtic Tradition,” by Joseph F. Nagy; “On the Celtic-American Fringe: Irish–Mexican Encounters in the Texas–Mexico Borderlands,” by Marian J. Barber; “The Encomium Urbis in Medieval Welsh Poetry,” by Helen Fulton; “Prophecy in Welsh Manuscripts,” by Morgan Kay; “‘Ceol agus Gaol’ (‘Music and Relationship’): Memory, Identity, and Community in Boston’s Irish Music Scene,” by Natalie Kirschstein; “Colonization Circulars: Timber Cycles in the Time of Famine,” by Kathryn Miles; “Up Close and Personal: The French in Bantry Bay (1796) in the Bantry Estate Papers,” by Grace Neville; “In Praise of Two Margarets: Two Laudatory Poems by Piaras Feiritéar,” by Deirdre Nic Mhathúna; “Observations on Cross-Cultural Names and Name Patterns in Medieval Wales and the March,” by Laura Radiker; and “Mouth to Mouth: Gaelic Stories as Told within One Family,” by Carol Zall.
Proceedings of the Harvard Celtic Colloquium, 27 includes “Poets and Carpenters: Creating the Architecture of Happiness in Late-Medieval Wales,” by Richard Suggett; “Revisiting Preaspiration: Evidence from the Survey of the Gaelic Dialects of Scotland,” by Anna Bosch; “The Anoetheu Dialogue in Culhwch ac Olwen,” by Fiona Dehghani; “Homophony and Breton Loss of Lexis,” by Francis Favereau; “The Origins of ‘the Jailtacht,’” by Diarmait Mac Giolla Chríost; “A Confluence of Wisdom: The Symbolism of Wells, Whirlpools, Waterfalls and Rivers in Early Celtic Sources,” by Sharon Paice MacLeod; “The Real Charlotte: The Exclusive Myth of Somerville and Ross,” by Donald McNamara; “Language Shift in Early Twentieth-Century Ireland,” by Máire Ní Chiosáin; and “Conceptions of an Urban Ideal and the Early Modern Welsh Town,” by Sally-Anne Shearn.
Proceedings of the Harvard Celtic Colloquium has in its purview all aspects of culture, language, and history of the Celtic peoples, from ancient to modern times.
This volume of PHCC contains articles on medieval Irish, Welsh, and Breton literature; post-1800 to modern poetry in Irish, Welsh, and Scottish Gaelic; the Irish Revival Movement; and modern Irish and Welsh linguistics. The volume also features the 2010 J. V. Kelleher Lecture by Dr. M. Katharine Simms on the social expression of the literary model of the barefoot king in late medieval Ireland.
The Harvard Celtic Colloquium provides a small but international audience for presentations by scholars from all ranks of scholarship and all areas of Celtic Studies. Among the topics covered are the archaeology, history, culture, linguistics, literatures, politics, religion, and social structures of the countries and regions in which Celtic languages are, or were, spoken, as well as their extended influence, from prehistory to the present. The broad range of the conference is reflected in the content of its published proceedings, which will interest both students newly attracted to Celtic Studies and senior scholars in the field.
PHCC, 33 features the annual John V. Kelleher Lecture for 2013, given by Thomas Owen Clancy, Professor of Celtic at the University of Glasgow, Scotland. Clancy discusses connections between Scottish saints’ names and cults and the onomastics of settlements and topographical features gathered and investigated in preparation for a digital atlas project, “Commemoration of Saints in Scottish Place Names.” In addition, PHCC, 33 includes contributions in the areas of Irish, Welsh, and Scottish history, Irish and Welsh literature and poetry, and Irish ecclesiastical learning.
The Harvard Celtic Colloquium provides a small but international audience for presentations by scholars from all ranks of scholarship and all areas of Celtic Studies. Among the topics covered are the archaeology, history, culture, linguistics, literatures, politics, religion, and social structures of the countries and regions in which Celtic languages are, or were, spoken, and their extended influence, from prehistory to the present. The broad range of the conference is reflected in the content of its published proceedings, which will interest students newly attracted to Celtic Studies as well as senior scholars in the field.
PHCC 34 includes the John V. Kelleher Lecture for 2014 given by Ann Parry Owen, “‘An audacious man of beautiful words’: Ieuan Gethin (c.1390–c.1470).” Several papers in this volume deal with the reflection of political forces and contemporary leaders in the early modern period in the literature of Ireland and Wales. Others consider the influence of Christian authors on Ireland as reflected in various surviving literary documents and tales. Of particular interest for the history of Celtic Studies are articles on early scholarship in the field, and Irish and Welsh vernacular authors who incorporated medieval literary motifs into their own work.
The Harvard Celtic Colloquium provides a small but international audience for presentations by scholars from all ranks of scholarship and all areas of Celtic Studies, the archaeology, history, culture, linguistics, literatures, politics, religion, and social structures of the countries and regions in which Celtic languages are or were spoken, and their extended influence, from prehistory to the present. The broad range of the conference is reflected in the content of its published proceedings, which will interest students newly attracted to Celtic Studies as well as senior scholars in the field.
PHCC, 35 includes the 2015 John V. Kelleher Lecture, “Whodunnit? Indirect Evidence in Early Irish Law,” given by Dr. Fergus Kelly of the School of Celtic Studies, Dublin Institute for Advanced Studies, Dublin, Ireland. Kelly is highly regarded for his command of the large and complex body of Irish legal literature and its social context. Other papers in this volume concern the social context and manuscript tradition of early Irish law; medieval Welsh and Irish literary, poetical, and hagiographical material; modern uses of medieval themes; modern Celtic languages, Irish, Welsh and Breton; and the considerations of using digital resources for Celtic Studies.
This volume of the Proceedings of the Harvard Celtic Colloquium offers a wide range of articles on topics across the field of Celtic Studies.
It includes the 2017 J. V. Kelleher lecture delivered by Paul Russell, Professor of Celtic, University of Cambridge, entitled “‘Mistakes of All Kinds’: The Glossography of Medieval Irish Literary Texts.” In this address Russell offers cogent analysis of this rarely addressed facet of medieval Irish codicology. The articles from other presentations at the Colloquium extend the focus on Celtic glossing into other areas of Celtic linguistics and literary studies. In addition, the volume includes articles on the medieval folkloric, religious, legal, and material culture of Celtic communities, some aspects of which persist into modernity. This volume exemplifies the broad range of topics and time periods characteristic of the Harvard Celtic Colloquium.
Proceedings of the Harvard Celtic Colloquium, 38 collects papers ranging widely on topics of the literary and material culture of the Celtic regions of Ireland, Wales, and Breton in the medieval and modern periods. Several articles concern the self-awareness of the literary elite in Ireland and Wales, whose members respected the traditional forms of their literature but used them to further contemporary purposes. For example, they introduce new references to foreign places and cultures, or use older topographical lore to describe and justify contemporary land use and settlement. Other articles review material culture as it is reflected in literary works of their respective periods and discuss how this in turn illuminates the attitudes of the authors and their intended readers. A number of contributions concern the grammatical structure and linguistic formation of the languages of Ireland, Wales, and Brittany, both early and modern.
The special lecture for the Harvard Celtic Colloquium this year was given by Dr. Aled Jones, Senior Lecturer in Welsh and Medieval Studies at Bangor University, Wales, comparing modern astrophysics to the plasticity of time in medieval Celtic literature, a thought-provoking consideration of congruences in modern and medieval conceptions of time and space. This volume also contains the 2018 Kelleher lecture given by Dr. William Gilles of the University of Edinburgh on a problematic early Scots-Gaelic text, the Harlaw Brosnachadh.
This volume of the Proceedings of the Harvard Celtic Colloquium offers a wide range of articles on topics across the field of Celtic Studies. It includes the Colloquium keynote given by Prof. Barbara Hillers which studied the literary use of folklore, Irish and international, in the Irish tale “Aislinge Meic Con Glinne” (“The Vision of Mac Con Glinne”).
More recent literary topics expand the scope of this volume from the medieval into the early modern period, and into the early twentieth century. Of special interest to scholars of more recent times will be articles on the Irish language in nineteenth-century American print media, and on the unpublished sequel by Muiris Ó Súilleabháin to his memoir Fiche Blian ag Fás (1933), which was published in English as Twenty Years a-Growing.
This volume of Proceedings of the Harvard Celtic Colloquium is graced with two J. V. Kelleher lectures: the 2019 lecture by Máire Ní Mhaonaigh on Irish chronicles and the 2021 presentation by Ruairí Ó hUiginn assessing the Irish genealogical corpus in its sociological context. It also includes Georgia Henley’s 2021 keynote on the differing literary receptions in Norman Ireland and Wales of Geoffrey of Monmouth’s history of Britain and related prophecies.
Other articles in Volume 40 survey a wide array of topics in Celtic Studies, centering on Irish and Welsh material with the smaller language areas appearing as well, and ranging from medieval to modern times. While most are literary or linguistic in their focus, some historical context is also provided.
Process: An Improviser's Journey is an invaluable resource for mastering improv. Author, teacher, and improviser Michael Gellman was given a mission by famed improv coach Del Close: “[T]o create improvised one-act plays of literary quality from scratch.” Already steeped in the world of improvisation, he took it upon himself to do this, in the form of a class for other improvisers in which they would build the skills necessary to execute such a seemingly tall order. Scruggs and Gellman’s book, modeled after Stanislavski’s timeless An Actor Prepares, follows a fictional young actor taking Gellman’s real-life class.
Scruggs and Gellman introduce readers to Geoff, who has just moved to Chicago to pursue acting. He undergoes the standard trials of audition and rejection before he takes the advice of a fellow actor and turns to improv classes at Second City. At first, Geoff thinks improvisation is about laughs and loosening up, but he soon learns that it is a powerful tool as well as an end in itself. Through Geoff’s eyes, the book introduces readers to key tenets of improvisation: concentration, visualization, focus, object work, being in the moment, and the crucial “yes, and.” His experiences with the basics of improvisation do serve to get him a few roles, but his real breakthrough comes when he signs up for an improvised one-act class with Michael Gellman. He and his classmates arrive unprepared for the challenge, but with Gellman’s prompts and advice, they slowly move through process to performance over the course of three seasons in Chicago. The class culminates with their final project: a completely improvised one-act play performed in front of a live audience.
In this classic argument for curriculum reform in early education, Jerome Bruner shows that the basic concepts of science and the humanities can be grasped intuitively at a very early age. He argues persuasively that curricula should he designed to foster such early intuitions and then build on them in increasingly formal and abstract ways as education progresses.
Bruner’s foundational case for the spiral curriculum has influenced a generation of educators and will continue to be a source of insight into the goals and methods of the educational process.
Most neurology is done by general physicians rather than by neurologists. Still, neurology is perceived by doctors to be one of the most troublesome and difficult medical specialties. Neurologic symptoms are often vague and uncertain, and seemingly insignificant symptoms can reflect frightening disorders.
Thomas Glick, a superb teacher as well as an experienced clinician, has written this book in the belief that errors in handling neurologic cases stem not so much from a failure to command a daunting body of knowledge as from inadequate clinical reasoning. Dr. Glick shows how the skills of the primary-care physician can be applied to the special problems of neurologic history-taking and physical examination. He emphasizes time-saving ways to focus the exam and avoid diagnostic error. The book describes clear procedures for cases that the generalist can handle comfortably and offers guidelines on when (and how) to seek the advice of the consultant neurologist. Case histories, scattered liberally throughout the text, highlight the discussions and give the reader a rich sampling of specific methods of problem solving.
Clinicians who feel skeptical about the effectiveness of neurologic therapy or frustrated by its application will find here a commonsense approach to therapeutic planning. Chapters on ambulatory and chronic neurologic care also convey a positive sense of the broader therapeutic possibilities that exist in neurologic practice. Neurologic residents, senior medical students, psychiatrists, and allied health professionals, as well as primary caregivers, will benefit from the insights contained in this sensitive and articulate book.
Process Philosophy surveys the basic issues and controversies surrounding the philosophical approach known as “process philosophy.” Process philosophy views temporality, activity, and change as the cardinal factors for our understanding of the real—process has priority over product, both ontologically and epistemically. Rescher examines the movement’s historical origins, reflecting a major line of thought in the work of such philosophers as Heracleitus, Leibniz, Bergson, Peirce, William James, and especially A. N. Whitehead.
In Process This, Nancy DeJoy argues that even recent revisions to composition studies, cultural studies, service learning, and social process movements--continue to repress the subjects and methodologies that should be central, especially at the level of classroom practice. Designed to move student discourses beyond the classroom, these approaches nonetheless continue to position composition students (and teachers) as mere consumers of the discipline. This means that the subjects, methodologies, and theory/practice relationships that define the field are often absent in composition classrooms.
Arguing that the world inside and outside of the academy cannot be any different if the profession stays the same, DeJoy creates a pedagogy and a plan for faculty development that revisions the prewrite/write/rewrite triad to open spaces for participation and contribution to all members of first-year writing classrooms.
Processed Foods and the Consumer was first published in 1976. 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.
In this comprehensive guide, Professor Packard discusses problems and answers questions of paramount importance to the consumer concerning processed foods that are sold in the marketplace. The book is an excellent text for course use in classes in food science or technology, nutrition, dietetics, institutional food management, and related courses. It is also a valuable reference work for those in food industries and regulatory and health agencies, and for the concerned public.
Process thought is the foundation for studies in many areas of contemporary philosophy, theology, political theory, educational theory, and the religion-science dialogue. It is derived from Alfred North Whitehead's philosophy, known as process theology, which lays a groundwork for integrating evolutionary biology, physics, philosophy of mind, theology, environmental ethics, religious pluralism, education, economics, and more.
In Process-Relational Philosophy, C. Robert Mesle breaks down Whitehead's complex writings, providing a simple but accurate introduction to the vision that underlies much of contemporary process philosophy and theology. In doing so, he points to a "way beyond both reductive materialism and the traps of Cartesian dualism by showing reality as a relational process in which minds arise from bodies, in which freedom and creativity are foundational to process, in which the relational power of persuasion is more basic than the unilateral power of coercion."
Because process-relational philosophy addresses the deep intuitions of a relational world basic to environmental and global thinking, it is being incorporated into undergraduate and graduate courses in philosophy, educational theory and practice, environmental ethics, and science and values, among others. Process-Relational Philosophy: A Basic Introduction makes Whitehead's creative vision accessible to all students and general readers.
Process-tracing in social science is a method for studying causal mechanisms linking causes with outcomes. This enables the researcher to make strong inferences about how a cause (or set of causes) contributes to producing an outcome. Derek Beach and Rasmus Brun Pedersen introduce a refined definition of process-tracing, differentiating it into three distinct variants and explaining the applications and limitations of each. The authors develop the underlying logic of process-tracing, including how one should understand causal mechanisms and how Bayesian logic enables strong within-case inferences. They provide instructions for identifying the variant of process-tracing most appropriate for the research question at hand and a set of guidelines for each stage of the research process.
In 1952 Bolivia was transformed by revolution. With the army destroyed from only a few days of fighting, workers and peasants took up arms to claim the country as their own. Overnight, the electorate expanded five-fold. Industries were turned over to worker organizations to manage, and land was distributed to peasant communities. Education became universal and free for the first time in the country's history.
This volume, the result of a conference organized by the David Rockefeller Center for Latin American Studies of Harvard University and the Institute for Latin American Studies at the University of London, presents new interpretations of the causes of the events of 1952 and compares them to the great social transformations that occurred in France, Mexico, Russia, China, and Cuba. It also considers the consequences of the revolution by examining the political, social, and economic development of the country, as well as adding important insights to the analysis of revolution and the understanding of this fascinating Andean country.
The 1950s and 1960s were years of shifting values and social changes that did not sit well with many citizens of Richmond, Virginia, and in particular with one conservative family, a staunchly southern mother and father and their two daughters. A powerful evocation of time and place, this memoir—a gifted poet's first book of prose—is the story of an inquisitive and sensitive young woman's coming of age and a deeply moving recounting of her reconciliation later in life with the family she left behind.
Returning us to a Cold War world marked by divisions of race, gender, wealth, and class, The Prodigal Daughter is an exploration of difference, the powerful wedge that separates individuals within a social milieu and within a family. Echoing the biblical Prodigal Son, Margaret Gibson's memoir is less concerned with the years of excess away from home than with the seeds of division sown in this family's early years. Hers is the story of a mother proud to be a Lady, a Southerner, and a Christian; of two daughters trapped by their mother's power; and of their father's breakdown under social and family expectations.
Slow to rebel, young Margaret finally flees the world of manners and custom—which she deems poor substitutes for right thought and right action in the face of the Civil Rights movement and the Vietnam War—and abandons her fundamentalist upbringing. In a defiant gesture that proves prophetic, she once signed a postcard home "The Prodigal." After years of being the distant, absent daughter, she finds herself returning home to meet the needs of her stroke-crippled younger sister and her incapacitated parents.
In this tale of homecoming and forgiveness, death and dying, Gibson recounts how she overcame her long indifference to a sister she had thought different from herself, recognizing the strengths of the bonds that both hold us and set us free. Interweaving astute social observations on social pressures, race relations, sibling rivalry, adolescent angst, and more, The Prodigal Daughter is a startlingly honest portrayal of one family in one southern city and the story of all too many families across America.
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