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Interdisciplining Digital Humanities: Boundary Work in an Emerging Field
Julie Thompson Klein
University of Michigan Press, 2015
Library of Congress AZ105.K55 2015 | Dewey Decimal 001.30285

Interdisciplining Digital Humanities sorts through definitions and patterns of practice over roughly sixty-five years of work, providing an overview for specialists and a general audience alike. It is the only book that tests the widespread claim that Digital Humanities is interdisciplinary. By examining the boundary work of constructing, expanding, and sustaining a new field, it depicts both the ways this new field is being situated within individual domains and dynamic cross-fertilizations that are fostering new relationships across academic boundaries. It also accounts for digital reinvigorations of “public humanities” in cultural heritage institutions of museums, archives, libraries, and community forums.

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Seeing the Past with Computers: Experiments with Augmented Reality and Computer Vision for History
Kevin Kee and Timothy Compeau, Editors
University of Michigan Press, 2019
Library of Congress AZ105.S4 2019 | Dewey Decimal 001.30285

Recent developments in computer technology are providing historians with new ways to see—and seek to hear, touch, or smell—traces of the past. Place-based augmented reality applications are an increasingly common feature at heritage sites and museums, allowing historians to create immersive, multifaceted learning experiences. Now that computer vision can be directed at the past, research involving thousands of images can recreate lost or destroyed objects or environments, and discern patterns in vast datasets that could not be perceived by the naked eye.

Seeing the Past with Computers is a collection of twelve thought-pieces on the current and potential uses of augmented reality and computer vision in historical research, teaching, and presentation. The experts gathered here reflect upon their experiences working with new technologies, share their ideas for best practices, and assess the implications of—and imagine future possibilities for—new methods of historical study. Among the experimental topics they explore are the use of augmented reality that empowers students to challenge the presentation of historical material in their textbooks; the application of seeing computers to unlock unusual cultural knowledge, such as the secrets of vaudevillian stage magic; hacking facial recognition technology to reveal victims of racism in a century-old Australian archive; and rebuilding the soundscape of an Iron Age village with aural augmented reality.

This volume is a valuable resource for scholars and students of history and the digital humanities more broadly. It will inspire them to apply innovative methods to open new paths for conducting and sharing their own research.

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Big Digital Humanities: Imagining a Meeting Place for the Humanities and the Digital
Patrik Svensson
University of Michigan Press, 2016
Library of Congress AZ105.S88 2016 | Dewey Decimal 001.30285

Big Digital Humanities has its origins in a series of seminal articles Patrik Svensson published in the Digital Humanities Quarterly between 2009 and 2012. As these articles were coming out, enthusiasm around Digital Humanities was acquiring a great deal of momentum and significant disagreement about what did or didn’t “count” as Digital Humanities work. Svensson’s articles provided a widely sought after omnibus of Digital Humanities history, practice, and theory. They were informative and knowledgeable and tended to foreground reportage and explanation rather than utopianism or territorial contentiousness. In revising his original work for book publication, Svensson has responded to both subsequent feedback and new developments.

Svensson’s own unique perspective and special stake in the Digital Humanities conversation comes from his role as director of the HUMlab at Umeå University. HUMlab is a unique collaborative space and Digital Humanities center, which officially opened its doors in 2000. According to its own official description, the HUMlab is an open, creative studio environment where “students, researchers, artists, entrepreneurs and international guests come together to engage in dialogue, experiment with technology, take on challenges and move scholarship forward.” It is this last element “moving scholarship forward” that Svensson argues is the real opportunity in what he terms the “big digital humanities,” or digital humanities as practiced in collaborative spaces like the HUMlab, and he is uniquely positioned to take an account of this evolving dimension of Digital Humanities practice.

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Hope, Heart, and the Humanities: How a Free College Course is Changing Lives
Jean Cheney and L. Jackson Newell, editors, with Hikmet Sidney Loe, Jeff Metcalf, and Bridget M. Newell
University of Utah Press, 2016
Library of Congress AZ183.U5H67 2016 | Dewey Decimal 001.3071073

Hope, Heart, and the Humanities tells the story of how Venture, a free, interdisciplinary college humanities course inspired by the national Clemente Course, has helped open doors to improve the lives of people with low incomes who face barriers to attending college. For over a decade, this course has given hundreds of adults, some of them immigrants or refugees, the knowledge, confidence, and power to rechart their lives.
Readers will go inside Venture classrooms to see what occurs when adults enter serious discussions about literature, critical writing, art history, American history, and philosophy. Apparent also are the difficulties nontraditional students, who range in age from 18 to 60, often encounter in a college classroom and the hard choices they and their teachers make. What readers may remember most are the stories and words from people whose views of the world broaden and whose directions in life changed.

Interview with Tom Williams at Access Utah

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The Humanities in the Age of Information and Post-Truth
Edited by Ignacio López-Calvo and Christina Lux
Northwestern University Press, 2019
Library of Congress AZ183.U5H845 2019 | Dewey Decimal 001.3071173

The essays in The Humanities in the Age of Information and Post-Truth represent a defense of the social function of the humanities in today's society. Edited by Ignacio López-Calvo and Christina Lux, the volume explains different ways in which the humanities and the arts, beyond their intrinsic and nonfunctional value, may be a valuable tool in our search for social justice, human empathy, freedom, and peace, all the while helping us answer many of the twenty-first century's big questions. Some essays explore the ways in which the humanities may help us imagine a different, more just world, and articulate politically effective mechanisms to achieve such goals. Others address the place of the humanities and the arts amid the ontological and epistemological uncertainties constantly produced in a fast-changing world.

While the reader may suspect that these types of lucubration are a desperate reaction to decreased public funding for the humanities worldwide, a decreased enrollment of students, or anxiety over the future of our profession, there is in this volume a coherent argument for the continued need, perhaps more now than ever, to invest in humanities education if we are to have informed and socially conscious citizens rather than just willing consumers and obedient workers. Furthermore, the essays prove that the humanities and the arts are, after all, not a luxury but an integral part of a complete scholarly education.

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A New Deal for the Humanities: Liberal Arts and the Future of Public Higher Education
Hutner, Gordon
Rutgers University Press, 2015
Library of Congress AZ183.U5N49 2016 | Dewey Decimal 001.3071073

Many in higher education fear that the humanities are facing a crisis. But even if the rhetoric about “crisis” is overblown, humanities departments do face increasing pressure from administrators, politicians, parents, and students. In A New Deal for the Humanities, Gordon Hutner and Feisal G. Mohamed bring together twelve prominent scholars who address the history, the present state, and the future direction of the humanities. These scholars keep the focus on public higher education, for it is in our state schools that the liberal arts are taught to the greatest numbers and where their neglect would be most damaging for the nation.

The contributors offer spirited and thought-provoking debates on a diverse range of topics. For instance, they deplore the push by administrations to narrow learning into quantifiable outcomes as well as the demands of state governments for more practical, usable training. Indeed, for those who suggest that a college education should be “practical”—that it should lean toward the sciences and engineering, where the high-paying jobs are—this book points out that while a few nations produce as many technicians as the United States does, America is still renowned worldwide for its innovation and creativity, skills taught most effectively in the humanities. Most importantly, the essays in this collection examine ways to make the humanities even more effective, such as offering a broader array of options than the traditional major/minor scheme, options that combine a student’s professional and intellectual interests, like the new medical humanities programs.

A democracy can only be as energetic as the minds of its citizens, and the questions fundamental to the humanities are also fundamental to a thoughtful life. A New Deal for the Humanities takes an intrepid step in making the humanities—and our citizens—even stronger in the future.

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Hacking the Academy: New Approaches to Scholarship and Teaching from Digital Humanities
Daniel J. Cohen and Tom Scheinfeldt, Editors
University of Michigan Press, 2013
Library of Congress AZ186.H33 2013 | Dewey Decimal 001.2

On May 21, 2010, Daniel J. Cohen and Tom Scheinfeldt posted the following provocative questions online:

“Can an algorithm edit a journal? Can a library exist without books? Can students build and manage their own learning management platforms? Can a conference be held without a program? Can Twitter replace a scholarly society?”

As recently as the mid-2000s, questions like these would have been unthinkable. But today serious scholars are asking whether the institutions of the academy as they have existed for decades, even centuries, aren’t becoming obsolete. Every aspect of scholarly infrastructure is being questioned, and even more importantly, being hacked. Sympathetic scholars of traditionally disparate disciplines are canceling their association memberships and building their own networks on Facebook and Twitter. Journals are being compiled automatically from self-published blog posts. Newly minted PhDs are forgoing the tenure track for alternative academic careers that blur the lines between research, teaching, and service. Graduate students are looking beyond the categories of the traditional CV and building expansive professional identities and popular followings through social media. Educational technologists are “punking” established technology vendors by rolling out their own open source infrastructure.

Here, in Hacking the Academy, Daniel J. Cohen and Tom Scheinfeldt have gathered a sampling of the answers to their initial questions from scores of engaged academics who care deeply about higher education. These are the responses from a wide array of scholars, presenting their thoughts and approaches with a vibrant intensity, as they explore and contribute to ongoing efforts to rebuild scholarly infrastructure for a new millennium.

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A New Republic of Letters
Jerome McGann
Harvard University Press, 2014
Library of Congress AZ186.M35 2014 | Dewey Decimal 001.3

Jerome McGann's manifesto argues that the history of texts and how they are preserved and accessed for interpretation are the overriding subjects of humanist study in the digital age. Theory and philosophy no longer suffice as an intellectual framework. But philology--out of fashion for decades--models these concerns with surprising fidelity.

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The Politics of Research
Levine, George
Rutgers University Press, 1997
Library of Congress AZ188.U5P65 1997 | Dewey Decimal 001.30720973

"Eloquent, provocative, and timely, these essays provide a thoughtful, undoctrinaire defense of the centrality of the humanities to higher education--and society--at the millennium."--Cora Kaplan, University of Southampton The crisis in the humanities and higher education intensifies daily. The partisan din drowns out the voices of those thinkers who have resisted the seductions of strong ideology. Against the tendencies of the extreme attacks on higher education from the right and the counterattacks from the left, many academics would prefer to get beyond critical fashions and easy slogans. In this collection, leading scholars demonstrate how the current furor threatens the critical analysis of culture, so vital to a healthy society. They explore the historical sources of the crisis, the relations between politics and research, the responsibilities and possibilities of the academic intellectual, the structure of the institution of the university, the functions and achievements of the humanities, and the development of interdisciplinarity as a catalyst for change. This volume is a necessary resource for understanding the current crisis and for transforming the academy as we approach the twenty-first century. The contributors are Jonathan Arac, Lauren Berlant, Peter Brooks, Roman de la Campa, Myra Jehlen, Stanley Katz, Richard Kramer, Dominick LaCapra, George Levine, Ellen Messer-Davidow, Helene Moglen, Bill Readings, and Bruce Robbins. E. Ann Kaplan is the director of The Humanities Institute at the State University of New York at Stony Brook

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Rhetoric and the Digital Humanities
Edited by Jim Ridolfo and William Hart-Davidson
University of Chicago Press, 2015
Library of Congress AZ195.R47 2015 | Dewey Decimal 025.060013

The digital humanities is a rapidly growing field that is transforming humanities research through digital tools and resources. Researchers can now quickly trace every one of Issac Newton’s annotations, use social media to engage academic and public audiences in the interpretation of cultural texts, and visualize travel via ox cart in third-century Rome or camel caravan in ancient Egypt. Rhetorical scholars are leading the revolution by fully utilizing the digital toolbox, finding themselves at the nexus of digital innovation.

Rhetoric and the Digital Humanities is a timely, multidisciplinary collection that is the first to bridge scholarship in rhetorical studies and the digital humanities. It offers much-needed guidance on how the theories and methodologies of rhetorical studies can enhance all work in digital humanities, and vice versa. Twenty-three essays over three sections delve into connections, research methodology, and future directions in this field. Jim Ridolfo and William Hart-Davidson have assembled a broad group of more than thirty accomplished scholars. Read together, these essays represent the cutting edge of research, offering guidance that will energize and inspire future collaborations.

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Switching Codes: Thinking Through Digital Technology in the Humanities and the Arts
Edited by Thomas Bartscherer and Roderick Coover
University of Chicago Press, 2011
Library of Congress AZ195.S95 2011 | Dewey Decimal 303.4833

Half a century into the digital era, the profound impact of information technology on intellectual and cultural life is universally acknowledged but still poorly understood. The sheer complexity of the technology coupled with the rapid pace of change makes it increasingly difficult to establish common ground and to promote thoughtful discussion.

Responding to this challenge, Switching Codes brings together leading American and European scholars, scientists, and artists—including Charles Bernstein, Ian Foster, Bruno Latour, Alan Liu, and Richard Powers—to consider how the precipitous growth of digital information and its associated technologies are transforming the ways we think and act. Employing a wide range of forms, including essay, dialogue, short fiction, and game design, this book aims to model and foster discussion between IT specialists, who typically have scant training in the humanities or traditional arts, and scholars and artists, who often understand little about the technologies that are so radically transforming their fields. Switching Codes will be an indispensable volume for anyone seeking to understand the impact of digital technology on contemporary culture, including scientists, educators, policymakers, and artists, alike.

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The Humanities in the Age of Technology
Ciriaco Morón Arroyo
Catholic University of America Press, 2002
Library of Congress AZ228.S63M6713 2002 | Dewey Decimal 001.3

Students of the humanities confront two fundamental questions: How valid and rigorous is the type of knowledge attained in these disciplines? And what good is it? In The Humanities in the Age of Technology, Ciriaco Morón Arroyo offers a systematic inquiry into these questions and outlines the ongoing crisis of the humanities.

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Exiles and Expatriates in the History of Knowledge, 1500–2000
Peter Burke
Brandeis University Press, 2017
Library of Congress AZ231.B87 2017 | Dewey Decimal 001.2

In this wide-ranging consideration of intellectual diasporas, historian Peter Burke questions what distinctive contribution to knowledge exiles and expatriates have made. The answer may be summed up in one word: deprovincialization. Historically, the encounter between scholars from different cultures was an education for both parties, exposing them to research opportunities and alternative ways of thinking. Deprovincialization was in part the result of mediation, as many émigrés informed people in their “hostland” about the culture of the native land, and vice versa. The detachment of the exiles, who sometimes viewed both homeland and hostland through foreign eyes, allowed them to notice what scholars in both countries had missed. Yet at the same time, the engagement between two styles of thought, one associated with the exiles and the other with their hosts, sometimes resulted in creative hybridization, for example, between German theory and Anglo-American empiricism. This timely appraisal is brimming with anecdotes and fascinating findings about the intellectual assets that exiles and immigrants bring to their new country, even in the shadow of personal loss.

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The Intellectual Properties of Learning: A Prehistory from Saint Jerome to John Locke
John Willinsky
University of Chicago Press, 2017
Library of Congress AZ231.W55 2018 | Dewey Decimal 001.2

Providing a sweeping millennium-plus history of the learned book in the West, John Willinsky puts current debates over intellectual property into context, asking what it is about learning that helped to create the concept even as it gave the products of knowledge a different legal and economic standing than other sorts of property.

Willinsky begins with Saint Jerome in the fifth century, then traces the evolution of reading, writing, and editing practices in monasteries, schools, universities, and among independent scholars through the medieval period and into the Renaissance. He delves into the influx of Islamic learning and the rediscovery of classical texts, the dissolution of the monasteries, and the founding of the Bodleian Library before finally arriving at John Locke, whose influential lobbying helped bring about the first copyright law, the Statute of Anne of 1710. Willinsky’s bravura tour through this history shows that learning gave rise to our idea of intellectual property while remaining distinct from, if not wholly uncompromised by, the commercial economy that this concept inspired, making it clear that today’s push for marketable intellectual property threatens the very nature of the quest for learning on which it rests.

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The Making of the Humanities: Volume II: From Early Modern to Modern Disciplines
Edited by Rens Bod, Jaap Maat, and Thijs Weststeijn
Amsterdam University Press, 2013
Library of Congress AZ341.M34 2010 | Dewey Decimal 940.2

While it is clear that around 1800 the humanities as a discipline rose to prominence, it is less clear what the exact nature of this shift in academia was. Was it a sudden revolution caused by a momentary but powerful change in the zeitgeist or the turning point of a much longer process? In this volume, the editors have selected a series of essays that look at the origins of the humanities and find that long before 1800 the concept of the humanities was already at the fore. The shift around 1800 was thus mostly institutional, not theoretical. The Making of the Humanities traces this new finding through a broad range of disciplines including literary theory, linguistics, art history, and musicology.

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The Making of the Humanities, Volume III: The Modern Humanities
Edited by Rens Bod, Jaap Maat, and Thijs Weststeijn
Amsterdam University Press, 2014
Library of Congress AZ341.M34 2010 | Dewey Decimal 940.2

This comprehensive history of the humanities focuses on the modern period (1850-2000). The contributors, including Floris Cohen, Lorraine Daston and Ingrid Rowland, survey the rise of the humanities in interaction with the natural and social sciences, offering new perspectives on the interaction between disciplines in Europe and Asia and new insights generated by digital humanities.

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Rejuvenating the Humanities
Ray B. Browne
University of Wisconsin Press, 1992
Library of Congress AZ361.R45 1992 | Dewey Decimal 001.3

The twenty essays in this effort to bring new vitality to the humanities range through fields familiar in life but unfamiliar in the humanities canon. They include leisure, folk cultures, material culture, pornography, comics, animal rights, Black studies, traveling, and, of course, the bugbear of academics, television.

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The Humanities and the Dream of America
Geoffrey Galt Harpham
University of Chicago Press, 2011
Library of Congress AZ503.H37 2011 | Dewey Decimal 001.3071173

In this bracing and original book, Geoffrey Galt Harpham argues that today’s humanities are an invention of the American academy in the years following World War II, when they were first conceived as an expression of American culture and an instrument of American national interests. The humanities portray a “dream of America” in two senses: they represent an aspiration of Americans since the first days of the Republic for a state so secure and prosperous that people could enjoy and appreciate culture for its own sake; and they embody in academic terms an idealized conception of the American national character. Although they are struggling to retain their status in America, the concept of the humanities has spread to other parts of the world and remains one of America's most distinctive and valuable contributions to higher education.

The Humanities and the Dream of America explores a number of linked problems that have emerged in recent years: the role, at once inspiring and disturbing, played by philology in the formation of the humanities; the reasons for the humanities’ perpetual state of “crisis”; the shaping role of philanthropy in the humanities; and the new possibilities for literary study offered by the subject of pleasure. Framed by essays that draw on Harpham’s pedagogical experiences abroad and as a lecturer at the U.S. Air Force Academy, as well as his vantage as director of the National Humanities Center, this book provides an essential perspective on the history, ideology, and future of this important topic.

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Reimagining Popular Notions of American Intellectualism: Literacy, Education, and Class
Kelly Susan Bradbury
Southern Illinois University Press, 2016
Library of Congress AZ505.B73 2016 | Dewey Decimal 001.2

The image of the lazy, media-obsessed American, preoccupied with vanity and consumerism, permeates popular culture and fuels critiques of American education. In Reimagining Popular Notions of American Intellectualism, Kelly Susan Bradbury challenges this image by examining and reimagining widespread conceptions of intellectualism that assume intellectual activity is situated solely in elite institutions of higher education.

Bradbury begins by tracing the origins and evolution of the narrow views of intellectualism that are common in the United States today. Then, applying a more inclusive and egalitarian definition of intellectualism, she examines the literacy and learning practices of three nonelite sites of adult public education in the United States: the nineteenth-century lyceum, a twentieth-century labor college, and a twenty-first-century GED writing workshop. Bradbury argues that together these three case studies teach us much about literacy, learning, and intellectualism in the United States over time and place. She concludes the book with a reflection on her own efforts to aid students in recognizing and resisting the rhetoric of anti-intellectualism that surrounds them and that influences their attitudes and actions.

Drawing on case studies as well as Bradbury’s own experiences with students, Reimagining Popular Notions of American Intellectualism demonstrates that Americans have engaged and do engage in the process and exercise of intellectual inquiry, contrary to what many people believe. Addressing a topic often overlooked by rhetoric, composition, and literacy studies scholars, it offers methods for helping students reimagine what it means to be intellectual in the twenty-first century.

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Conspiracies of Conspiracies: How Delusions Have Overrun America
Thomas Milan Konda
University of Chicago Press, 2019
Library of Congress AZ999.K65 2019 | Dewey Decimal 001.9

It’s tempting to think that we live in an unprecedentedly fertile age for conspiracy theories, with seemingly each churn of the news cycle bringing fresh manifestations of large-scale paranoia. But the sad fact is that these narratives of suspicion—and the delusional psychologies that fuel them—have been a constant presence in American life for nearly as long as there’s been an America.

In this sweeping book, Thomas Milan Konda traces the country’s obsession with conspiratorial thought from the early days of the republic to our own anxious moment. Conspiracies of Conspiracies details centuries of sinister speculations—from antisemitism and anti-Catholicism to UFOs and reptilian humanoids—and their often incendiary outcomes. Rather than simply rehashing the surface eccentricities of such theories, Konda draws from his unprecedented assemblage of conspiratorial writing to crack open the mindsets that lead people toward these self-sealing worlds of denial. What is distinctively American about these theories, he argues, is not simply our country’s homegrown obsession with them but their ongoing prevalence and virulence. Konda proves that conspiracy theories are no harmless sideshow. They are instead the dark and secret heart of American political history—one that is poisoning the bloodstream of an increasingly sick body politic.

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Scholastic Meditations
Nicholas Rescher
Catholic University of America Press, 2005
Library of Congress B21.S78 vol. 44 | Dewey Decimal 100

The studies gathered in this volume seek to do homage to the spirit of Scholasticism. They address key issues in that tradition--some from an historical point of view, others from a more substantive standpoint.

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Form and Being: Studies in Thomistic Metaphysics (Studies in Philosophy and the History of Philosophy, Volume 45)
Lawrence Dewan, O.P.
Catholic University of America Press, 2006
Library of Congress B21.S78 vol. 45 | Dewey Decimal 100

Contains thirteen essays by Lawrence Dewan on metaphysics, the vision of reality from the viewpoint of being.

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The Texture of Being: Essays in First Philosophy
Kenneth L. Schmitz
Catholic University of America Press, 2007
Library of Congress B21.S78 vol. 46 2007 | Dewey Decimal 100

Diverse in topics yet unified in purpose, this volume brings together Schmitz's penetrating and rich insight into being, produced over many years, to offer readers a magisterial study from one of the great Christian philosophers of our time.

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Metaphysical Themes in Thomas Aquinas II
John F. Wippel
Catholic University of America Press, 2007
Library of Congress B21.S78 vol. 47 | Dewey Decimal 100

This volume contains eleven articles and book chapters written by John Wippel since the publication of his Metaphysical Themes in Thomas Aquinas in 1984.

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Ontological Catastrophe: Zizek and the Paradoxical Metaphysics of German Idealism
Joseph Carew
Michigan Publishing Services, 2014
Library of Congress B29

In Ontological Catastrophe, Joseph Carew takes up the central question guiding Slavoj Žižek's philosophy: How could something like phenomenal reality emerge out of the meaninglessness of the Real? Carefully reconstructing and expanding upon his controversial reactualization of German Idealism, Carew argues that Žižek offers us an original, but perhaps terrifying, response: experience is possible only if we presuppose a prior moment of breakdown as the ontogenetic basis of subjectivity. Drawing upon resources found in Žižek, Lacanian psychoanalysis, and post-Kantian philosophy, Carew thus develops a new critical metaphysics—a metaphysics which is a variation upon the late German Idealist theme of balancing system and freedom, realism and idealism, in a single, self-reflexive theoretical construct—that challenges our understanding of nature, culture, and the ultimate structure of reality.

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On What We Know We Don't Know: Explanation, Theory, Linguistics, and How Questions Shape Them
Sylvain Bromberger
University of Chicago Press, 1992
Library of Congress B29.B7442 1992 | Dewey Decimal 121

In this collection of essays, Bromberger explores the centrality of questions and predicaments they create in scientific research. He discusses the nature of explanation, theory, and the foundations of linguistics.

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Deconstruction in Context: Literature and Philosophy
Edited by Mark C. Taylor
University of Chicago Press, 1986
Library of Congress B29.D365 1986 | Dewey Decimal 149

"There is no rigorous and effective deconstruction without the faithful memory of philosophies and literatures, without the respectful and competent reading of texts of the past, as well as singular works of our own time. Deconstruction is also a certain thinking about tradition and context. Mark Taylor evokes this with great clarity in the course of a remarkable introduction. He reconstitutes a set of premises without which no deconstruction could have seen the light of day." – Jacques Derrida

"This invaluable philosophical sampler brings together many of the threads out of which deconstruction is woven. taylor's anthology does not make deconstruction easy; much more usefully, it provides a meticulous guide to the sources – and significance – of the difficulties. – Barbara E. Johnson

"The book will be of great value as a set of readings with authoritative explanation for all those interested in the current relations of literature and philosophy. It is the best book of its kind I know. – J. Hillis Miller, Yale University

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Truth and Other Enigmas
Michael A. E. Dummett
Harvard University Press, 1978
Library of Congress B29.D85 | Dewey Decimal 192

Claim Of Language: A Case For The Humanities
Christopher Fynsk
University of Minnesota Press, 2004
Library of Congress B29.F96 2004 | Dewey Decimal 001.3

Of Mind and Other Matters
Nelson Goodman
Harvard University Press, 1984
Library of Congress B29.G619 1984 | Dewey Decimal 191

Differend: Phrases in Dispute
Jean-Francois Lyotard
University of Minnesota Press, 1989
Library of Congress B29.L913 1988 | Dewey Decimal 190

Person, Being, and History
Michael Baur
Catholic University of America Press, 2011
Library of Congress B29.P41558 2011 | Dewey Decimal 190

the various essays in this volume by colleagues and former students of Schmitz examine his thought and the subjects of his teaching. In addition to an overall exposition of his own thought, the collection treats themes such as gift, faith and reason, culture and dialogue, modernity and post-modernity

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Renewing Philosophy
Hilary Putnam
Harvard University Press, 1992
Library of Congress B29.P88 1992 | Dewey Decimal 100

Hilary Putnam, one of America’s most distinguished philosophers, surveys an astonishingly wide range of issues and proposes a new, clear-cut approach to philosophical questions—a renewal of philosophy. He contests the view that only science offers an appropriate model for philosophical inquiry. His discussion of topics from artificial intelligence to natural selection, and of reductive philosophical views derived from these models, identifies the insuperable problems encountered when philosophy ignores the normative or attempts to reduce it to something else.

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Consequences Of Pragmatism: Essays 1972-1980
Richard Rorty
University of Minnesota Press, 1982
Library of Congress B29.R625 1982 | Dewey Decimal 144.3

Rorty seeks to tie philosophy’s past to its future by connecting what he sees as the positive (and neglected) contributions of the American pragmatic philosophers to contemporary European developments. What emerges from his explorations is a revivified version of pragmatism that offers new hope for the future of philosophy.“Rorty’s dazzling tour through the history of modern philosophy, and his critical account of its present state (the best general introduction in print), is actually an argument that what we consider perennial problems--mind and body, consciousness and objects, the foundations of knowledge, the fact/value distinction--are merely the dead-ends this picture leads us into.” Los Angeles Times Book Review“It can immediately be said that Consequences of Pragmatism must be read by both those who believe that they agree and those who believe that they disagree with Richard Rorty. [He] is far and away the most provocative philosophical writer working in North America today, and Consequences of Pragmatism should make this claim even stronger.”The Review of Metaphysics“Philosophy, for Rorty, is a form of writing, a literary genre, closer to literary criticism than anything else, a criticism which takes for one of its major concerns the texts of the past recognized as philosophical: it interprets interpretations. If anyone doubts the continued vigor and continuing relevance of American pragmatism, the doubts can be laid to rest by reading this book.” Religious Studies Review

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Philosophy Goes To School
Matthew Lipman
Temple University Press, 1988
Library of Congress B52.L559 1988 | Dewey Decimal 372.8

Ten years ago Philosophy in the Classroom, by Lipman, Sharp, and Oscanyan, hailed the emergence of philosophy as a novel, although in some ways highly traditional, elementary school discipline. In this sequel, Matthew Lipman examines the impact that elementary school philosophy has had, and may yet have, upon the process of education. Going beyond his earlier work to describe the contribution that training in philosophy can make in the teaching of values, he shows the applications of ethics in civics education and the ways in which aesthetics can be incorporated into areas of the curriculum related to the development of creativity.

Making reference to the contemporary educational scene, Lipman compares the K-12 Philosophy for Children curriculum to the many unsatisfactory solutions being offered in our current drive for educational excellence. He addresses the relationship of elementary school philosophy to educational reform in the areas of science, language, social studies, and writing. And he shows how philosophy can be instrumental in the difficult task of teaching values to children while avoiding both ideological indoctrination and mindless relativism.

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Philosophy in the Classroom
Matthew Lipman, Ann Margaret Sharp and Frederick S. Oscanyan
Temple University Press, 1980
Library of Congress B52.L56 1980 | Dewey Decimal 370.1

This is a textbook for teachers that demonstrates how philosophical thinking can be used in teaching children. It begins with the assumption that what is taught in schools is not (and should not be) subject matter but rather ways of thinking. The main point is that the classroom should be converted into a community of inquiry, and that one can begin doing that with children. Based on the curriculum that Matt Lipman has developed at the Institute for the Advancement of Philosophy for Children, which he heads, this book describes the curriculum and explains its use. The text is self-contained, however.

This revision is thorough-going and incorporates new chapters, as well as new material in old chapters. Part One focuses on the need of educational change and the importance of philosophical inquiry in developing new approaches. Part Two discusses curriculum and teaching methodology, including teacher behavior conducive to helping children. Part Three deals with developing logic skills and moral judgment. It concludes with a chapter on the sorts of philosophical themes pertinent to ethical inquiry for children: the right and the fair, perfect and right, free will and determinism, change and growth, truth, caring, standards and rules, thinking and thinking for oneself. Education, in this sense, is not a matter of dispensing information; it is the process of assisting in the growth of the whole individual.

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The Philosophy Scare: The Politics of Reason in the Early Cold War
John McCumber
University of Chicago Press, 2016
Library of Congress B52.3.U6M33 2016 | Dewey Decimal 191

From the rise of formalist novels that championed the heroism of the individual to the proliferation of abstract art as a counter to socialist realism, the years of the Cold War had a profound impact on American intellectual life. As John McCumber shows in this fascinating account, philosophy, too, was hit hard by the Red Scare. Detailing the immense political pressures that reshaped philosophy departments in midcentury America, he shows just how radically politics can alter the course of intellectual history.

McCumber begins with the story of Max Otto, whose appointment to the UCLA Philosophy Department in 1947 was met with widespread protest charging him as an atheist. Drawing on Otto’s case, McCumber details the hugely successful conservative efforts that, by 1960, had all but banished the existentialist and pragmatist paradigms—not to mention Marxism—from philosophy departments all across the country, replacing them with an approach that valorized scientific objectivity and free markets and which downplayed the anti-theistic implications of modern thought. As he shows, while there have since been many instances of definitive and even explosive rejection of this conservative trend, its effects can still be seen at American universities today.

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Philosophy Between the Lines: The Lost History of Esoteric Writing
Arthur M. Melzer
University of Chicago Press, 2014
Library of Congress B52.66.M45 2014 | Dewey Decimal 190

Philosophical esotericism—the practice of communicating one’s unorthodox thoughts “between the lines”—was a common practice until the end of the eighteenth century. The famous Encyclopédie of Diderot, for instance, not only discusses this practice in over twenty different articles, but admits to employing it itself. The history of Western thought contains hundreds of such statements by major philosophers testifying to the use of esoteric writing in their own work or others’. Despite this long and well-documented history, however, esotericism is often dismissed today as a rare occurrence. But by ignoring esotericism, we risk cutting ourselves off from a full understanding of Western philosophical thought.

Arthur M. Melzer serves as our deeply knowledgeable guide in this capacious and engaging history of philosophical esotericism. Walking readers through both an ancient (Plato) and a modern (Machiavelli) esoteric work, he explains what esotericism is—and is not. It relies not on secret codes, but simply on a more intensive use of familiar rhetorical techniques like metaphor, irony, and insinuation. Melzer explores the various motives that led thinkers in different times and places to engage in this strange practice, while also exploring the motives that lead more recent thinkers not only to dislike and avoid this practice but to deny its very existence. In the book’s final section, “A Beginner’s Guide to Esoteric Reading,” Melzer turns to how we might once again cultivate the long-forgotten art of reading esoteric works.

Philosophy Between the Lines is the first comprehensive, book-length study of the history and theoretical basis of philosophical esotericism, and it provides a crucial guide to how many major writings—philosophical, but also theological, political, and literary—were composed prior to the nineteenth century.

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Philosophy, Writing, and the Character of Thought
John T. Lysaker
University of Chicago Press, 2018
Library of Congress B52.7.L97 2018 | Dewey Decimal 100

Philosophy’s relation to the act of writing is John T. Lysaker’s main concern in Philosophy, Writing, and the Character of Thought. Whether in Plato, Montaigne, Nietzsche, Wittgenstein, or Derrida, philosophy has come in many forms, and those forms—the concrete shape philosophizing takes in writing—matter. Much more than mere adornment, the style in which a given philosopher writes is often of crucial importance to the point he or she is making, part and parcel of the philosophy itself.

Considering each of the ways in which writing influences philosophy, Lysaker explores genres like the aphorism, dialogue, and essay, as well as logical-rhetorical operations like the example, irony, and quotation. At the same time, he shows us the effects of these rhetorical devices through his own literary experimentation. In dialogue with such authors as Benjamin, Cavell, Emerson, and Lukács, he aims to revitalize philosophical writing, arguing that philosophy cannot fulfill its intellectual and cultural promise if it keeps to professional articles and academic prose. Instead, philosophy must embrace writing as an essential, creative activity, and deliberately reform how it approaches its subject matter, readership, and the evolving social practices of reading and reflection.

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Writing Philosophy: A Guide to Professional Writing and Publishing
Richard A. Watson
Southern Illinois University Press, 1992
Library of Congress B52.7.W37 1992 | Dewey Decimal 808.0661

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.

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