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A New Republic of Letters
Memory and Scholarship in the Age of Digital Reproduction
Jerome McGann
Harvard University Press, 2014

A manifesto for the humanities in the digital age, A New Republic of Letters argues that the history of texts, together with the methods by which they are preserved and made available for interpretation, are the overriding subjects of humanist study in the twenty-first century. Theory and philosophy, which have grounded the humanities for decades, no longer suffice as an intellectual framework. Jerome McGann proposes we look instead to philology—a discipline which has been out of fashion for many decades but which models the concerns of digital humanities with surprising fidelity.

For centuries, books have been the best way to preserve and transmit knowledge. But as libraries and museums digitize their archives and readers abandon paperbacks for tablet computers, digital media are replacing books as the repository of cultural memory. While both the mission of the humanities and its traditional modes of scholarship and critical study are the same, the digital environment is driving disciplines to work with new tools that require major, and often very difficult, institutional changes. Now more than ever, scholars need to recover the theory and method of philological investigation if the humanities are to meet their perennial commitments. Textual and editorial scholarship, often marginalized as a narrowly technical domain, should be made a priority of humanists’ attention.

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HyperCities
Thick Mapping in the Digital Humanities
Todd Presner, David Shepard, and Yoh Kawano
Harvard University Press, 2014

The prefix “hyper” refers to multiplicity and abundance. More than a physical space, a hypercity is a real city overlaid with information networks that document the past, catalyze the present, and project future possibilities. Hypercities are always under construction.

Todd Presner, David Shepard, and Yoh Kawano put digital humanities theory into practice to chart the proliferating cultural records of places around the world. A digital platform transmogrified into a book, it explains the ambitious online project of the same name that maps the historical layers of city spaces in an interactive, hypermedia environment. The authors examine the media archaeology of Google Earth and the cultural–historical meaning of map projections, and explore recent events—the “Arab Spring” and the Fukushima nuclear power plant disaster—through social media mapping that incorporates data visualizations, photographic documents, and Twitter streams. A collaboratively authored and designed work, HyperCities includes a “ghost map” of downtown Los Angeles, polyvocal memory maps of LA’s historic Filipinotown, avatar-based explorations of ancient Rome, and hour-by-hour mappings of the Tehran election protests of 2009.

Not a book about maps in the literal sense, HyperCities describes thick mapping: the humanist project of participating and listening that transforms mapping into an ethical undertaking. Ultimately, the digital humanities do not consist merely of computer-based methods for analyzing information. They are a means of integrating scholarship with the world of lived experience, making sense of the past in the layered spaces of the present for the sake of the open future.

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Social Knowledge Creation in the Humanities
Volume 1
Edited by Alyssa Arbuckle, Aaron Mauro, and Daniel Powell
Iter Press, 2017

The ubiquity of social media has transformed the scope and scale of scholarly communication in the arts and humanities. The consequences of this new participatory and collaborative environment for humanities research has allowed for fresh approaches to communicating research. Social Knowledge Creation takes up the norms and customs of online life to reorient, redistribute, and oftentimes flatten traditional academic hierarchies. This book discusses the implications of how humanists communicate with the world and looks to how social media shapes research methods. This volume addresses peer-review, open access publishing, tenure and promotion, mentorship, teaching, collaboration, and interdisciplinarity as a comprehensive introduction to these rapidly changing trends in scholarly communication, digital pedagogy, and educational technology. Collaborative structures are rapidly augmenting disciplinary focus of humanities curriculum and the public impact of humanities research teams with new organizational and disciplinary thinking. Social Knowledge Creation represents a particularly dynamic and growing field in which the humanities seeks to find new ways to communicate the legacy and traditions of humanities based inquiry in a 21st century context.

New Technologies in Medieval and Renaissance Studies Volume 7.

Edited by Alyssa Arbuckle, Aaron Mauro, and Daniel Powell

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The Politics of Research
Edited by E. Ann Kaplan and George Levine
Rutgers University Press, 1997
"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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Intermediate Horizons
Book History and Digital Humanities
Edited by Mark Vareschi and Heather Wacha
University of Wisconsin Press, 2024
This innovative collection examines how book history and digital humanities (DH) practices are integrated through approach, access, and assessment. Eight essays by rising and senior scholars practicing in multiple fields—including librarians, literature scholars, digital humanists, and historians—consider and reimagine the interconnected futures and horizons at the intersections of texts, technology, and culture and argue for a return to a more representative and human study of the humanities.
 
Integrating intermedial practices and assessments, the editors and contributors explore issues surrounding the access to and materiality of digitized materials, and the challenge of balancing preservation of traditional archival materials with access. They offer an assessment in our present moment of the early visions of book history and DH projects. In revisiting these projects, they ask us to shift our thinking on the promises and perils of archival and creative work in different media. Taken together, this volume reconsiders the historical intersections of book history and DH and charts a path for future scholarship across disciplinary boundaries.
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Feminist in a Software Lab
Difference + Design
Tara McPherson
Harvard University Press, 2018

For over a dozen years, the Vectors Lab has experimented with digital scholarship through its online publication, Vectors, and through Scalar, a multimedia authoring platform. The history of this software lab intersects a much longer tale about computation in the humanities, as well as tensions about the role of theory in related projects.

Tara McPherson considers debates around the role of cultural theory within the digital humanities and addresses Gary Hall’s claim that the goals of critical theory and of quantitative or computational analysis may be irreconcilable (or at the very least require “far more time and care”). She then asks what it might mean to design—from conception—digital tools and applications that emerge from contextual concerns of cultural theory and, in particular, from a feminist concern for difference. This path leads back to the Vectors Lab and its ongoing efforts at the intersection of theory and praxis.

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Rhetoric and the Digital Humanities
Edited by Jim Ridolfo and William Hart-Davidson
University of Chicago Press, 2015
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
 

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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What We Teach When We Teach DH
Digital Humanities in the Classroom
Brian Croxall
University of Minnesota Press, 2023

Exploring how DH shapes and is in turn shaped by the classroom

How has the field of digital humanities (DH) changed as it has moved from the corners of academic research into the classroom? And how has our DH praxis evolved through interactions with our students? This timely volume explores how DH is taught and what that reveals about the field of DH. While institutions are formally integrating DH into the curriculum and granting degrees, many instructors are still almost as new to DH as their students. As colleagues continue to ask what digital humanities is, we have the opportunity to answer them in terms of how we teach DH. 

 

The contributors to What We Teach When We Teach DH represent a wide range of disciplines, including literary and cultural studies, history, art history, philosophy, and library science. Their essays are organized around four critical topics at the heart of DH pedagogy: teachers, students, classrooms, and collaborations. This book highlights how DH can transform learning across a vast array of curricular structures, institutions, and education levels, from high schools and small liberal arts colleges to research-intensive institutions and postgraduate professional development programs. 

 

Contributors: Kathi Inman Berens, Portland State U; Jing Chen, Nanjing U; Lauren Coats, Louisiana State U; Scott Cohen, Stonehill College; Laquana Cooke, West Chester U; Rebecca Frost Davis, St. Edward’s U; Catherine DeRose; Quinn Dombrowski, Stanford U; Andrew Famiglietti, West Chester U; Jonathan D. Fitzgerald, Regis College; Emily Gilliland Grover, Notre Dame de Sion High School; Gabriel Hankins, Clemson U; Katherine D. Harris, San José State U; Jacob Heil, Davidson College; Elizabeth Hopwood, Loyola U Chicago; Hannah L. Jacobs, Duke U; Alix Keener, Stanford U; Alison Langmead, U of Pittsburgh; Sheila Liming, Champlain College; Emily McGinn, Princeton U; Nirmala Menon, Indian Institute of Technology; James O’Sullivan, U College Cork; Harvey Quamen, U of Alberta; Lisa Marie Rhody, CUNY Graduate Center; Kyle Roberts, Congregational Library and Archives; W. Russell Robinson, Alabama State U; Chelcie Juliet Rowell, Tufts U; Dibyadyuti Roy, U of Leeds; Asiel Sepúlveda, Simmons U; Andie Silva, York College, CUNY; Victoria Szabo, Duke U; Lik Hang Tsui, City U of Hong Kong; Annette Vee, U of Pittsburgh; Brandon Walsh, U of Virginia; Kalle Westerling, The British Library; Kathryn Wymer, North Carolina Central U; Claudia E. Zapata, UCLA; Benjun Zhu, Peking U.

 

 

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front cover of The Humanities in the Age of Technology
The Humanities in the Age of Technology
Ciriaco Morón Arroyo
Catholic University of America Press, 2002
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
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
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
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
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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Permanent Crisis
The Humanities in a Disenchanted Age
Paul Reitter and Chad Wellmon
University of Chicago Press, 2021

Leads scholars and anyone who cares about the humanities into more effectively analyzing the fate of the humanities and digging into the very idea of the humanities as a way to find meaning and coherence in the world.

The humanities, considered by many as irrelevant for modern careers and hopelessly devoid of funding, seem to be in a perpetual state of crisis, at the mercy of modernizing and technological forces that are driving universities towards academic pursuits that pull in grant money and direct students to lucrative careers. But as Paul Reitter and Chad Wellmon show, this crisis isn’t new—in fact, it’s as old as the humanities themselves. 

Today’s humanities scholars experience and react to basic pressures in ways that are strikingly similar to their nineteenth-century German counterparts. The humanities came into their own as scholars framed their work as a unique resource for resolving crises of meaning and value that threatened other cultural or social goods. The self-understanding of the modern humanities didn’t merely take shape in response to a perceived crisis; it also made crisis a core part of its project. Through this critical, historical perspective, Permanent Crisis can take scholars and anyone who cares about the humanities beyond the usual scolding, exhorting, and hand-wringing into clearer, more effective thinking about the fate of the humanities. Building on ideas from Max Weber and Friedrich Nietzsche to Helen Small and Danielle Allen, Reitter and Wellmon dig into the very idea of the humanities as a way to find meaning and coherence in the world. 

,
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front cover of Rejuvenating the Humanities
Rejuvenating the Humanities
Ray B. Browne
University of Wisconsin Press, 1992
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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Open And Equitable Scholarly Communication Creating A More
Nancy Maron
Assoc of College & Research Libraries, 2019

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The Humanities and the Dream of America
Geoffrey Galt Harpham
University of Chicago Press, 2011

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
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
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
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
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
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
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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Metaphysical Themes in Thomas Aquinas III
John F. Wippel
Catholic University of America Press, 2020
Metaphysical Themes in Thomas Aquinas III is Msgr. John Wippel’s third volume dedicated to the metaphysical thought of Thomas Aquinas. After an introduction, this volume of collected essays begins with Wippel’s interpretation of the discovery of the subject of metaphysics by a special kind of judgment (“separation”). In subsequent chapters, Wippel turns to the relationship between faith and reason, exploring what are known as the preambles of faith. This is followed by two chapters on the important contributions by Cornelio Fabro on Aquinas’s distinction between essence and esse and on participation. The volume continues with articles on Aquinas’s view of creation as a preamble of faith, Aquinas’s much-disputed defense of unicity of substantial form in creatures, his account of the separated soul’s natural knowledge, and Aquinas’s understanding of evil in his De Malo 1. The volume concludes with an article comparing Bonaventure, Aquinas, and Godfrey of Fontaines on the metaphysical composition of angelic beings. Most of these issues were disputed during Aquinas’s time by some of his contemporaries, and the proper understanding of each continues to be debated by various students of his thought today. Wippel’s purpose, therefore, is to help clarify our understanding of Aquinas’s thought on each of these topics, a task that requires the careful analysis of primary sources and of secondary literature and attention to the relative chronology of his writing.
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Ontological Catastrophe
Zizek and the Paradoxical Metaphysics of German Idealism
Joseph Carew
Michigan Publishing Services, 2014
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
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
"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 Dummett
Harvard University Press, 1978

This collection of Michael Dummett’s philosophical essays, spanning more than twenty years, ranges in topic from time to the philosophy of mathematics, but is unified by a steady philosophical outlook. The essays are, in one way or another, informed by Dummett’s concern with metaphysical questions and his belief that the correct approach to them is via the theory of meaning. Reflected here is Dummett’s conviction that the concept of truth is of central importance both for the theory of meaning and for metaphysics. As he sees it, an adequate elucidation of the concept of truth requires nothing less than the construction of a satisfactory theory of meaning. At the same time, resolution of the traditional problems of metaphysics turns critically upon the way in which the concept of truth applies to each of various large ranges of statements, and especially upon whether the statements in each such range satisfy the principle that every statement must be true or false.

The book includes all Dummett’s philosophical essays that were published or given as public lectures before August 1976, with the exception of a few he did not think it worthwhile to reprint and of the two entitled “What Is a Theory of Meaning?” One essay appears here for the first time in English and two have not been previously published. In an extensive preface, Dummett comments on the essays and seeks to relate them to the philosophical background against which they were written.

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Claim Of Language
A Case For The Humanities
Christopher Fynsk
University of Minnesota Press, 2004

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Of Mind and Other Matters
Nelson Goodman
Harvard University Press, 1984

Of Mind and Other Matters displays perhaps more vividly than any one of Nelson Goodman’s previous books both the remarkable diversity of his concerns and the essential unity of his thought.

Many new studies are incorporated in the book, along with material, often now augmented or significantly revised, that he has published during the last decade. As a whole the volume will serve as a concise introduction to Goodman’s thought for general readers, and will develop its more recent unfoldings for those philosophers and others who have grown wiser with his books over the years.

Goodman transcends the narrow “scientism and humanism that set the sciences and the arts in opposition”; his insights derive from both formal philosophy and cognitive psychology. As Hilary Putnam has noted, Goodman “prefers concrete and partial progress to grand and ultimately empty visions”; and here are illuminating studies of topics ranging from science policy and museum administration and art education to narrative in literature and painting and the analysis of elusive aspects of literal and metaphorical reference. All these are ramifications of Goodman’s profound and often revolutionary philosophical work on the ways we understand and even make the worlds we live in.

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Differend
Phrases in Dispute
Jean-Francois Lyotard
University of Minnesota Press, 1989

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Mind, Value, and Reality
John McDowell
Harvard University Press, 2001
This volume collects some of John McDowell's influential papers, written at various times over the last two decades. One group of essays deals mainly with issues in the interpretation of the ethical writings of Aristotle and Plato. A second group of papers contains more direct treatments of questions in moral philosophy that arise naturally out of reflection on the Greek tradition. Some of the essays in the second group exploit Wittgensteinian ideas about reason in action, and they open into the third group of papers, which contains readings of central elements in Wittgenstein's difficult later work. A fourth group deals with issues in the philosophy of mind and with questions about personal identity and the special character of first-personal thought and speech.
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Person, Being, and History
Michael Baur
Catholic University of America Press, 2011
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
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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Confessions of a Confirmed Extensionalist and Other Essays
W. V. Quine
Harvard University Press, 2008

W. V. Quine created a new way of looking at the eternal questions of philosophy and their interconnections. His investigations into semantics and epistemology, ontology and causality, natural kinds, time, space, and individuation transformed the philosophical landscape for generations to come. In the twenty years between his last collection of essays and his death in 2000, Quine continued his work, producing a number of impressive essays in which he deepened, elaborated, and occasionally modified his position on central philosophical issues. The last of these essays, which gives this collection its name, appeared in 2002.

This volume collects the main essays from this last, productive period of Quine’s prodigious career. It also includes some notable earlier essays that were not included in the previous collections although they contain illuminating discussions and are quite often referred to by other philosophers and also by Quine himself in his later writings. These essays, along with several manuscripts published here for the first time, offer a more complete and highly defined picture than ever before of one of the twentieth century’s greatest thinkers working at the height of his powers.

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Consequences Of Pragmatism
Essays 1972-1980
Richard Rorty
University of Minnesota Press, 1982
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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Re-Engineering Philosophy for Limited Beings
Piecewise Approximations to Reality
William C. Wimsatt
Harvard University Press, 2007

Analytic philosophers once pantomimed physics: they tried to understand the world by breaking it down into the smallest possible bits. Thinkers from the Darwinian sciences now pose alternatives to this simplistic reductionism.

In this intellectual tour--essays spanning thirty years--William Wimsatt argues that scientists seek to atomize phenomena only when necessary in the search to understand how entities, events, and processes articulate at different levels. Evolution forms the natural world not as Laplace's all-seeing demon but as a backwoods mechanic fixing and re-fashioning machines out of whatever is at hand. W. V. Quine's lost search for a "desert ontology" leads instead to Wimsatt's walk through a tropical rain forest.

This book offers a philosophy for error-prone humans trying to understand messy systems in the real world. Against eliminative reductionism, Wimsatt pits new perspectives to deal with emerging natural and social complexities. He argues that our philosophy should be rooted in heuristics and models that work in practice, not only in principle. He demonstrates how to do this with an analysis of the strengths, the limits, and a recalibration of our reductionistic and analytic methodologies. Our aims are changed and our philosophy is transfigured in the process.

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Studies in the History of Philosophy and Religion
Harry Austryn Wolfson
Harvard University Press, 1973
Readers familiar with the luminous scholarly contributions of Harry Austryn Wolfson will welcome this rich collection of essays that have been previously published in widely dispersed journals and books, The articles range over Aristotle and Plato; Philo; the Church Fathers; and Arabic, Jewish, and Christian philosophers of the Middle Ages: Averroes and Avicenna, Maimonides, and Thomas Aquinas. The twenty-eight pieces are arranged in such a manner that ideas develop and are pursued from one article to the next, forming a coherent whole. According to the editors, "This volume reflects the most basic biographical fact about Wolfson: his life has been one of unflagging commitment, uninterrupted creativity, and truly remarkable achievement...Wolfson's scholarship will be viewed with awe and admiration and his impact will be durable. He has added new dimensions to philosophical scholarship and illuminated wide areas of religious thought, plotting the terrain, blazing trails, and erecting guideposts for scores of younger scholars."
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Philosophy Goes To School
Matthew Lipman
Temple University Press, 1988

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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