This book brings new attention to Simon Rawidowicz (1897–1957), the wide-ranging Jewish thinker and scholar who taught at Brandeis University in the 1950s. At the heart of Myers’ book is a chapter that Rawidowicz wrote as a coda to his Hebrew tome Babylon and Jerusalem (1957) but never published. In it, Rawidowicz shifted his decades-long preoccupation with the “Jewish Question” to what he called the “Arab Question.” Asserting that the “Arab Question” had become a most urgent political and moral matter for Jews after 1948, Rawidowicz called for an end to discrimination against Arabs resident in Israel—and more provocatively, for the repatriation of Arab refugees from 1948. Myers’ book is divided into two main sections. Part I introduces the life and intellectual development of Rawidowicz. It traces the evolution of his thinking about the “Jewish Question,” namely, the status of Jews as a national minority in the Diaspora. Part II concentrates on the shift occasioned by the creation of the State of Israel, when Jews assumed political sovereignty and entered into a new relationship with the native Arab population. Myers analyzes the structure, content, and context of Rawidowicz’s unpublished chapter on the “Arab Question,” paying particular attention to Rawidowicz’s calls for an end to discrimination against Arabs in Israel, on the one hand, and for the repatriation of those refugees who left Palestine in 1948, on the other. The volume also includes a full English translation of “Between Jew and Arab,” a timeline of significant events, and an appendix of official legal documents from Israel and the international community pertaining to the conflict.

When Vladimir Nabokov was up for a chair in literature at Harvard, the linguist Roman Jakobson protested: “What’s next? Shall we appoint elephants to teach zoology?” That anecdote, with which D. G. Myers begins The Elephants Teach, perfectly frames the issues this book tackles.  

Myers explores more than a century of debate over how writing should be taught and whether it can or should be taught in a classroom at all. Along the way, he incorporates insights from a host of poets and teachers, including Henry Wadsworth Longfellow, Ralph Waldo Emerson, Robert Frost, John Berryman, John Dewey, Lionel Trilling, Robert Lowell, Ezra Pound, and Saul Bellow. And from his exhaustive research, Myers extracts relevant background information on nineteenth-century educational theory; shifts in technology, publishing, and marketing; the growth of critical theory in this country; and the politics of higher education. While he shows how creative writing has become a machine for creating more creative writing programs, Myers also suggests that its history supplies a precedent for something different—a way for creativity and criticism, poetry and scholarship, to join together to produce not just writing programs but good writers. 

Updated with fresh commentary on what’s happened to creative writing in the academy since the first edition was published ten years ago, The Elephants Teach will be indispensable for students and teachers of writing, literature, and literary history.

From his first book, From Spanish Court to Italian Ghetto, to his well-known volume on Jewish memory, Zakhor, to his treatment of Sigmund Freud in Freud’s Moses, Yosef Hayim Yerushalmi (1932–2009) earned recognition as perhaps the greatest Jewish historian of his day, whose scholarship blended vast erudition, unfettered creativity, and lyrical beauty. This volume charts his intellectual trajectory by bringing together a mix of classic and lesser-known essays from the whole of his career. The essays in this collection, representative of the range of his writing, acquaint the reader with his research on early modern Spanish Jewry and the experience of crypto-Jews, varied reflections on Jewish history and memory, and Yerushalmi’s enduring interest in the political history of the Jews. Also included are a number of little-known autobiographical recollections, as well as his only published work of fiction.

Bringing together leading conservation scholars and professionals from around the world, this volume offers a timely look at values-based approaches to heritage management.
 
Over the last fifty years, conservation professionals have confronted increasingly complex political, economic, and cultural dynamics. This volume, with contributions by leading international practitioners and scholars, reviews how values-based methods have come to influence conservation, takes stock of emerging approaches to values in heritage practice and policy, identifies common challenges and related spheres of knowledge, and proposes specific areas in which the development of new approaches and future research may help advance the field.

The free online edition of this open-access book is available at www.getty.edu/publications/heritagemanagement/ and includes zoomable illustrations. Also available are free PDF, EPUB, and Kindle/MOBI downloads of the book.