The scientific, political, and economic policy debates about the global environmental crisis have tended to ignore its historical, ethical, religious, and aesthetic dimensions. This book redresses that omission by highlighting these humanistic components that are integral to the fabric of our ecological understanding and, consequentially, essential to a broad, multidisciplinary approach to environmental studies and public policy initiatives.

In this slim volume, seven world-class scholars discuss the wide range of perspectives that the fields of literature, history, religion, philosophy, environmental ethics, and anthropology bring to the natural environment and our place in it. The preface summarizes the development of the religion and ecology movement; the editor’s critical introduction highlights the essays’ major themes. Bringing insights from the humanities to bear on ecological concerns, this volume will appeal to a wide audience in the humanities and environmental studies, policy makers, and the general public. The book represents a continuation of the Center for the Study of World Religions’ highly regarded Religions of the World and Ecology series.

The rare and beautiful Gostling Manuscript is a primary source for the anthems of Henry Purcell and other major composers of the English Restoration period. Listed as missing since its sale to an anonymous buyer in 1935, the manuscript was eventually discovered in the Humanities Research Center at the University of Texas at Austin. This facsimile edition of the Gostling Manuscript (sometimes referred to by scholars as the "W. Kennedy Gostling Manuscript") made the document available to a wide audience for the first time in its history.

The anthems in this volume were assembled by the Reverend John Gostling, a celebrated bass soloist and an assiduous collector of the contemporary music of his day. His musical taste and editorial judgment, not to mention his skill as a copyist, were excellent. The Gostling Manuscript, completed around 1706, is considered essential for collating and editing some of the best anthems of the period. These sixty-four pieces, fair-copied in full score, include seventeen by Purcell; twenty-four by John Blow; four each by William Turner, Pelham Humfrey, and Jeremiah Clark; three each by Matthew Locke and Thomas Tudway; one by both William Child and Francis Pigott; and three arrangements by Henry Aldrich of anthems by Carissimi, Byrd, and Wise.

Gostling appended inscriptions to many of the pieces, giving the date and circumstances of composition, notes of considerable value to the musical historian. This folio-size facsimile edition will serve not only as an invaluable anthology but also as a unique and singularly helpful source of information about English musical life in the late seventeenth and early eighteenth centuries.

The foreword by Franklin B. Zimmerman provides a brief history of the Gostling Manuscript.

Protestant missionaries in Latin America. Colonial "civilizers" in the Pacific. Peace Corps Volunteers in Africa. Since the 1890s, thousands of American teachers--mostly young, white, middle-class, and inexperienced--have fanned out across the globe. Innocents Abroad tells the story of what they intended to teach and what lessons they learned.

Drawing on extensive archives of the teachers' letters and diaries, as well as more recent accounts, Jonathan Zimmerman argues that until the early twentieth century, the teachers assumed their own superiority; they sought to bring civilization, Protestantism, and soap to their host countries. But by the mid-twentieth century, as teachers borrowed the concept of "culture" from influential anthropologists, they became far more self-questioning about their ethical and social assumptions, their educational theories, and the complexity of their role in a foreign society.

Filled with anecdotes and dilemmas--often funny, always vivid--Zimmerman's narrative explores the teachers' shifting attitudes about their country and themselves, in a world that was more unexpected and unsettling than they could have imagined.

Language in Use creatively brings together, for the first time, perspectives from cognitive linguistics, language acquisition, discourse analysis, and linguistic anthropology. The physical distance between nations and continents, and the boundaries between different theories and subfields within linguistics have made it difficult to recognize the possibilities of how research from each of these fields can challenge, inform, and enrich the others. This book aims to make those boundaries more transparent and encourages more collaborative research.

The unifying theme is studying how language is used in context and explores how language is shaped by the nature of human cognition and social-cultural activity. Language in Use examines language processing and first language learning and illuminates the insights that discourse and usage-based models provide in issues of second language learning. Using a diverse array of methodologies, it examines how speakers employ various discourse-level resources to structure interaction and create meaning. Finally, it addresses issues of language use and creation of social identity.

Unique in approach and wide-ranging in application, the contributions in this volume place emphasis on the analysis of actual discourse and the insights that analyses of such data bring to language learning as well as how language shapes and reflects social identity—making it an invaluable addition to the library of anyone interested in cutting-edge linguistics.

“This book began in what seemed like a counterfactual intuition . . . that what had been happening in Nicaraguan poetry was essential to the victory of the Nicaraguan Revolution,” write John Beverley and Marc Zimmerman. “In our own postmodern North American culture, we are long past thinking of literature as mattering much at all in the ‘real’ world, so how could this be?” This study sets out to answer that question by showing how literature has been an agent of the revolutionary process in Nicaragua, El Salvador, and Guatemala.

The book begins by discussing theory about the relationship between literature, ideology, and politics, and charts the development of a regional system of political poetry beginning in the late nineteenth century and culminating in late twentieth-century writers. In this context, Ernesto Cardenal of Nicaragua, Roque Dalton of El Salvador, and Otto René Castillo of Guatemala are among the poets who receive detailed attention.

The writer Nakagami Kenji (1946-1992) rose to fame in the mid-1970s for his vivid stories about a clan scarred by violence and poverty on the underside of the Japanese economic miracle. Drawing upon the lives, experiences, and languages of the burakumin, the outcaste communities long discriminated against in Japanese society as a defiled underclass, Nakagami's works of fiction and nonfiction record with vitality and violence the realities—actual and imagined—of buraku culture.

In this critical study of Nakagami's life and oeuvre, Eve Zimmerman delves into the writer's literary world, exploring the genres, forms, and themes with which Nakagami worked and experimented. These chapters trace the biographical thread running through his works while foregrounding such diverse facets of his writing as his interest in the modern possibilities of traditional myths and forms of storytelling, his deployment of shocking tropes and images, and his crafting of a unique poetic language.

By bringing to the fore the literary urgency and social engagement that informed all aspects of Nakagami's creative and intellectual production, from his works of prose and poetry to his criticism, this book argues eloquently and effectively for us to appreciate Nakagami as a distinctive and relevant voice in modern Japanese literature.

A substantial number of American children experience poverty: about 17 percent of those under the age of eighteen meet the government’s definition, and the proportion is even greater within minority groups. Childhood poverty can have lifelong effects, resulting in poor educational, labor market, and physical and mental health outcomes for adults. These problems have long been recognized, and there are numerous programs designed to alleviate or even eliminate poverty; as these programs compete for scarce resources, it is important to develop a clear view of their impact as tools for poverty alleviation.

Targeting Investments in Children tackles the problem of evaluating these programs by examining them using a common metric: their impact on earnings in adulthood. The volume’s contributors explore a variety of issues, such as the effect of interventions targeted at children of different ages, and study a range of programs, including child care, after-school care, and drug prevention. The results will be invaluable to educational leaders and researchers as well as policy makers.

Urban Infrastructures creates space for an encounter between historians, humanists, and social scientists who seek new methodological approaches to the history of urban infrastructure. It draws on recent work across history, anthropology, science and technology studies, geography, resilience/sustainability, and other disciplines to explore the social effects of infrastructure. The volume rejects narrow conceptions of infrastructure history as only the history of public works, and instead expands the definition to all business enterprises and public bodies that provide the goods and services essential for the day-to-day lives of most people. Essays examine traditional artifacts such as roads, highways, and waterworks, as well as nontraditional topics like regimes of heating and cooling, the processing and distribution of food, and even the metaphysics of electromagnetic infrastructure. Contributors reveal both the material grounding of urban social relations and the social life of material infrastructure. In the end, they show that infrastructure profoundly reshapes urban life even as residents fight to reshape infrastructure to their own ends.

What do America’s children learn about American history, American values, and human decency? Who decides? In this absorbing book, Jonathan Zimmerman tells the dramatic story of conflict, compromise, and more conflict over the teaching of history and morality in twentieth-century America.

In history, whose stories are told, and how? As Zimmerman reveals, multiculturalism began long ago. Starting in the 1920s, various immigrant groups—the Irish, the Germans, the Italians, even the newly arrived Eastern European Jews—urged school systems and textbook publishers to include their stories in the teaching of American history. The civil rights movement of the 1960s and ’70s brought similar criticism of the white version of American history, and in the end, textbooks and curricula have offered a more inclusive account of American progress in freedom and justice.

But moral and religious education, Zimmerman argues, will remain on much thornier ground. In battles over school prayer or sex education, each side argues from such deeply held beliefs that they rarely understand one another’s reasoning, let alone find a middle ground for compromise. Here there have been no resolutions to calm the teaching of history. All the same, Zimmerman argues, the strong American tradition of pluralism has softened the edges of the most rigorous moral and religious absolutism.