A SCHOLARLY BOOK REPOSITORY
A tremendous amount of money flows—particularly within the sphere of East Asian studies, the contributors claim—from foreign agencies and governments to U.S. universities to underwrite courses on their histories and societies. In the process, this volume argues, such funds have gone beyond support to the wholesale subsidization of students in graduate programs, threatening the very integrity of research agendas. Native authority has been elevated to a position of primacy; Asian-born academics are presumed to be definitive commentators in Asian studies, for example. Area studies, the contributors believe, has outlived the original reason for its construction. The essays in this volume examine particular topics such as the development of cultural studies and hyphenated studies (such as African-American, Asian-American, Mexican-American) in the context of the failure of area studies, the corporatization of the contemporary university, the prehistory of postcolonial discourse, and the problematic impact of unformulated political goals on international activism.
Learning Places points to the necessity, the difficulty, and the possibility in higher education of breaking free from an entrenched Cold War narrative and making the study of a specific area part of the agenda of education generally. The book will appeal to all whose research has a local component, as well as to those interested in the future course of higher education generally.
Contributors. Paul A. Bové, Rey Chow, Bruce Cummings, James A. Fujii, Harry Harootunian, Masao Miyoshi, Tetsuo Najita, Richard H. Okada, Benita Parry, Moss Roberts, Bernard S. Silberman, Stefan Tanaka, Rob Wilson, Sylvia Yanagisako, Mitsuhiro Yoshimoto
This remarkable book is both an intimate portrait of the man and a fascinating account of the political dilemmas that he faced—and that still face us today. It explains how an educated man adopts a position of supporting violence. And while his position softens, Sivaram remains critical of the liberal principles that govern Western policy. Written by a close friend, this unique account highlights some of the most difficult political questions facing us today.
Whether describing the scene in China where the devastated landscape is reconstructed according to old paintings, or in the galactic realm of the Starway where giant, turf-battling, corporate colonizing forces exploit the universe’s resources, Kluge tells his tale by inventing various forms of “evidence” that satirize the discourses of administrative bureaucracy, the law, military security, and the media. He gives us some of his most bizarre and hilarious characters in this peculiar world in which the remains of the past are mixed with the most advanced elements of the future. The cast includes highly specialized women workers who have adapted to the massive gravitational field of their heavy-metal planets, a commander with lethal foot-fungus, and ex-Nazi space pioneers who, in their lonely exile from the conflagrations on earth, spend their time carving enormous facsimiles of operatic sheet music in the forests of uninhabited planets.
With parody, and humor, Kluge shows how the survivors of Armageddon attempt to learn the art of civilization, and, despite the disaster they have suffered, how they set out to reproduce at new sites a caricature of a classic and fascistic feudal capitalism.
Hilde Bruch sets out to accomplish what has, until now, been virtually impossible—the teaching of psychotherapy by use of the written word, communicating the wisdom of a lifetime. Perhaps Dr. Bruch’s unique success at a task that has been tried and tried again, only to result in stereotyped dos and don’ts, stems from her own learning experiences with two great teachers: Harry Stack Sullivan and Frieda Fromm-Reichmann.
Dr. Bruch shares her knowledge of the essential purpose of intensive psychotherapy as it has been shaped over her many years as a psychiatrist, psychoanalyst, and teacher. She sets forth a theoretical frame in straightforward and unmystical language without minimizing the complexities of demand that therapy makes on both patient and therapist.
The reader accompanies the therapist from his first encounter with the stranger who comes to him with his trouble through the various steps that lead to the resolution of the problems. The patient is viewed as a participant in a multifaceted system of many experiences and people, not as an individual isolated from the world around him. In Dr. Bruch’s conception, psychotherapy is a situation where two people interact and try to come to an understanding of one another, with the specific goal of accomplishing something beneficial for the complaining person. The factors that help or hinder the attainment of this interaction are spelled out in the book, and the entire process of learning psychotherapy is thereby illuminated.
In an American society both increasingly diverse and increasingly segregated, the signals children receive about race are more confusing than ever. In this context, how do children negotiate and make meaning of multiple and conflicting messages to develop their own ideas about race? Learning Race, Learning Place engages this question using in-depth interviews with an economically diverse group of African American children and their mothers.
Through these rich narratives, Erin N. Winkler seeks to reorient the way we look at how children develop their ideas about race through the introduction of a new framework—comprehensive racial learning—that shows the importance of considering this process from children’s points of view and listening to their interpretations of their experiences, which are often quite different from what the adults around them expect or intend. At the children’s prompting, Winkler examines the roles of multiple actors and influences, including gender, skin tone, colorblind rhetoric, peers, family, media, school, and, especially, place. She brings to the fore the complex and understudied power of place, positing that while children’s racial identities and experiences are shaped by a national construction of race, they are also specific to a particular place that exerts both direct and indirect influence on their racial identities and ideas.
An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”?
Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.
Laura, Christina, Luz, Maria, and Ruben, as the author calls them, had daunting challenges: difficulties with English, extremely low self-confidence, teenage motherhood, conflict between gender roles and personal desires, and a history of gang membership. Focusing on the importance of constructing a new identity as a successful student, Reynaldo Reyes III shares with readers the experiences of these marginalized students. Their stories, coupled with perspectives from instructors, CAMP staff and counselors, and the author’s own observations, illustrate the influence of past schooling, the persistence of culture, and the tensions and challenges inherent in developing a new identity.
This is a study of students who came from the margins and, in a very short time, moved toward the mainstream. In the micro view, it provides extraordinarily useful case studies of a successful intervention program in process. In the larger scope, it is a look at the socially constructed nature of possibility, hope, and success.
Learning Theory in School Situations was first published in 1949. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
For half a century, Dr. Medicine has defied stereotypes, racism, and sexism in her life and work while combating the reductive, patronizing views of Native Americans perpetuated by mainstream anthropologists. This retrospective collection reflects her unswerving commitment to furthering Native Americans' ability to speak for themselves and deal with the problems of contemporary life.
Learning to Be an Anthropologist and Remaining "Native" includes Medicine's clear-eyed views of assimilation, bilingual education, and the adaptive strategies by which Native Americans have conserved and preserved their ancestral languages. Her discussions of sex roles in contemporary Native American societies encompass homosexual orientation among males and females and the "warrior woman" role among Plains Indians as one of several culturally accepted positions according power and prestige to women. The volume also includes Medicine's thoughtful assessments of kinship and family structures, alcoholism and sobriety, the activism implicit in the religious ritual of the Lakota Sioux Sun Dance, and the ceremonial uses of Lakota star quilts.
"The Native American is possibly the least understood ethnic minority in contemporary American society," Medicine observes. Her decades of deliberate, generous, dedicated work have done much to reveal the workings of Native culture while illuminating the effects of racism and oppression on Indian families, kinship units, and social and cultural practices.
Drawing on extensive ethnographic observations, Reyes shows how college campuses shape much more than students’ academic and occupational trajectories; they mold students’ ideas about inequality and opportunity in America, their identities, and even how they intend to practice politics.
In examining these two events, Nagl—the subject of a recent New York Times Magazine cover story by Peter Maass—argues that organizational culture is key to the ability to learn from unanticipated conditions, a variable which explains why the British army successfully conducted counterinsurgency in Malaya but why the American army failed to do so in Vietnam, treating the war instead as a conventional conflict. Nagl concludes that the British army, because of its role as a colonial police force and the organizational characteristics created by its history and national culture, was better able to quickly learn and apply the lessons of counterinsurgency during the course of the Malayan Emergency.
With a new preface reflecting on the author's combat experience in Iraq, Learning to Eat Soup with a Knife is a timely examination of the lessons of previous counterinsurgency campaigns that will be hailed by both military leaders and interested civilians.
In Learning to Glow, twenty-four essays testify to many of the unsuspected human and environmental costs of atomic science. They show that Americans have paid a terrible price for supposedly "winning" the Cold War--for although the nuclear nightmare may be over, we are still living with nuclear threats every day. Writers such as Scott Russell Sanders, Terry Tempest Williams, and Barbara Kingsolver reveal the psychic and emotional fallout of the Cold War and of subsequent developments in nuclear science. The essays include personal testimonies of what it was like to grow up with family members in nuclear-related jobs; hard-hitting journalism on the health and environmental costs of our nuclear policies and practices; and poignant stories of coming to terms with nuclear power, including contributions by writers who revisit Hiroshima in an attempt to heal the wounds left by the Bomb.
These essays offer an alternative to the official version of nuclear history as told to us by school textbooks, government authorities, and nuclear industry officials. They are stories of and by ordinary people who have suffered the consequences of the decisions made by those in power-stories that have been largely ignored, dismissed, or suppressed. They will challenge readers to re-examine their preconceptions about the way we deal with issues of nuclear arms and radioactive waste because they show that nuclear history does not belong to experts but to us all.
Contributors:
Marilou Awiakta
John Bradley
Jim Carrier
Alison Hawthorne Deming
Mary Dickson
Edward Dougherty
Ray Gonzalez
Karl Grossman
Sonya Huber
Barbara Kingsolver
Valerie Kuletz
Mary Laufer
Kay Mack
Craig McGrath
Bill Mesler
Richard H. Minear
Randy Morris
Mayumi Oda
Catherine Quigg
Richard Rawles
Kenneth Robbins
Scott Russell Sanders
David Seaborg
Terry Tempest Williams
Bill Witherup
Phil Woods
An award-winning cognitive scientist offers a counterintuitive guide to cultivating imagination.
Imagination is commonly thought to be the special province of youth—the natural companion of free play and the unrestrained vistas of childhood. Then come the deadening routines and stifling regimentation of the adult world, dulling our imaginative powers. In fact, Andrew Shtulman argues, the opposite is true. Imagination is not something we inherit at birth, nor does it diminish with age. Instead, imagination grows as we do, through education and reflection.
The science of cognitive development shows that young children are wired to be imitators. When confronted with novel challenges, they struggle to think outside the box, and their creativity is rigidly constrained by what they deem probable, typical, or normal. Of course, children love to “play pretend,” but they are far more likely to simulate real life than to invent fantasy worlds of their own. And they generally prefer the mundane and the tried-and-true to the fanciful or the whimsical.
Children’s imaginations are not yet fully formed because they necessarily lack knowledge, and it is precisely knowledge of what is real that provides a foundation for contemplating what might be possible. The more we know, the farther our imaginations can roam. As Learning to Imagine demonstrates, the key to expanding the imagination is not forgetting what you know but learning something new. By building upon the examples of creative minds across diverse fields, from mathematics to religion, we can consciously develop our capacities for innovation and imagination at any age.
Learning to Listen to the Land represents the sounding of an alarm. It's authors call on us to recognize the consequences of our actions, and inactions, and to develop a sense of connection with the earth.
Since the mid-1960s, the war on crime has reshaped public attitudes about state authority, criminal behavior, and the responsibilities of citizenship. But how have American writers grappled with these changes? What happens when a journalist approaches the workings of organized crime not through its legendary Godfathers but through a workaday, low-level figure who informs on his mob? Why is it that interrogation scenes have become so central to prime-time police dramas of late? What is behind writers’ recent fascination with “cold case” homicides, with private security, or with prisons?
In Learning to Live with Crime, Christopher P. Wilson examines this war on crime and how it has made its way into cultural representation and public consciousness. Under the sway of neoconservative approaches to criminal justice and public safety, Americans have been urged to see crime as an inevitable risk of modern living and to accept ever more aggressive approaches to policing, private security, and punishment. The idea has been not simply to fight crime but to manage its risks; to inculcate personal vigilance in citizens; and to incorporate criminals’ knowledge through informants and intelligence gathering. At its most scandalous, this study suggests, contemporary law enforcement has even come to mimic crime’s own operations.
How does education shape political rivalry and hostility? The Partition of the Indian subcontinent in 1947—the violence that followed it, and its living legacy of rival nationalisms—has made a deep and pervasive impact on education in both India and Pakistan. In Learning to Live with the Past, educationist Krishna Kumar dwells on the complex terrain every history teacher has to navigate: how to make the past come alive without running the risk of creating a desire to lose this “pastness.”
Substantiating this question with a wealth of experiences gained from his extensive research on history textbooks, as well as his interactions with students and teachers in both countries, Kumar explores the integral function the discipline of history plays in the project of nation-building. To help children learn to live with the past, Kumar amplifies the need for spaces that create possibilities for inquiries into a “longer” common heritage shared by South Asia without necessarily denying a national narrative or encouraging an urge to undo the past.
This handy guide to the visual arts is designed to provide a comprehensive view of art, moving from the analytic study of specific works to a consideration of broad principles and technical matters. Forty-four carefully selected illustrations afford an excellent sampling of the wide range of experience awaiting the explorer.
The second edition of Learning to Look includes a new chapter on twentieth-century art. Taylor's thoughtful discussion of pure forms and our responses to them gives the reader a few useful starting points for looking at art that does not reproduce nature and for understanding the distance between contemporary figurative art and reality.
Learning to Love offers a range of perspectives on the embodied, relational, affective, and sociopolitical project of “learning to love” at the New Life Center for Holistic Growth, a popular “mind-body-spirit” bookstore and practice space in northeast China, in the early part of the 21st century. This intimate form of self-care exists alongside the fast-moving, growing capitalist society of contemporary China and has emerged as an understandable response to the pressures of Chinese industrialized life in the early 21st century. Opening with an investigation of the complex ways newcomers to the center suffered a sense of being “off,” both in and with the world at multiple scales, Learning to Love then examines how new horizons of possibility are opened as people interact with one another as well as with a range of aesthetic objects at New Life.
Author Sonya Pritzker draws upon the core concepts of scalar intimacy—a participatory, discursive process in which people position themselves in relation to others as well as dominant ideologies, concepts, and ideals—and scalar inquiry—the process through which speakers interrogate these forms, their relationship with them, and their participation in reproducing them. In demonstrating the collaborative interrogation of culture, history, and memory, she examines how these exercises in physical, mental, and spiritual self-care allow participants to grapple with past social harms and forms of injustice, how historical systems of power—including both patriarchal and governance structures—continue in the present, and how they might be transformed in the future. By examining the interactions and relational experiences from New Life, Learning to Love offers a range of novel theoretical interventions into political subjectivity, temporality, and intergenerational trauma/healing.
In Learning to Perform Carol Simpson Stern and Bruce Henderson enliven the dialogue between theory and practice for actors and teachers alike. Beginning with an overview of the study of literary and cultural texts through performance, Stern and Henderson then translate literary and performance theory into concrete classroom experience. Learning to Perform presents a dynamic performance methodology that offers the tools students need to develop and refine performance skills, analyze texts, and think and reflect critically on performed texts. By addressing an expanded sense of text that includes cultural as well as literary artifacts, the authors bridge the gap between oral interpretation and the more inclusive field of performance studies that overarches it.
For the most part, religious motives underlay reading instruction in colonial America, while secular motives led to writing instruction. Monaghan illuminates the history of these activities through a series of deeply researched and readable case studies. An Anglican missionary battles mosquitoes and loneliness to teach the New York Mohawks to write in their own tongue. Puritan fathers model scriptural reading for their children as they struggle with bereavement. Boys in writing schools, preparing for careers in counting houses, wield their quill pens in the difficult task of mastering a "good hand." Benjamin Franklin learns how to compose essays with no teacher but himself. Young orphans in Georgia write precocious letters to their benefactor, George Whitefield, while schools in South Carolina teach enslaved black children to read but never to write.
As she tells these stories, Monaghan clears new pathways in the analysis of colonial literacy. She pioneers in exploring the implications of the separation of reading and writing instruction, a topic that still resonates in today's classrooms.
Monaghan argues that major improvements occurred in literacy instruction and acquisition after about 1750, visible in rising rates of signature literacy. Spelling books were widely adopted as they key text for teaching young children to read; prosperity, commercialism, and a parental urge for gentility aided writing instruction, benefiting girls in particular. And a gentler vision of childhood arose, portraying children as more malleable than sinful. It promoted and even commercialized a new kind of children's book designed to amuse instead of convert, laying the groundwork for the "reading revolution" of the new republic.
Learning to See lays solid groundwork for teaching and studying ASL by outlining the structure of this unique visual language. Myths and misconceptions about ASL are laid to rest at the same time that the fascinating, multifaceted elements of Deaf culture are described. Students will be able to study ASL and gain a thorough understanding of the cultural background, which will help them to grasp the language more easily. An explanation of the linguistic basis of ASL follows, leading into the specific, and above all, useful information on teaching techniques.
This practical manual systematically presents the steps necessary to design a curriculum for teaching ASL, including the special features necessary for training interpreters. The new Learning to See again takes its place at the forefront of texts on teaching ASL as a second language, and it will prove to be indispensable to educators and administrators in this special discipline.
Hughes traces the transformations of tobacco and its use over time, from its role as a hallucinogen in Native American shamanistic ritual to its use as a prophylactic against the plague and a cure for cancer by early Europeans, and finally to the current view of smoking as a global pandemic. He then analyzes tobacco from the perspective of the individual user, exploring how its consumption relates to issues of identity and life changes. Comparing sociocultural and personal experiences, Hughes ultimately asks what the patterns of tobacco use mean for the clinical treatment of smokers and for public policy on smoking. Pointing the way, then, to a more learned and sophisticated understanding of tobacco use, this study will prove to be essential reading for anyone interested in the history of smoking and the sociology of addiction.
True religious faith cannot be confirmed by any external proofs. Rather, it is founded on a basic act of trust—and the common root of that trust, for Jewish, Christian, and Islamic traditions, is a belief in the divine creation of the universe. But with Learning to Trust in Freedom, David B. Burrell asks the provocative question: How do we reach that belief, and what is it about the universe that could possibly testify to its divine origins? Even St. Augustine, he points out, could only find faith after a harrowing journey through the lures of desire—and it is that very desire that Burrell seizes on as a tool with which to explore the origin and purpose of the world. Delving deep into the intertwinings of desire and faith, and drawing on St. John of the Cross, Edith Stein, and Charles Taylor, Burrell offers a new understanding of free will, trust, and perception.
Learning to Unlearn: Decolonial Reflections from Eurasia and the Americas is a complex, multisided rethinking of the epistemic matrix of Western modernity and coloniality from the position of border epistemology. Colonial and imperial differences are the two key concepts to understanding how the logic of coloniality creates ontological and epistemic exteriorities. Being at once an enactment of decolonial thinking and an attempt to define its main grounds, mechanisms, and concepts, the book shifts the politics of knowledge from “studying the other” (culture, society, economy, politics) toward “the thinking other” (the authors).
Addressing areas as diverse as the philosophy of higher education, gender, citizenship, human rights, and indigenous agency, and providing fascinating and little-known examples of decolonial thinking, education, and art, Madina V. Tlostanova and Walter D. Mignolo deconstruct the modern architecture of knowledge—its production and distribution as manifested in the corporate university. In addition, the authors dwell on and define the echoing global decolonial sensibilities as expressed in the Americas and in peripheral Eurasia. The book is an important addition to the emerging transoceanic inquiries that introduce decolonial thought and non-Western border epistemologies not only to update or transform disciplines but also to act and think decolonially in the global futures to come.
An open challenge to Common Core’s drive for uniformity
Nicholas Tampio watched as his kindergartner’s class shifted from one where teachers, aides, parents, and students worked hard to create a rewarding educational experience to one in which teachers delivered hours-long lectures using packaged lesson plans. Learning versus the Common Core explains how standards-based education reform is transforming nearly every aspect of public education by looking closely at the standards, the agenda of people pushing standards-based reform, and how these fit within a global pattern of education reform. With a nod to the philosophy of John Dewey, Tampio concludes with a vision of what democratic education can look like today—and how people can form rhizomatic alliances across different political and ethical backgrounds to fight the Common Core.
Forerunners: Ideas First
Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead
Learning Whiteness examines the material conditions, knowledge politics and complex feelings that create and relay systems of racial domination. Focusing on Australia, the authors demonstrate how whiteness is fundamentally an educational project – taught within education institutions and through public discourse – in active service of the settler colonial state.
To see whiteness as learned is to recognize that it can be confronted. This book invites readers to reckon with past and present politics of education in order to imagine a future thoroughly divested from racism.
Learning Whiteness examines the material conditions, knowledge politics and complex feelings that create and relay systems of racial domination. Focusing on Australia, the authors demonstrate how whiteness is fundamentally an educational project – taught within education institutions and through public discourse – in active service of the settler colonial state.
To see whiteness as learned is to recognize that it can be confronted. This book invites readers to reckon with past and present politics of education in order to imagine a future thoroughly divested from racism.
Who is the learning-disabled child? As theories multiply and research accumulates, this pressing question persists, leaving parents and educators and, particularly, students at a loss. The Learning-Disabled Child does much toward providing an answer. A broad-based account of what is currently known and done about learning disabilities, the book gets at the roots of this perplexing problem—in the law, in the school system, and in the child—and offers a new outlook for its treatment.
Since the 1970s, millions of children have been misclassified by public schools as learning-disabled, while many others with true learning disabilities go unidentified and unhelped, as case material presented here makes poignantly clear. Over the same period, research on the nature of learning disabilities, based on samples of misclassified children, has yielded a cloudy and confusing picture. Drawing on her own background in cognitive, developmental, and abnormal psychology, as well as her research into reading and dyslexia, Sylvia Farnham-Diggory cuts through the confusion surrounding learning disabilities. She describes advanced research and clinical data that elucidate handicaps in reading, writing, spelling, drawing, calculation, remembering, and problem-solving. In addition, she outlines a straightforward assessment procedure that would reduce the misclassification of learning-disabled children and, if adopted by schools and private diagnostic services, would save the nation billions of misspent dollars.
Prescriptive as well as descriptive, The Learning-Disabled Child offers invaluable advice to parents seeking the best methods of diagnostic evaluation, and to teachers in search of the most effective means of helping these children. Far-reaching in its scope and firmly practical in its orientation, the book will prove instrumental in the identification, understanding, and treatment of learning disabilities.
A growing number of archaeologists are applying Geographic Information Science (GIS) technologies to their research problems and questions. Advances in GIS and its use across disciplines allows for collaboration and enables archaeologists to ask ever more sophisticated questions and develop increasingly elaborate models on numerous aspects of past human behavior. Least cost analysis (LCA) is one such avenue of inquiry. While least cost studies are not new to the social sciences in general, LCA is relatively new to archaeology; until now, there has been no systematic exploration of its use within the field.
This edited volume presents a series of case studies illustrating the intersection of archaeology and LCA modeling at the practical, methodological, and theoretical levels. Designed to be a guidebook for archaeologists interested in using LCA in their own research, it presents a wide cross-section of practical examples for both novices and experts. The contributors to the volume showcase the richness and diversity of LCA’s application to archaeological questions, demonstrate that even simple applications can be used to explore sophisticated research questions, and highlight the challenges that come with injecting geospatial technologies into the archaeological research process.
In his third collection of poems Todd Davis advises us that "the only corruption comes / in not loving this life enough." Over the course of this masterful and heartfelt book it becomes clear that Davis not only loves the life he's been given, but also believes that the ravishing desire of this world can offer hope, and even joy, however it might be negotiated.
Drawing upon a range of stories from the Christian, Transcendental, and Asian traditions, as well as from his own deep understanding of the natural world, Davis explores the connection between the visible and invisible worlds, or what Pierre Teilhard de Chardin called "the incandescent surface of matter plunged in God."
A direct poetic descendant of Walt Whitman, Davis invites us to sing "the songs we collect in the hymnals of our flesh- / impromptu, a cappella, our mouths flung open / in a great wide O."
For readers looking for a distillation of McCloskey’s magisterial work, Leave Me Alone and I’ll Make You Rich is what you’ve been waiting for. In this lively volume, McCloskey and the economist and journalist Carden bring together the trilogy’s key ideas and its most provocative arguments. The rise of the west, and now the rest, is the story of the rise of ordinary people to a dignity and liberty inspiring them to have a go. The outcome was an explosion of innovation after 1800, and a rise of real income by an astounding 3,000 percent. The Great Enrichment, well beyond the conventional Industrial Revolution, did not, McCloskey and Carden show, come from the usual suspects, capital accumulation or class struggle. It came from the idea of economic liberty in Holland and the Anglosphere, then Sweden and Japan, then Italy and Israel and China and India, an idea that bids fair in the next few generations to raise up the wretched of the earth. The original shift to liberalism arose from 1517 to 1789 from theological and political revolutions in northwest Europe, upending ancient hierarchies. McCloskey and Carden contend further that liberalism and “innovism” made us better humans as well as richer ones. Not matter but ideas. Not corruption but improvement.
Leave Me Alone and I’ll Make You Rich draws in entertaining fashion on history, economics, literature, philosophy, and popular culture, from growth theory to the Simpsons. It is the perfect introduction for a broad audience to McCloskey’s influential explanation of how we got rich. At a time when confidence in the economic system is under challenge, the book mounts an optimistic and persuasive defense of liberal innovism, and of the modern world it has wrought.
A welcome link to the chain connecting the early masters of detective fiction.... The collection offers a window into the early days of American detective fiction and the power of deductive thinking."—Sarah Weinman, Los Angeles Times
"This story collection featuring New York City private detective James Brampton will intrigue Sherlock Holmes fans, given the number of eerie parallels between the two characters."—Publishers Weekly
"It is the observation of small things that makes a good detective, for it is often the most trivial circumstance which supplies the first link in the chain." —James Brampton
Twenty years before the Sherlock Holmes mysteries were written, a fictional New York private investigator was celebrated for his ability to solve crimes based on the principles of observation and deductive reasoning that later became Holmes' hallmark. Originally published in 1864 and never before reprinted, Leaves from the Note-Book of a New York Detective features twenty-nine cases of James Brampton, the first American detective hero to appear in fiction. The book opens with a chance meeting between a medical doctor, John Babbington Williams (the actual author of the stories), and detective James Brampton. They become acquaintances, and after Brampton has retired after twenty years of service, he sends his case notebooks to Dr. Williams to be edited and published. The result is a stunning collection of intriguing mysteries, including "The Defrauded Heir," "The Phantom Face," "A Satanic Compact," and "The Walker Street Tragedy." In case after case, using his power of observation, detective Brampton is able prove the innocence of the wrongly accused. Never before reprinted, this first modern edition of this important work now takes its place once more in the development of detective fiction between Edgar Allan Poe and Arthur Conan Doyle, the casebook of the original American detective hero.
In May 1860, Walt Whitman published a third edition of Leaves of Grass. His timing was compelling. Printed during a period of regional, ideological, and political divisions, written by a poet intimately concerned with the idea of a United States as “essentially the greatest poem,” this new edition was Whitman’s last best hope for national salvation. Now available in a facsimile edition, Leaves of Grass, 1860 faithfully reproduces Whitman’s attempt to create a “Great construction of the New Bible” to save the nation on the eve of civil war and, for the first time, frames the book in historical rather than literary terms.
In his third edition, Whitman added 146 new poems to the 32 that comprised the second edition, reorganized the book into a bible of American civic religion that could be cited chapter and verse, and included erotic poetry intended to bind the nation in organic harmony. This 150th anniversary edition includes a facsimile reproduction of the original 1860 volume, a thought-provoking introduction by antebellum historian and Whitman scholar Jason Stacy that situates Whitman in nineteenth-century America, and annotations that provide detailed historical context for Whitman’s poems.
A profoundly rich product of a period when America faced its greatest peril, this third edition finds the poet transforming himself into a prophet of spiritual democracy and the Whitman we celebrate today—boisterous, barbaric, and benevolent. Reprinting it now continues the poet’s goal of proclaiming for “the whole of America for each / individual, without exception . . . uncompromising liberty and equality.”
First settled by Stephen F. Austin's colonists in the early nineteenth century, Colorado County has deep roots in Texas history. Mainly rural and agrarian until late in the twentieth century, Colorado County was a cotton-growing region whose population was about evenly divided between blacks and whites. These life-long neighbors led separate and unequal lives, memories of which still linger today. To preserve those memories, Patsy Cravens began interviewing and photographing the older residents of Colorado County in the 1980s. In this book, she presents photographs and recollections of the last generation, black and white, who grew up in the era of Jim Crow segregation.
The folks in Colorado County have engrossing stories to tell. They recall grinding poverty and rollicking fun in the Great Depression, losing crops and livestock to floods, working for the WPA, romances gone wrong and love gone right, dirty dancing, church and faith, sharecropping, quilting, raising children, racism and bigotry, and even the horrific lynching of two African American teenagers in 1935. The Colorado County residents' stories reveal an amazing resiliency and generosity of spirit, despite the hardships that have filled most of their lives. They also capture a rural way of life that was once common across the South, but is now gone forever.
Leaving a Legacy: Lessons from the Writings of Daniel Drake is a selective collection of excerpts from the vast writings from the nineteenth-century doctor and medical pioneer Daniel Drake. From Drake’s life, documented here in his own words from excerpts of lectures, personal journal entries, presentations, speeches, books, and letters to his children, readers learn about the scope of his accomplishments in medicine, contributions to his community, and dedication to his family. Diller goes beyond biography to contextualize Drake’s life choices and what made him a role model for today’s physicians. Diller selected one hundred and eighty thematically arranged excerpts, which he paired with original reflection questions to guide the reader through thought-provoking prompts. In doing so, Diller presents the lessons from Drake’s remarkable life and work as a guide for others who wish to build an enduring legacy.
Leaving Iberia: Islamic Law and Christian Conquest in North West Africa examines Islamic legal responses to Muslims living under Christian rule in medieval and early modern Iberia and North Africa. The fall of al-Andalus, or reconquista, has long been considered a turning point, when the first substantial Muslim populations fell under permanent Christian rule. Yet a near-exclusive focus on conquered Iberian Muslims has led scholars to overlook a substantial body of legal opinions issued in response to Portuguese and Spanish occupation in Morocco itself, beginning in the early fifteenth century.
By moving beyond Iberia and following Christian conquerors and Muslim emigrants into North Africa, Leaving Iberia links the juristic discourses on conquered Muslims on both sides of the Mediterranean, critiques the perceived exceptionalism of the Iberian Muslim predicament, and adds a significant chapter to the story of Christian-Muslim relations in the medieval Mediterranean. The final portion of the book explains the disparate fates of these medieval legal opinions in colonial Algeria and Mauritania, where jurists granted lasting authority to some opinions and discarded others. Based on research in the Arabic manuscript libraries of five countries, Leaving Iberia offers the first fully annotated translations of the major legal texts under analysis.
Much new paleoenvironmental data, and a great deal of archaeological survey and excavation, permit the fifteen scientists represented here much greater precision in determining the timing of the depopulation, the number of people affected, and the ways in which northern Pueblo peoples coped—and failed to cope—with the rapidly changing environmental and demographic conditions they encountered throughout the 1200s. In addition, some of the scientists in this volume use models to provide insights into the processes behind the patterns they find, helping to narrow the range of plausible explanations.
What emerges from these investigations is a highly pertinent story of conflict and disruption as a result of climate change, environmental degradation, social rigidity, and conflict. Taken as a whole, these contributions recognize this era as having witnessed a competition between differing social and economic organizations, in which selective migration was considerably hastened by severe climatic, environmental, and social upheaval. Moreover, the chapters show that it is at least as true that emigration led to the collapse of the northern Southwest as it is that collapse led to emigration.
In the insular Portuguese fishing community of Provincetown, Josie Carvalho’s life has been shaped by the annual influx of summer tourists and his great aunt’s fervent, if idiosyncratic, Catholicism. The counterweight to these forces has always been Josie’s relationship with his grandfather John Joseph, a drunk, clam-poaching old man who is nevertheless a sly and masterful storyteller.
After a stranger starts dating Josie’s mother and upsets the family’s equilibrium, John Joseph heals the rift with the colorful and adventurous stories of their ancestor, Francisco Carvalho, a Portuguese explorer who just may have beaten Columbus to the New World. With the guidance of these obscure but inspired tales, Josie begins to find new ways of understanding his family and the outside world. This new edition of Leaving Pico makes Frank X. Gaspar’s award-winning coming-of-age novel accessible to a new generation of readers.
Acclaimed by critics as a second F. Scott Fitzgerald, Billy Lee Brammer was once one of the most engaging young novelists in America. “Brammer’s is a new and major talent, big in scope, big in its promise of even better things to come,” wrote A. C. Spectorsky, a former staffer at the New Yorker. When he published his first and only novel, The Gay Place, in 1961, literary luminaries such as David Halberstam, Willie Morris, and Gore Vidal hailed his debut. Morris deemed it “the best novel about American politics in our time.” Halberstam called it “a classic . . . [a] stunning, original, intensely human novel inspired by Lyndon Johnson. . . . It will be read a hundred years from now.” More recently, James Fallows, Gary Fisketjon, and Christopher Lehmann have affirmed The Gay Place’s continuing relevance, with Lehmann asserting that it is “the one truly great modern American political novel.”
Leaving the Gay Place tells a sweeping story of American popular culture and politics through the life and work of a writer who tragically exemplifies the highs and lows of the country at mid-century. Tracy Daugherty follows Brammer from the halls of power in Washington, DC, where he worked for Senate majority leader Johnson, to rock-and-roll venues where he tripped out with Janis Joplin, and ultimately to back alleys of self-indulgence and self-destruction. Constantly driven to experiment with new ways of being and creating—often fueled by psychedelics—Brammer became a cult figure for an America on the cusp of monumental change, as the counterculture percolated through the Eisenhower years and burst out in the sixties. In Daugherty’s masterful recounting, Brammer’s story is a quintessential American story, and Billy Lee is our wayward American son.
On September 12, 2001, Randolph and her husband bought a dilapidated farmhouse on twenty acres outside Lincoln, Nebraska, and set about gutting and rebuilding the house themselves. They had nine months to complete the work. The project, undertaken at a time of national unrest and uncertainty, led Randolph to reflect on the houses of her past and the stages of her life that played out in each, both painful and joyful. As the couple struggles to bring the dilapidated house back to life, Randolph simultaneously traces the contours of a life deeply shaped by the Nebraska plains, where her family has lived for generations, and how those roots helped her find the strength to overcome devastating losses as a young adult. Weaving together strands of departures and arrivals, new houses and deep roots, cycles of change and the cycles of the seasons, Leaving the Pink House is a richly layered and compelling memoir of the meaning of home and family, and how they can never really leave us, even if we leave them.
In her first magical collection of poetry, Jennifer Elise Foerster weaves together a mythic and geographic exploration of a woman’s coming of age in a dislocated time. Leaving Tulsa, a book of road elegies and laments, travels from Oklahoma to the edges of the American continent through landscapes at once stark and lush, ancient and apocalyptic. The imagery that cycles through the poems—fire, shell, highway, wing—gives the collection a rich lyrical-dramatic texture. Each poem builds on a theme of searching for a lost “self”—an “other” America—that crosses biblical, tribal, and ecological mythologies.
In Leaving Tulsa, Foerster is not afraid of the strange or of estrangement. The narrator occupies a space in between and navigates the offbeat experiences of a speaker that is of both Muscogee and European heritage. With bold images and candid language, Foerster challenges the perceptions of what it means to be Native, what it means to be a woman, and what it means to be an American today. Ultimately, these brave and luminous poems engage and shatter the boundaries of time, self, and continent.
Foerster’s journey transcends both geographic space and the confines of the page to live vividly in the mind of the reader.
In this study, an eminent sociologist of the Arab world analyzes student politics in Lebanon and their relationship to the civil war. This focus is part of a larger concern with upheaval in Arab society and with political and social integration in mosaic societies in general. Professor Barakat provides a clear, thorough, and comprehensive analysis of late twentieth century Lebanese society and the dominant ideological veins within it.
Lebanon in Strife is a comparative study of Lebanese youth with special emphasis on their alienation from society and politics and their place at the vanguard of social change. The study is set in the context of the continual confrontation between forces for change and the established order in Lebanon, viewed from both a local and an international perspective. The author argues that vertical loyalties (based on religious, ethnic, or regional ties) are more significant than horizontal loyalties (based on socioeconomic class) in determining Lebanese student political behavior and attitudes. However, vertical loyalties are explained in socioeconomic terms, for the two forms of cleavages coincide; and the whole society is composed of religious communities arranged in a hierarchy of power and status. The author shows that these ties conflict with and undermine orderly social change and national unity and that they could account for conditions that have led to civil war in Lebanon.
In an epilogue, Professor Barakat relates his analysis of student politics to political developments in Lebanon during the civil war of 1975–1976, including an assessment of the role of Syria and the prospects for a negotiated end to armed struggle in the country.
This is the first empirical study of Lebanese political life viewed from the standpoint of its central force for change, the students. It is an invaluable resource for students of the modem Middle East as well as for specialists in sociology, politics, and history. Lebanon in Strife has special relevance to problems of political change and development in the Third World countries, providing a sociopolitical model for the analysis of student politics in traditional and transitional societies.
In mathematics, “buildings” are geometric structures that represent groups of Lie type over an arbitrary field. This concept is critical to physicists and mathematicians working in discrete mathematics, simple groups, and algebraic group theory, to name just a few areas.
Almost twenty years after its original publication, Mark Ronan’s Lectures on Buildings remains one of the best introductory texts on the subject. A thorough, concise introduction to mathematical buildings, it contains problem sets and an excellent bibliography that will prove invaluable to students new to the field. Lectures on Buildings will find a grateful audience among those doing research or teaching courses on Lie-type groups, on finite groups, or on discrete groups.
“Ronan’s account of the classification of affine buildings [is] both interesting and stimulating, and his book is highly recommended to those who already have some knowledge and enthusiasm for the theory of buildings.”—Bulletin of the London Mathematical Society
In this book the Nobel Prize-winning economist Robert Lucas collects his writings on economic growth, from his seminal On the Mechanics of Economic Development to his previously unpublished 1997 Kuznets Lectures.
The chapters progress from a general theory of how growth could be sustained and why growth rates might differ in different countries, to a model of exceptional growth in certain countries in the twentieth century, to an account of the take-off of growth in the Industrial Revolution, and finally to a prediction about patterns of growth in this new century. The framework in all the chapters is a model with accumulation of both physical and human capital, with emphasis on the external benefits of human capital through diffusion of new knowledge or on-the-job learning, often stimulated by trade. The Kuznets Lectures consider the interaction of human capital growth and the demographic transition in the early stages of industrialization. In the final chapter, Lucas uses a diffusion model to illustrate the possibility that the vast intersociety income inequality created in the course of the Industrial Revolution may have already reached its peak, and that income differences will decline in this century.
In Lectures on Ethics, 1900–1901,Donald F. Koch supplies the only extant complete transcription of the annual three-course sequence on ethics John Dewey gave at the University of Chicago.
In his introduction Koch argues that these lectures offer the best systematic, overall introduction to Dewey’s approach to moral philosophy and are the only account showing the unity of his views in nearly all phases of ethical inquiry. These lectures are the only work by Dewey to set forth a complete theory of moral language. They offer a clear illustration of the central methodological questions in the development of a pragmatic instrumentalist ethic and the actual working out of the instrumentalist approach as distinct from simply presenting it as a conclusion.
Because Lie groups form a staple of most mathematics graduate students' diets, this work on exceptional Lie groups should appeal to many of them, as well as to researchers of algebraic geometry and topology.
J. Frank Adams was Lowndean professor of astronomy and geometry at the University of Cambridge. The University of Chicago Press published his Lectures on Lie Groups and has reprinted his Stable Homotopy and Generalized Homology.
Chicago Lectures in Mathematics Series
The eminent philosopher Paul Ricoeur was devoted to the imagination. These previously unpublished lectures offer Ricoeur’s most significant and sustained reflections on creativity as he builds a new theory of imagination through close examination, moving from Aristotle, Pascal, Spinoza, Hume, and Kant to Ryle, Price, Wittgenstein, Husserl, and Sartre. These thinkers, he contends, underestimate humanity’s creative capacity. While the Western tradition generally views imagination as derived from the reproductive example of the image, Ricoeur develops a theory about the mind’s power to produce new realities. Modeled most clearly in fiction, this productive imagination, Ricoeur argues, is available across conceptual domains. His theory provocatively suggests that we are not constrained by existing political, social, and scientific structures. Rather, our imaginations have the power to break through our conceptual horizons and remake the world.
This book covers the material of the two-semester quantum field theory course that Jirí Horejší has taught at Charles University and Czech Technical University in Prague for over two decades. In the individual chapters, one may find the discussion of selected topics in relativistic quantum mechanics and relativistic quantum field theory; the dominant theme is quantum electrodynamics. The technique of Feynman diagrams is described in detail, along with methods of regularization and renormalization, including some basic applications.
The selection of topics presented in the book is intended to provide the reader with the technical skills necessary for the subsequent study of theoretical particle physics. In keeping with the author’s typical lecture style, the text contains many detailed explicit calculations to a degree not entirely typical in other available sources. With primary appeal for university students specializing in theoretical physics or nuclear and particle physics, it may also be useful for any scientifically minded reader seriously interested in the foundations of modern physics.
This new edition of Hugh Blair’s Lectures on Rhetoric and Belles Lettres, edited by Linda Ferreira-Buckley and S. Michael Halloran, answers the need for a complete, reliable text. The book seeks to generate a renewed interest in Blair by provoking new inquiries into the tradition of belletristic rhetoric and by serving as both aid and incentive to others who may join in the project of improving understanding of this landmark rhetorical scholarship.
This editioncontains forty-seven lectures and remains faithful to the text of the 1785 London edition. The editors contextualize Hugh Blair’s motivations and thinking by providing in their introduction an extended account of Blair’s life and era. The bibliography of works by and about Blair is an invaluable aid, surpassing previous research on Blair.
Although the extent of its influence cannot be measured fully, Blair’s Lectures on Rhetoric and Belles Lettres was undoubtedly a primary vehicle for introducing many eighteenth- and nineteenth-century scholars to classical rhetoric and French belletristic rhetoric—its success due in part to the ease with which the lectures combine neoclassical and Enlightenment thought, accommodating emerging social concerns. Ferreira-Buckley and Halloran’s extensive treatment revives the tradition of belletristic rhetoric, improving the understanding of Blair’s place in the study of eighteenth- and nineteenth-century discourse, while finding him relevant in the twenty-first century.
The premier political philosopher of his day, John Rawls, in three decades of teaching at Harvard, has had a profound influence on the way philosophical ethics is approached and understood today. This book brings together the lectures that inspired a generation of students--and a regeneration of moral philosophy. It invites readers to learn from the most noted exemplars of modern moral philosophy with the inspired guidance of one of contemporary philosophy's most noteworthy practitioners and teachers.
Central to Rawls's approach is the idea that respectful attention to the great texts of our tradition can lead to a fruitful exchange of ideas across the centuries. In this spirit, his book engages thinkers such as Leibniz, Hume, Kant, and Hegel as they struggle in brilliant and instructive ways to define the role of a moral conception in human life. The lectures delineate four basic types of moral reasoning: perfectionism, utilitarianism, intuitionism, and--the ultimate focus of Rawls's course--Kantian constructivism. Comprising a superb course on the history of moral philosophy, they also afford unique insight into how John Rawls has transformed our view of this history.
This last book by the late John Rawls, derived from written lectures and notes for his long-running course on modern political philosophy, offers readers an account of the liberal political tradition from a scholar viewed by many as the greatest contemporary exponent of the philosophy behind that tradition.
Rawls's goal in the lectures was, he wrote, "to identify the more central features of liberalism as expressing a political conception of justice when liberalism is viewed from within the tradition of democratic constitutionalism." He does this by looking at several strands that make up the liberal and democratic constitutional traditions, and at the historical figures who best represent these strands--among them the contractarians Hobbes, Locke, and Rousseau; the utilitarians Hume, Sidgwick, and J. S. Mill; and Marx regarded as a critic of liberalism. Rawls's lectures on Bishop Joseph Butler also are included in an appendix. Constantly revised and refined over three decades, Rawls's lectures on these figures reflect his developing and changing views on the history of liberalism and democracy--as well as how he saw his own work in relation to those traditions.
With its clear and careful analyses of the doctrine of the social contract, utilitarianism, and socialism--and of their most influential proponents--this volume has a critical place in the traditions it expounds. Marked by Rawls's characteristic patience and curiosity, and scrupulously edited by his student and teaching assistant, Samuel Freeman, these lectures are a fitting final addition to his oeuvre, and to the history of political philosophy as well.
After burning up the blacktop in New Mexico with The Fast Red Road and rewriting Indian history on the Great Plains with The Bird is Gone, Stephen Graham Jones now takes us to Montana. Set on a Blackfeet Indian reservation, Ledfeather lays bare the life of one Indian boy, Doby Saxon: his near-death experience, his suicide attempts, his brief glimpse of victory, and the unnecessary death of one of his best friends.
But through Doby emerges a connection to the past, to an Indian Agent who served the United States government over a century before. This revelation leads to another and another until it becomes clear that the decisions of this single Indian agent have impacted the lives of generations of Blackfeet Indians—and the life of Doby Saxon, a boy standing in the middle of the road at night, his hands balled into fists, the reservation wheeling all around him like the whole of Blackfeet history collapsing in on him.
Jones’s beautifully complex novel is a story of life, death, love, and the ties that bind us not only to what has been, but what will be: the power of one moment, the weight of one decision, the inevitability of one outcome, and the price of one life.
“Meticulously researched, detailed and documented, this long awaited overview justly establishes Konitz as one of the most consistently brilliant, adventurous and original improvisers in the jazz tradition—a genius as rare as Bird himself.”
—John Zorn
“Hamilton’s work may well mark the inception of a format new to writing on Western music, one which avoids both the self-aggrandizing of autobiography and the stylized subjectification of biography.”
—The Wire
“An extraordinary approach to a biography, with the man himself speaking for extended sessions. The main vibration I felt from Lee’s words was total honesty, almost to a fault. Konitz shows himself to be an acute observer of the scene, full of wisdom and deep musical insights, relevant to any historical period regardless of style. The asides by noted musicians are beautifully woven throughout the pages. I couldn’t put the book down—it is the definition of a living history.”
—David Liebman
The preeminent altoist associated with the “cool” school of jazz, Lee Konitz was one of the few saxophonists of his generation to forge a unique sound independent of the influence of Charlie Parker. In the late 1940s, Konitz began his career with the Claude Thornhill band, during which time he came into contact with Miles Davis, with whom he would later work on the legendary Birth of the Cool sessions. Konitz is perhaps best known through his association with Lennie Tristano, under whose influence much of his sound evolved, and for his work with Stan Kenton and Warne Marsh. His recordings have ranged from cool bop to experimental improvisation and have appeared on such labels as Prestige, Atlantic, Verve, and Polydor.
Crafted out of numerous interviews between the author and his subject, the book offers a unique look at the story of Lee Konitz’s life and music, detailing Konitz’s own insights into his musical education and his experiences with such figures as Miles Davis, Stan Kenton, Warne Marsh, Lennie Tristano, Charles Mingus, Bud Powell, and Bill Evans.
Andy Hamilton is a jazz pianist and contributor to major jazz and contemporary music magazines. He teaches philosophy, and the history and aesthetics of jazz, at Durham University in the United Kingdom. He is also the author of the book Aesthetics and Music (Continuum 2007).
Joe Lovano is a Grammy Award–winning tenor saxophonist. His most recent album is Streams of Expression.
Lee Kuan Yew, Singapore's first prime minister (from 1959 to1990), has been an international figure not only for establishing Singapore's political and economic stability but also for fostering economic development throughout Asia. He is particularly renowned as a principle architect of the 'Asian values' campaign of the 1990s, which sought to preserve the undemocratic traits of Asian culture while attending to the demands of a capitalist economy operating globally.
A critical examination of Lee's life, career, and ideas, this is the first book to analyze the origins and substance of Lee's political thought. Augmenting established primary sources with his own interviews and correspondence with Lee's old associates, Barr shows how Lee has been influenced by British and Chinese racism and elitism, western progressivism, and even the cultural evolutionism of Arnold Toynbee. This reassessment of Lee's achievements and worldview sheds new light on a key figure on the world stage.
The Colorado River and its deeply entrenched canyons create a lengthy barrier to travel in the interior West. Here and there, ancient Indian foot trails descend canyon walls and find access to the river, but one of the few places between California and Nevada where wheeled vehicles can approach it is at the mouth of the Pahreah River, between Glen Canyon and the river's steep drop toward Grand Canyon. Here, from the mid-19th until well into the 20th century, Lee's Ferry was a primary link between Utah and Arizona. Mormons trying to reach potential Indian converts and new lands for colonization to the south first developed the site. John D. Lee and parts of his family, seeking an inconspicuous spot after the Mountain Meadows massacre, first took up residence at what they called Lonely Dell. In subsequent decades, many interesting and important western characters passed through this topographical and historical funnel, from John Wesley Powell to Buffalo Bill. As river exploration and adventure increased, the place became as important to those using the river-surveyors, miners, river runners-as to folks crossing it. In recognition of its importance, Lee's Ferry has been partially restored as a historic site in the national park system.
P. T. Reilly, himself a legend on the river as boatman and chronicler, wrote the detailed and colorful history this place demanded, focusing on stories of the hodgepodge of people it attracted. He died before he finished reworking his massive narrative into book form, but Robert H. Webb, author of Grand Canyon: A Century of Change, completed that job and selected rare historical photos from the Reilly collection at Northern Arizona University to illustrate it. An epilogue by Richard Quartaroli provides a biographical sketch of P. T. Reilly.
Which over-arching decisions made by the Confederacy or Union had a greater effect on the course of the war than generally thought? Were there lauded command changes that may not have been as beneficial as presumed? How intertwined were the business aspirations on both sides of the conflict and what role did disinformation play in key battles? In Lee’s Lost Dispatch and Other Civil War Controversies, New York Times “Disunion” contributor Philip Leigh presents twelve stories from these turbulent times that afford a better understanding of how the war unfolded and how it was fought. The stories range from the Union’s delayed introduction of repeating arms and why a commercial steamer and not a warship was sent to relieve Fort Sumter to how Robert E. Lee’s critical dispatch at the battle of Antietam may have been lost and whether Southern poverty is the most protracted legacy of the war. Written to promote discussion and debate, this volume will intrigue those who enjoy Civil War history and contemplating alternatives to many assumed conclusions.
Less known is how the left has been changing to have a say in digital politics. And what do left-wing parties think and do about platform societies? The Left and Digital Politics answers these questions by developing an updated Gramscian critical theory of (counter-)hegemony in platform societies and a comparative analysis of the ideologies and practices of key European left-wing parties.
The book provides a map of left-wing ideas and practices on digital politics, a compass to point out how some left-wing parties perform as barriers or allies of radical change, and an analytical toolkit to open new routes towards platform socialism.
“Transforming Gramsci’s project of the Modern Prince into a Digital Princess*+ may not happen overnight, but Guglielmo’s book provides great inspiration. It advances concepts in networked revolution and informs strategies for wars of position and movement for a socialist future. The author holds the left to account in its search for a better digital politics, by challenging us to unearth patterns of agency of the digital platform ‘subaltern’. I recommend The Left and Digital Politics whole-heartedly to all those fighting for digital justice, and beyond.”
– Professor Phoebe Moore, University of Essex
“This book sets a new standard for understanding the thorny relationship between the left and digital politics today. Combining innovative theory with detailed empirical studies, Guglielmo sets out to understand how left-wing political projects have made use of digital technologies, both practically and ideologically. In so doing, he sets out new pathways towards platform socialism in an era of neoliberal rule, exhaustively mapping out the contemporary terrain and lines of potential alliance and conflict.”
– Dr Alex Williams, University of East Anglia
Bobbio argues that left and right are not absolute terms, but represent a shifting map of the political spectrum, relative to the particular cultural and historical contexts of a given time. The distinction continues to endure because it reflects the essentially antithetical nature and dynamics of democratic politics. In his accessible yet provocative style, Bobbio constructs a historically informed, analytic division of the political universe along two foundational axes, from equality to inequality, from liberty to authoritarianism. He then charts the past and present tendencies of the left and the right, in both their more moderate and more virulently extreme forms. Ultimately, for Bobbio, the measure of post-modern democracy will indeed lie in where and how we situate ourselves relative to these critical left/right parameters, in whether we cast ourselves, our votes, and our era in terms of political expediency, social viability, or moral responsibility.
A bestseller in Italy, where it sold over three hundred thousand copies, Left and Right is an important contribution to our understanding of global political developments in the 1990s and beyond.
"Surprisingly fresh and intense. . . . A retrospective travelogue of the Left Bank in the days when it was the setting for almost all French intellectual activity. . . . Absorbing."—Naomi Bliven, New Yorker
"As an introduction to a period in French history already legendary, The Left Bank is superb."—Michael Dirda, Washington Post Book World
"An intellectual history. A history of the interaction between politics and letters. And a rumination on the limitless credulity of intellectuals."—Christopher Hitchens, New Statesman
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