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Depth
An Account of Scientific Explanation
Michael Strevens
Harvard University Press, 2009

What does it mean for scientists to truly understand, rather than to merely describe, how the world works? Michael Strevens proposes a novel theory of scientific explanation and understanding that overhauls and augments the familiar causal approach to explanation. What is replaced is the test for explanatorily relevant causal information: Strevens discards the usual criterion of counterfactual dependence in favor of a criterion that turns on a process of progressive abstraction away from a fully detailed, physical causal story. The augmentations include the introduction of a new, non-causal explanatory relevance relation—entanglement—and an independent theory of the role of black-boxing and functional specification in explanation.

The abstraction-centered notion of difference-making leads to a rich causal treatment of many aspects of explanation that have been either ignored or handled inadequately by earlier causal approaches, including the explanation of laws and other regularities, with particular attention to the explanation of physically contingent high-level laws, idealization in explanation, and probabilistic explanation in deterministic systems, as in statistical physics, evolutionary biology, and medicine.

The result is an account of explanation that has especially significant consequences for the higher-level sciences: biology, psychology, economics, and other social sciences.

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Depth of Field
Stanley Kubrick, Film, and the Uses of History
Edited by Geoffrey Cocks, James Diedrick, and Glenn Perusek
University of Wisconsin Press, 2006

    Director of some of the most controversial films of the twentieth century, Stanley Kubrick created a reputation as a Hollywood outsider as well as a cinematic genius. His diverse yet relatively small oeuvre—he directed only thirteen films during a career that spanned more than four decades—covers a broad range of the themes that shaped his century and continues to shape the twenty-first: war and crime, gender relations and class conflict, racism, and the fate of individual agency in a world of increasing social surveillance and control. 
    In Depth of Field, leading screenwriters and scholars analyze Kubrick's films from a variety of perspectives. They examine such groundbreaking classics as Dr. Strangelove and 2001: A Space Odyssey and later films whose critical reputations are still in flux. Depth of Field ends with three viewpoints on Kubrick's final film, Eyes Wide Shut, placing it in the contexts of film history, the history and theory of psychoanalysis, and the sociology of sex and power. Probing Kubrick's whole body of work, Depth of Field is the first truly multidisciplinary study of one of the most innovative and controversial filmmakers of the twentieth century.

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Glancing Visions
Surface and Depth in Nineteenth-Century American Literature
Zachary Tavlin
University of Alabama Press, 2023
How the “glance” rather than the “gaze” in nineteenth-century literature and art anticipates the turn to modernism
 
The sweeping vantages that typify American landscape painting from the nineteenth century by Thomas Cole and other members of the Hudson River School are often interpreted for their geopolitical connotations, as visual attempts to tame the wild, alleviating fears of a savage frontier through views that subdue the landscape to the eye. But many literary figures of the era display a purposeful disdain for the “possessive gaze,” signaling a preference for subtle glances, often informed by early photography, Impressionism, new techniques in portraiture, and, soon after, the dawn of cinema. The visual subjectivities and contingencies introduced by these media made room for a visual counternarrative, one informed by a mode of seeing that moves fast and lightly across the surface of things.

Tavlin probes Nathaniel Hawthorne’s theory of the imagination at a turning point in the history of photography, when momentary glances take on new narrative potentials. The poetry of Frances Ellen Watkins Harper toggles between gazes and glances, unsettling two competing forms of racialized seeing as they pertain to nineteenth-century Black life and racial hierarchies—the sentimental gaze and the slave trader’s glance—highlighting the life-and-death stakes of looking and looking away. Emily Dickinson’s syntactical oddities and her lifelong process of stitching and unstitching the poems that constitute her corpus all derive from a commitment to immanence associated with animal perception. Tavlin investigates, as well, Henry James’s vexed relationship to painterly Impressionism and William Carlos Williams’s imagist poetics as a response to early cinema’s use of the cut as the basis for a new visual grammar.

Each of these literary artists—via their own distinctive sensibilities and the artistic or technological counterparts that informed them—refuse the authoritative, all-possessive gaze in favor of the glance, a mode of seeing, thinking, and being that made way for the twentieth century’s twist on modernity. Glancing Visions will be of interest to scholars and teachers of American literature and literary history, visual culture, visual theory, aesthetic philosophy, and phenomenology.
 
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Learning in Depth
A Simple Innovation That Can Transform Schooling
Kieran Egan
University of Chicago Press, 2011

For generations, schools have aimed to introduce students to a broad range of topics through curriculum that ensure that they will at least have some acquaintance with most areas of human knowledge by the time they graduate. Yet such broad knowledge can’t help but be somewhat superficial—and, as Kieran Egan argues, it omits a crucial aspect of true education: deep knowledge.

Real education, Egan explains, consists of both general knowledge and detailed understanding, and in Learning in Depth he outlines an ambitious yet practical plan to incorporate deep knowledge into basic education. Under Egan’s program, students will follow the usual curriculum, but with one crucial addition: beginning with their first days of school and continuing until graduation, they will eachalso study one topic—such as apples, birds, sacred buildings, mollusks,circuses, or stars—in depth. Over the years, with the help and guidance of their supervising teacher, students will expand their understanding of their one topic and build portfolios of knowledge that grow and change along with them. By the time they graduate each student will know as much about his or her topic as almost anyone on earth—and in the process will have learned important, even life-changing lessons about the meaning of expertise, the value of dedication, and the delight of knowing something in depth.

Though Egan’s program may be radical in its effects, it is strikingly simple to implement—as a number of schools have already discovered—and with Learning in Depth as a blueprint, parents, educators, and administrators can instantly begin taking the first steps toward transforming our schools and fundamentally deepening their students’ minds.

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