In this collection of essays, leading scholars provide a variety of models from which to view the unique relationship between the bodies of thought of Heidegger and Hegel, revealing how these philosophers offer ways of thinking historically that understand such thinking not merely as extensions and elaborations of a given paradigm but as actively engaged in the critical and transformative revisioning of the world.
Beginning at the point where Heidegger encountered Hegel, this volume of provocative essays addresses the respective philosophies of the two men. Leading scholars provide a variety of models from which to view the unique relationship between the bodies of thought of Heidegger and Hegel: bodies of thought that cannot be taken as two objects to be compared, contrasted, and finally evaluated but that must be viewed in dynamic terms, as a relationship in which self-transformations lead to mutual transformations and vice versa.
From their grade school classrooms forward, students of science are encouraged to memorize and adhere to the “scientific method”—a model of inquiry consisting of five to seven neatly laid-out steps, often in the form of a flowchart. But walk into the office of a theoretical physicist or the laboratory of a biochemist and ask “Which step are you on?” and you will likely receive a blank stare. This is not how science works. But science does work, and here award-winning teacher and scholar Steven Gimbel provides students the tools to answer for themselves this question: What actually is the scientific method?
Exploring the Scientific Method pairs classic and contemporary readings in the philosophy of science with milestones in scientific discovery to illustrate the foundational issues underlying scientific methodology. Students are asked to select one of nine possible fields—astronomy, physics, chemistry, genetics, evolutionary biology, psychology, sociology, economics, or geology—and through carefully crafted case studies trace its historical progression, all while evaluating whether scientific practice in each case reflects the methodological claims of the philosophers. This approach allows students to see the philosophy of science in action and to determine for themselves what scientists do and how they ought to do it.
Exploring the Scientific Method will be a welcome resource to introductory science courses and all courses in the history and philosophy of science.
The author argues that reading poetry in Kiswahili provides important insights into questions of language and power, as well as into discussions of socialist practice in East Africa and East African resistance to colonialism and neo-colonialism. Includes the text of numerous poems and footnotes.
Nonfiction books for children—from biographies and historical accounts of communities and events to works on science and social justice—have traditionally been most highly valued by educators and parents for their factual accuracy. This approach, however, misses an opportunity for young readers to participate in the generation and testing of information.
In A Literature of Questions, Joe Sutliff Sanders offers an innovative theoretical approach to children’s nonfiction that goes beyond an assessment of a work’s veracity to develop a book’s equivocation as a basis for interpretation. Addressing how such works are either vulnerable or resistant to critical engagement, Sanders pays special attention to the attributes that nonfiction shares with other forms of literature, including voice and character, and those that play a special role in the genre, such as peritexts and photography.
The first book-length work to theorize children’s nonfiction as nonfiction from a literary perspective, A Literature of Questions carefully explains how the genre speaks in unique ways to its young readers and how it invites them to the project of understanding. At the same time, it clearly lays out a series of techniques for analysis, which it then applies and nuances through extensive close readings and case studies of books published over the past half century, including recent award-winning books such as Tanya Lee Stone’s Almost Astronauts: Thirteen Women Who Dared to Dream and We Are the Ship: The Story of Negro League Baseball by Kadir Nelson. By looking at a text’s willingness or reluctance to let children interrogate its information and ideological context, Sanders reveals how nonfiction can make young readers part of the project of learning rather than passive recipients of information.
Viewing current Asian American racial formation in relation to international cultures and global geography, the essays in New Formations, New Questions break new ground in Asian American studies. This special issue of positions confronts questions of what it is to be Asian and how that differs from being Asian American. It exposes many challenges Asian Americans face in defining their niche in this country as it makes some acute, if not disturbing, observations of what it means to be American.
In one essay, the status of Asians born in America both before and after the 1965 Immigration and Nationality Act is compared, with particular attention directed toward the exploitation of Asian immigrants as a source of cheap physical labor. In another piece, the link between America’s colonization of Asian countries and international sex tourism is explored. As these essays make clear, the United States easily exploits Asians and Asian Americans as it simultaneously enforces distinctions that render Asians linguistically, culturally, and racially “foreign.” Also included is an essay based on a series of interviews with Filipino store owners and workers in Southern California; analysis of the Christian Ecumenical perspectives on the Asian sex tour industry and the activities of ECPAT, a group established to end child prostitution in Asian tourism; and an account of a South Asian woman’s attempt to unionize taxicab drivers in New York City.
Contributors. Anuradha G. Advani, Enrique Bonus, Oscar V. Campomanes, Y. David Chung, Allan DeSouza, Gayatri Gopinath, Helen Heran Jun, Laura Hyun Yi Kang, Peter Kiang, Elaine H. Kim, Min-Jung Kim, Lisa Lowe, Eithne Liubheid, Long Nguyen, Viet Thanh Nguyen, Eliza Noh
It’s no secret that working with others, rather than alone, on a creative project can often yield the most unexpected results, a new and surprising sum greater than the whole of its parts. Please RSVP presents a bold new theory of just how powerful collaboration can be in the making of art. April Durham argues that collaborative activity has the potential to broaden and expand an individual participant’s static identity through what she calls “trans-subjectivity.” She offers a fine-grained analysis of the ways in which personal subjectivity becomes porous and malleable during the process of shared creative labor. Durham’s concept of the trans-subjective offers a new way to come to terms with the networks, either digital or otherwise, that have developed over the twentieth- and twenty-first centuries, providing a bold new frame for topics like the experience of time, community, language, and ethics. This is a crucial and eye-opening book for contemporary artists and art historians alike.
Rachel Hadas reaches the peak of her poetic prowess in Questions in the Vestibule. A deeply personal and meditative collection in three sections, Questions moves through the liminal space of solitude and the coded landscape of dreams toward the startling power of a life-changing love.
Hadas’s voice and her formal elegance, as distinctive and distinguished as ever, endow this new work with a precise and thoughtful beauty. Questions in the Vestibule takes readers into a new territory of unapologetic bliss.
Biologists, historians, lawyers, art historians, and literary critics all voice arguments in the critical dialogue about what constitutes evidence in research and scholarship. They examine not only the constitution and "blurring" of disciplinary boundaries, but also the configuration of the fact-evidence distinctions made in different disciplines and historical moments; the relative function of such concepts as "self-evidence," "experience," "test," "testimony," and "textuality" in varied academic discourses; and the way "rules of evidence" are themselves products of historical developments.
The essays and rejoinders are by Terry Castle, Lorraine Daston, Carlo Ginzburg, Ian Hacking, Mark Kelman, R. C. Lewontin, Pierre Vidal-Naquet, Mary Poovey, Donald Preziosi, Simon Schaffer, Joan W. Scott, Eve Kosofsky Sedgwick, and Barbara Herrnstein Smith.
The critical responses are by Lauren Berlant, James Chandler, Jean Comaroff, Arnold I. Davidson, Harry D. harootunian, Elizabeth Helsinger, Thomas C. Holt, Francoise Meltzer, Robert J. Richards, Lawrence Rothfield, Joel Snyder, Cass R. Sunstein, and William Wimsatt.
Questions of Form was first published in 1989. 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.
In Questions on Form, Joelle Proust traces the concept of the analytic proposition from Kant's development of the notion down to its place in the work of Rudolf Carnap, a founder of logical empiricism and a key figure in contemporary analytic philosophy. Using a method known in France as topique comparative,she provides a rigorous exposition of analyticity, situating it within four major philosophical systems—those of Kant, Bolzano, Frege, and Carnap—and clearly delineating its development from one system to the next.
Proust takes as her point of departure Kant's distinction between analytic and synthetic judgments. Though she makes clear that Kant drew on Locke, Hume, and Leibniz, she argues that his notion of analyticity was innovative, not simply an elaboration of something already found in their work. She shows that the analytic proposition unexpectedly (given its modest status in Kant) came to play an important part in efforts to convert problems considered "transcendental" into questions of belonging to formal logic.
Ultimately, her comparison of their systems reveals that the concept of the analytic, however specific its rile in each, remains linked to a foundationalist strategy—in effect, to the transcendentalist questions Kant used when he reinterpreted the findings of his empiricist predecessors. Hence, this book's provocative claim: today's so-called logical empiricism owes much more to Kant's notion of science than to Hume's.
Questions of Poetics is Barrett Watten’s major reassessment of the political history, social formation, and literary genealogy of Language writing. A key participant in the emergent bicoastal poetic avant-garde as poet, editor, and publisher, Watten has developed, over three decades of writing in poetics, a sustained account of its theory and practice. The present volume represents the core of Watten’s critical writing and public lecturing since the millennium, taking up the historical origins and continuity of Language writing, from its beginnings to the present.
Each chapter is a theoretical inquiry into an aspect of poetics in an expanded sense—from the relation of experimental poetry to cultural logics of liberation and political economy, to questions of community and the politics of the avant-garde, to the cultural contexts where it is produced and intervenes. Each serves as a kind of thought experiment that theorizes and assesses the consequences of Language writing in expanded fields of meaning that include history, political theory, art history, and narrative theory. While all are grounded in a series of baseline questions of poetics, they also polemically address the currently turbulent debates on the politics of the avant-garde, especially Language writing, among emerging communities of poets.
In manifold ways, Watten masterfully demonstrates the aesthetic and political aims of Language writing, its influence on emerging literary schools, and its present aesthetic, critical, and political horizons. Questions of Poetics will be a major point of reference in continuing debates on poetry and literary history, a critical reexamination for already familiar readers and a clearly presented introduction for new ones.
The Questions of Tenure
Richard P. CHAIT Harvard University Press, 2002 Library of Congress LB2335.7.Q47 2002 | Dewey Decimal 378.121
Tenure is the abortion issue of the academy, igniting arguments and inflaming near-religious passions. To some, tenure is essential to academic freedom and a magnet to recruit and retain top-flight faculty. To others, it is an impediment to professorial accountability and a constraint on institutional flexibility and finances. But beyond anecdote and opinion, what do we really know about how tenure works?
In this unique book, Richard Chait and his colleagues offer the results of their research on key empirical questions. Are there circumstances under which faculty might voluntarily relinquish tenure? When might new faculty actually prefer non-tenure track positions? Does the absence of tenure mean the absence of shared governance? Why have some colleges abandoned tenure while others have adopted it? Answers to these and other questions come from careful studies of institutions that mirror the American academy: research universities and liberal arts colleges, including both highly selective and less prestigious schools.
Lucid and straightforward, The Questions of Tenure offers vivid pictures of academic subcultures. Chait and his colleagues conclude that context counts so much that no single tenure system exists. Still, since no academic reward carries the cachet of tenure, few institutions will initiate significant changes without either powerful external pressures or persistent demands from new or disgruntled faculty.
Contemporary theory is replete with metaphors of travel—displacement, diaspora, borders, exile, migration, nomadism, homelessness, and tourism to name a few. In Questions of Travel, Caren Kaplan explores the various metaphoric uses of travel and displacement in literary and feminist theory, traces the political implications of this “traveling theory,” and shows how various discourses of displacement link, rather than separate, modernism and postmodernism. Addressing a wide range of writers, including Paul Fussell, Edward Said, James Clifford, Gilles Deleuze, Jean Baudrillard, Gayatri Spivak, Edward Soja, Doreen Massey, Chandra Mohanty, and Adrienne Rich, Kaplan demonstrates that symbols and metaphors of travel are used in ways that obscure key differences of power between nationalities, classes, races, and genders. Neither rejecting nor dismissing the powerful testimony of individual experiences of modern exile or displacement, Kaplan asks how mystified metaphors of travel might be avoided. With a focus on theory’s colonial discourses, she reveals how these metaphors continue to operate in the seemingly liberatory critical zones of poststructuralism and feminist theory. The book concludes with a critique of the politics of location as a form of essentialist identity politics and calls for new feminist geographies of place and displacement.
This work is the first English translation of Scotus's commentary on Aristotle's Quaestiones super Praedicamenta. Although there are numerous Latin commentaries on Aristotle's Categories, Scotus's Questions is one of the few commentaries on the Categories written in the thirteenth century covering all of Aristotle's text, including the often neglected post-praedicamenta, and the only complete Latin commentary available in English. Moreover, unlike many of the commentaries, Scotus's text is one of the last commentaries to be written before the nominalist reduction of the categories to substance and quality. The question format allows Scotus a great deal of liberty to discuss the categories in detail, as well as matters that are only remotely raised by the text. Altogether, the forty-four questions cover the following subjects: questions 1-4 are prolegomena to the work itself and raise the question of its subject matter as well as whether there can be a science of the categories; questions 5-8 deal with equivocals, univocals, and denominatives; questions 9-11 discuss Aristotle's two rules regarding predication and the sufficiency of the categories; questions 12-36 discuss the four main categories treated by Aristotle, namely, substance, quantity, relation, and quality; and the remaining eight questions discuss the post-praedicamenta.
What is the modern in Southeast Asia’s architecture and how do we approach its study critically? This pathbreaking multidisciplinary volume is the first critical survey of Southeast Asia’s modern architecture. It looks at the challenges of studying this complex history through the conceptual frameworks of translation, epistemology, and power. Challenging Eurocentric ideas and architectural nomenclature, the authors examine the development of modern architecture in Indonesia, Malaysia, Myanmar, the Philippines, Singapore, Thailand, and Vietnam, with a focus on selective translation and strategic appropriation of imported ideas and practices by local architects and builders. The book transforms our understandings of the region’s modern architecture by moving beyond a consideration of architecture as an aesthetic artifact and instead examining its entanglement with different dynamics of power.
Shakespeare commentary and performance today present us with a multiplicity of interpretations constructed and reconstructed from such diverse origins that the underlying evidence has become hidden by layers of reconceptualized meanings. What can or should count as evidence for the claims made by scholars and performers, and how should this evidence by organized? In Textual and Theatrical Shakespeare ten essayists answer these stimulating questions by exploring the possibilities for and the constraints upon useful communication among critics who come to Shakespeare from so many different directions.
Bridging the stage-versus-page gap between actors, critics, and scholars, the contributors in this carefully crafted yet energizing book reflect upon the many kinds of evidence available to us from Shakespeare's various incarnations as historical subject and as “our contemporary” as well as from his amphibious occupation of both stage and study. The constraints become arbitrary as each essayist clarifies the sources of this evidence; the seemingly rigid boundaries of scholarly and creative disciplines are crossed and redrawn.
From “How Good Does Evidence Have to Be?” to “Invisible Bullets, Violet Beards: Reading Actors Reading,” the essays in Textual and Theatrical Shakespeare illuminate the long and complex development of our diverse engagements with Shakespeare. Textual and literary scholars, performance critics, social historians, cultural theorists, actors, and theatre historians will appreciate and benefit from this generous spirit of cross-cultural communication.
At the dawn of the twenty-first century, all of us consider ourselves to be citizens of something-–but of what? Nation-states? Regions? Ethnic groups? Corporations?
An accomplished set of meditations by one of Europe's leading Americanists, Them and Us is a rich comparative study of European and American cultural traditions and their influence on conceptions of community. In contrast with the ethnic and nationalist allegiances that historically have splintered Europe, Rob Kroes identifies a complex of cultural practices that have mitigated against ethnically rooted divisions in the United States. He argues that the American approach–-articulated by a national rhetoric emphasizing openness rather than closure, diversity rather than uniformity--has much to offer a Europe where the nationalist and ethnic conflicts that spawned two world wars continue to sow terror and destruction.
Kroes discusses European and American attitudes toward the welfare state, the human rights tradition in the United States, and the role of regionalism in shaping conceptions of national identity. He also considers new, transnational forms of cultural membership that are emerging to take the place of nation-based citizenship. He contends that the frame of reference Europeans now use to make sense of their collective situation draws on ingredients provided by the worldwide dissemination of American mass culture. He investigates the way this emerging world culture, under American auspices, affects the way people in their local and national settings structure their sense of the past and conceive of their citizenship.
Imagining a new set of cultural relationships that could serve as the basis for global citizenship, Them and Us is an insightful consideration of the types of solidarity that might weave humankind together into a meaningful community.
Poems written by children are not typically part of the literary canon. Because of cultural biases that frame young people as intellectually and artistically immature, these works are often excluded or dismissed as juvenilia. Rachel Conrad contends that youth-composed poems should be read as literary works in their own right—works that are deserving of greater respect in literary culture.
Time for Childhoods presents a selection of striking twentieth-and twenty-first-century American poetry written by young people, and highlights how young poets imagined and shaped time for their own poetic purposes. Through close engagement with archival materials, as well as select interviews and correspondence with adult mentors, Conrad discerns how young writers figured social realities and political and racial injustices, and discusses what important advocates such as Gwendolyn Brooks and June Jordan can teach us about supporting the agency of young poets. This essential study demonstrates that young poets have much to contribute to ongoing conversations about time and power.