front cover of The Laboratory Revolution and the Creation of the Modern University, 1830-1940
The Laboratory Revolution and the Creation of the Modern University, 1830-1940
Klaas van Berkel
Amsterdam University Press, 2023
The modern research university originated in Europe in the second half of the nineteenth century, largely due to the creation and expansion of the teaching and research laboratory. The universities and the sciences underwent a laboratory revolution that fundamentally changed the nature of both. This revolutionary development began in chemistry, where Justus Liebig is credited with systematically employing his students in his ongoing research during the 1830s. Later, this development spread to other fields, including the social sciences and the humanities. The consequences for the universities were colossal. The expansion of the laboratories demanded extensive new building programs, reshaping the outlook of the university. The social structure of the university also diversified because of this laboratory expansion, while what it meant to be a scientist changed dramatically. This volume explores the spatial, social, and cultural dimensions of the rise of the modern research laboratory within universities and their consequent reshaping.
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Language Learning and Teaching in Missionary and Colonial Contexts
L'apprentissage et l'enseignement des langues en contextes missionnaire et colonial
Dan Savatovsky
Amsterdam University Press, 2023
This volume assembles texts dedicated to the linguistic and educational aspects of missionary and colonial enterprises, taking into account all continents and with an extended diachronic perspective (15th–20th centuries). Strictly speaking, this “linguistics” is contemporary to the colonial era, so it is primarily the work of missionaries of Catholic orders and Protestant societies. It can also belong to a retrospective outlook, following decolonization. In the first category, one mostly finds transcription, translation, and grammatization practices (typically, the production of dictionaries and grammar books). In the second category, one finds in addition descriptions of language use, of situations of diglossia, and of contact between languages. Within this framework, the volume focuses on educational and linguistic policies, language teaching and learning, and the didactics that were associated with them.
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Language Play
David Crystal
University of Chicago Press, 2001
In this exhilarating and often hilarious book, David Crystal examines why we devote so much time and energy to language games, how professionals make a career of them, and how young children instinctively take to them. Crystal makes a simple argument-that since playing with language is so natural, a natural way to learn language is to play with it-while he discusses puns, crosswords, lipograms, comic alphabets, rhymes, funny voices taken from dialect and popular culture, limericks, anagrams, scat singing, and much more.
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Language Variety in the South Revisited
Cynthia Bernstein
University of Alabama Press, 1994

Top linguists from diverse fields address language varieties in the South.

 
Language Variety in the South Revisited is a comprehensive collection of new research on southern United States English by foremost scholars of regional language variation. Like its predecessor, Language Variety in the South: Perspectives in Black and White (The University of Alabama Press, 1986), this book includes current research into African American vernacular English, but it greatly expands the scope of investigation and offers an extensive assessment of the field. The volume encompasses studies of contact involving African and European languages; analysis of discourse, pragmatic, lexical, phonological, and syntactic features; and evaluations of methods of collecting and examining data. The 38 essays not only offer a wealth of information about southern language varieties but also serve as models for regional linguistic investigation.
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Learning American Sign Language in High School
Motivation, Strategies, and Achievement
Russell S. Rosen
Gallaudet University Press, 2015
Reflecting the exponential growth of college courses offering American Sign Language (ASL) as a foreign language, high schools have followed suit with significant increases in ASL classes during the past two decades. Despite this trend, high school ASL teachers and program administrators possess no concrete information on why students take ASL for foreign language credit, how they learn new signs and grammar, and how different learning techniques determines their achievement in ASL. This new book addresses these issues to better prepare high schools in their recruitment and education of new ASL students.

       Author Russell S. Rosen begins with the history of ASL as a foreign language in high schools, including debates about the foreign language status of ASL, the situation of deaf and hard of hearing students in classes, and governmental recognition of ASL as a language. Based on his study of five high school ASL programs, he defines the factors that motivate students, including community and culture, and analyzes strategies for promoting language processing and learning.  Learning American Sign Language in High School provides strategies for teaching ASL as a second language to students with learning disabilities as well. Its thorough approach ensures the best opportunity for high school students to attain high levels of achievement in learning ASL.
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Let's Talk About Critique
Reimagining Art and Design Education
Elissa Armstrong and Mariah Doren
Intellect Books, 2023
Practical and relevant approaches to giving more nuanced critiques.

Let’s Talk about Critique examines how critique in art education has evolved, how it falls short, and what else it could be. Elissa Armstrong and Mariah Doren contextualize current practices by discussing the history of critique, the field of education, and the characteristics of today’s students. Then they offer suggestions for ways to have more open, inclusive, and dynamic classroom conversations about art and design. The core of the book consists of critique format descriptions, written by experienced educators, that provide a wide variety of thoughtful approaches that can be readily adapted and used.
 
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Listening to What You See
Selected Contributions on Dutch Art
Peter Hecht
Paul Holberton Publishing, 2024
Art historian Peter Hecht shares his philosophy and methods of interpreting art.

Listening to What You See brings together more than twenty-five scholarly essays, reviews, and shorter contributions by Peter Hecht, preceded by an introduction on what he thinks his life in art history has taught him. The title indicates what his collected papers have in common: together they represent an attitude of listening to what you see. Hecht is very suspicious of applying a method and believes that looking at an image until it speaks is essential to understanding it. Apart from a few scholarly reviews, Listening to What You See also contains a sample of Hecht’s writings for the public at large, and some of his best-known critical papers are included here. It covers a range of different topics, including defending public art collections, showing what art can mean in times of crisis when it is not accessible (as was the case when Covid forced the museums to shut down), and talking about what art may do for us–provided that we listen.
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Literary Criticism
A Concise Political History
Joseph North
Harvard University Press, 2017

Literary Criticism offers a concise overview of literary studies in the English-speaking world from the early twentieth century to the present. Joseph North steps back from the usual tangle of figures, schools, and movements in order to analyze the intellectual paradigms that underpinned them. The result is a radically new account of the discipline’s development, together with a trenchant argument about where its political future lies.

People in today’s literature departments often assume that their work is politically progressive, especially when compared with the work of early- and mid-twentieth-century critics. North’s view is less cheering. For when understood in relation to the longer arc of the discipline, the current historicist and contextualist mode in literary studies represents a step to the Right. Since the global turn to neoliberalism in the late 1970s, all the major movements within literary studies have been diagnostic rather than interventionist in character: scholars have developed sophisticated techniques for analyzing culture, but they have retreated from systematic attempts to transform it. In this respect, the political potential of current literary scholarship compares poorly with that of earlier critical modes, which, for all their faults, at least had a programmatic commitment to cultural change.

Yet neoliberalism is now in crisis—a crisis that presents opportunities as well as dangers. North argues that the creation of a genuinely interventionist criticism is one of the central tasks facing those on the Left of the discipline today.

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Louis I. Kahn
The Nordic Latitudes
Per Olaf Fjeld
University of Arkansas Press, 2019
Louis I. Kahn: The Nordic Latitudes is a new and personal reading of the architecture, teachings, and legacy of Louis I. Kahn from Per Olaf Fjeld’s perspective as a former student. The book explores Kahn’s life and work, offering a unique take on one of the twentieth century’s most important architects.

Kahn’s Nordic and European ties are emphasized in this study that also covers his early childhood in Estonia, his travels, and his relationships with other architects, including the Norwegian architect Arne Korsmo.

The authors have gathered personal reflections, archival material, and other student work to offer insight into the wisdom that Kahn imparted to his students in his famous masterclass. Louis I. Kahn: The Nordic Latitudes addresses Kahn’s legacy both personally and in terms of the profession, documents a research trip the University of Pennsylvania’s Louis I. Kahn Collection, and confronts the affiliation of Kahn’s work with postmodernism.

 
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