A SCHOLARLY BOOK REPOSITORY32 start with N start with N
In 1914, Nakeae Ushikichi (1889-1942), gifted son of the famous Nakae Chōmin (1847-1901) and graduate of Tokyo University's Faculty of Law, left behind the opportunities open to him in Japan and went to China. He worked briefly for the South Manchurian Railway and then in the Yüan Shih-k'ai government, but a personal crisis in 1919 turned him suddenly to a life of rigorous scholarship and social criticism. He spent most of his adult life in Peking, published little, deeply influenced a few key compatriots, and became a posthumous hero to a generation of postwar Japanese intellectuals.
In the first full-length study in English of the life and thought of Nakae Ushikichi, Joshua A. Fogel tells the strange story of this cocky, indolent carouser who became a disciplined scholar and passionate advocate of the worth of all humanity. Fogel examines Nakae's Sinological work in the context of his wide reading in German philosophy, Western historiography, and classical Chinese sources. He also translates Nakae's wartime diary.
Naming What We Know examines the core principles of knowledge in the discipline of writing studies using the lens of “threshold concepts”—concepts that are critical for epistemological participation in a discipline. The first part of the book defines and describes thirty-seven threshold concepts of the discipline in entries written by some of the field’s most active researchers and teachers, all of whom participated in a collaborative wiki discussion guided by the editors. These entries are clear and accessible, written for an audience of writing scholars, students, and colleagues in other disciplines and policy makers outside the academy. Contributors describe the conceptual background of the field and the principles that run throughout practice, whether in research, teaching, assessment, or public work around writing. Chapters in the second part of the book describe the benefits and challenges of using threshold concepts in specific sites—first-year writing programs, WAC/WID programs, writing centers, writing majors—and for professional development to present this framework in action.
Naming What We Know opens a dialogue about the concepts that writing scholars and teachers agree are critical and about why those concepts should and do matter to people outside the field.
“…a groundbreaking book that will…engage, inform, and connect with present and future teachers and teacher educators.”
---Stephanie Vandrick, Foreword to Narrating Their Lives
The field of TESOL has called attention to the ways that the issues of race and ethnicity, language status and power, and cultural background affect second language learners’ identities and, to some degree, those of teachers. In Narrating Their Lives, Kamhi-Stein examines the process of identity construction of classroom teachers so as to make connections between their personal and professional identities and their instructional practices. To do that, she has selected six autobiographical narratives from teachers who were once part of her TESL 570 (Educational Sociolinguistics) class in the MA TESOL program at California State University, Los Angeles. These six narratives cover a surprisingly wide range of identity issues but also touch on broader instructional themes that are part of teacher education programs.
Because of the reflective nature of the narratives—with the teachers using their stories to better understand how their experiences shape what they do in the classroom—this volume includes provocative chapter-opening and reflective chapter-closing questions. An informative discussion of the autobiographical narrative assignment and the TESL 570 course (including supplemental course readings and assessment criteria) is also included.
In National Healing, author Claude Hurlbert persuasively relates nationalism to institutional racism and contends that these are both symptoms of a national ill health afflicting American higher education and found even in the field of writing studies. Teachers and scholars, even in progressive fields like composition, are unwittingly at odds with their own most liberatory purposes, he says, and he advocates consciously broadening our understanding of rhetoric and writing instruction to include rhetorical traditions of non-Western cultures.
Threading a personal narrative of his own experiences as a student, professor, and citizen through a wide ranging discussion of theory, pedagogy, and philosophy in the writing classroom, Hurlbert weaves a vision that moves beyond simple polemic and simplistic multiculturalism. National Healing offers a compelling new aesthetic, epistemological, and rhetorical configuration.
From the earliest traces of first arrivals to the present, Native Americans represent a diverse and colorful array of cultures. Ranging North America and topics as diverse as archaeological discoveries from thousands of years ago and accounts of reservation life today, this study draws on traditional records as well as oral histories and biographical sketches to bring the history of these varied peoples to life.
Johansen’s account, now available for the first time in one comprehensive volume, tackles the various theories that date Native Americans’ first probable appearance perhaps 30,000 years before Columbus’s arrival. Chapters trace the explosion of westward expansion and include personal sketches of some of those famous for native resistance such as Tecumseh’s six-nation alliance, among many others. The book also explores the new wave of Native American activism that began in the 1960s, reservation life today, the repatriation of artifacts, and the current and widespread revival of native language studies.
Written in a compelling and accessible style, this book not only provides a comprehensive introduction to the history of North American Indians, but also offers an uncommonly rich description of the material and intellectual ways that Native American cultures have influenced the life and institutions of people across the globe.
Take sovereignty, for example. The word has served as the battle cry for social justice in Indian Country. But what is the meaning of sovereignty? Native peoples with diverse political beliefs all might say they support sovereignty—without understanding fully the meaning and implications packed in the word.
The field of Native studies is filled with many such words whose meanings are presumed, rather than articulated or debated. Consequently, the foundational terms within Native studies always have multiple and conflicting meanings. These terms carry the colonial baggage that has accrued from centuries of contested words.
Native Studies Keywords is a genealogical project that looks at the history of words that claim to have no history. It is the first book to examine the foundational concepts of Native American studies, offering multiple perspectives and opening a critical new conversation.
The theory of natural law grounds human laws in the universal truths of God’s creation. Until very recently, lawyers in the Western tradition studied natural law as part of their training, and the task of the judicial system was to put its tenets into concrete form, building an edifice of positive law on natural law’s foundations. Although much has been written about natural law in theory, surprisingly little has been said about how it has shaped legal practice. Natural Law in Court asks how lawyers and judges made and interpreted natural law arguments in England, Europe, and the United States, from the beginning of the sixteenth century to the American Civil War.
R. H. Helmholz sees a remarkable consistency in how English, Continental, and early American jurisprudence understood and applied natural law in cases ranging from family law and inheritance to criminal and commercial law. Despite differences in their judicial systems, natural law was treated across the board as the source of positive law, not its rival. The idea that no person should be condemned without a day in court, or that penalties should be proportional to the crime committed, or that self-preservation confers the right to protect oneself against attacks are valuable legal rules that originate in natural law. From a historical perspective, Helmholz concludes, natural law has advanced the cause of justice.
A young man from Monterey and his younger brother go on their first deer hunt with their minister father and his friends. The setting is 1950s northern California, in country where, from the right height, one can see Mt. Shasta in one direction, Mt. Lassen in the other. It is a region of small, insular towns, and although it is a familiar hunting ground for the Reverend and his buddies, not everyone there welcomes black hunters. Father and son both shoulder their pride, and a racial confrontation seems inevitable.
Among the lessons young Satch learns is the sometime advantage of wit and spine. During their days in the wilderness, the brothers are initiated to the right practice of the hunt and camp and to the ribald talk, needling banter, camp tales, and occasional aggravation of sundry friends. Hunting has a primal nature, but as Satch sees, so may the variable interactions of men.
The latest addition to the Interpreter Education series expands the tools available to instructors with six new, vital chapters on new curricula and creative teaching methods. Series editor Cynthia B. Roy leads the way by calling for the use of a discourse-oriented curriculum for educating interpreters. In the following chapter, Claudia Angelelli outlines the bottom-line principles for teaching effective health-care interpreting, postulating a model that depends upon the development of skills in six critical areas: cognitive-processing, interpersonal, linguistics, professional, setting-specific, and sociocultural. Risa Shaw, Steven D. Collins, and Melanie Metzger collaborate on describing the process for establishing a bachelor of arts program in interpreting at Gallaudet University distinct from the already existent masters program.
In the fourth chapter, Doug Bowen-Bailey describes how to apply theories of discourse-based interpreter education in specific contexts by producing customized videos. Jemina Napier blends three techniques for instructing signed language interpreters in Australia: synthesizing sign and spoken language interpreting curricula; integrating various interpreting concepts into a theoretical framework; and combining online and face-to-face instruction. Finally, Helen Slatyer delineates the use of an action research methodology to establish a curriculum for teaching ad hoc interpreters of languages used by small population segments in Australia.
This interdisciplinary collection introduces scholarly perspectives on how to teach fairy tales in a variety of courses and academic disciplines, including anthropology, creative writing, children’s literature, cultural studies, queer studies, film studies, linguistics, second language acquisition, translation studies, and women and gender studies, and points the way to other intermedial and intertextual approaches. Challenging the fairy-tale canon as represented by the Brothers Grimm, Charles Perrault, Hans Christian Andersen, and Walt Disney, contributors reveal an astonishingly diverse fairy-tale landscape.
The book offers instructors a plethora of fresh ideas, teaching materials, and outside-the-box teaching strategies for classroom use as well as new and adaptable pedagogical models that invite students to engage with class materials in intellectually stimulating ways. A cutting-edge volume that acknowledges the continued interest in university courses on fairy tales, New Approaches to Teaching Folk and Fairy Tales enables instructors to introduce their students to a new, critical understanding of the fairy tale as well as to a host of new tales, traditions, and adaptations in a range of media.
In this accessible analysis, a philosopher and a science educator look at biological theory and society through a synthesis of mechanistic and organicist points of view to best understand the complexity of life and biological systems.
The search for a unified framework for biology is as old as Plato’s musings on natural order, which suggested that the universe itself is alive. But in the twentieth century, under the influence of genetics and microbiology, such organicist positions were largely set aside in favor of mechanical reductionism, by which life is explained by the movement of its parts. But can organisms truly be understood in mechanical terms, or do we need to view life from the perspective of whole organisms to make sense of biological complexity?
The New Biology argues for the validity of holistic treatments from the perspectives of philosophy, history, and biology and outlines the largely unrecognized undercurrent of organicism that has persisted. Mechanistic biology has been invaluable in understanding a range of biological issues, but Michael Reiss and Michael Ruse contend that reductionism alone cannot answer all our questions about life. Whether we are considering human health, ecology, or the relationship between sex and gender, we need to draw from both organicist and mechanistic frameworks.
It’s not always a matter of combining organicist and mechanistic perspectives, Reiss and Ruse argue. There is scope for a range of ways of understanding the complexity of life and biological systems. Organicist and mechanistic approaches are not simply hypotheses to be confirmed or refuted, but rather operate as metaphors for describing a universe of sublime intricacy.
New Digital Worlds traces the formation of postcolonial studies and digital humanities as fields, identifying how they can intervene in knowledge production in the digital age. Roopika Risam examines the role of colonial violence in the development of digital archives and the possibilities of postcolonial digital archives for resisting this violence. Offering a reading of the colonialist dimensions of global organizations for digital humanities research, she explores efforts to decenter these institutions by emphasizing the local practices that subtend global formations and pedagogical approaches that support this decentering. Last, Risam attends to human futures in new digital worlds, evaluating both how algorithms and natural language processing software used in digital humanities projects produce universalist notions of the "human" and also how to resist this phenomenon.
In this history, Christopher J. Phillips examines the rise and fall of the new math as a marker of the period’s political and social ferment. Neither the new math curriculum designers nor its diverse legions of supporters concentrated on whether the new math would improve students’ calculation ability. Rather, they felt the new math would train children to think in the right way, instilling in students a set of mental habits that might better prepare them to be citizens of modern society—a world of complex challenges, rapid technological change, and unforeseeable futures. While Phillips grounds his argument in shifting perceptions of intellectual discipline and the underlying nature of mathematical knowledge, he also touches on long-standing debates over the place and relevance of mathematics in liberal education. And in so doing, he explores the essence of what it means to be an intelligent American—by the numbers.
New Natures broadens the dialogue between the disciplines of science and technology studies (STS) and environmental history in hopes of deepening and even transforming understandings of human-nature interactions. The volume presents richly developed historical studies that explicitly engage with key STS theories, offering models for how these theories can help crystallize central lessons from empirical histories, facilitate comparative analysis, and provide a language for complicated historical phenomena. Overall, the collection exemplifies the fruitfulness of cross-disciplinary thinking.
The chapters follow three central themes: ways of knowing, or how knowledge is produced and how this mediates our understanding of the environment; constructions of environmental expertise, showing how expertise is evaluated according to categories, categorization, hierarchies, and the power afforded to expertise; and lastly, an analysis of networks, mobilities, and boundaries, demonstrating how knowledge is both diffused and constrained and what this means for humans and the environment.
Contributors explore these themes by discussing a wide array of topics, including farming, forestry, indigenous land management, ecological science, pollution, trade, energy, and outer space, among others. The epilogue, by the eminent environmental historian Sverker Sörlin, views the deep entanglements of humans and nature in contemporary urbanity and argues we should preserve this relationship in the future. Additionally, the volume looks to extend the valuable conversation between STS and environmental history to wider communities that include policy makers and other stakeholders, as many of the issues raised can inform future courses of action.
Medicine in the twenty-first century will be very different from the medicine of today; scientific, technological, economic, and ethical conditions of practice will be transformed. What do these changes portend for medical education? What knowledge should all medical students acquire? How can medical educators prepare students in the most cost-effective way?
This book describes efforts made at Harvard Medical School during the past to reorient general medical education. Harvard’s New Pathway has received national attention since its inception—including a multipart special on PBS’s Nova—because it offers a radical restructuring of the traditional medical school curriculum. Its creators, most of them contributors to this book, designed a program that gives students not only a core of scientific, biomedical, and clinical knowledge but also the skills, tools, and attitudes that will enable them to become lifelong learners, to cope with and use new information, and—most important—to provide better patient care.
New Pathways to Medical Education also tells the inside story of how a traditional and research-oriented faculty was persuaded to cooperate with colleagues outside their departments in adopting a student-centered, problem-based approach to learning. Central to this transformation was the Patient–Doctor course, which the book describes in detail. This course—which teaches students to LISC the patient–doctor relationship for the benefit of patients—is considered one of the most significant contributions to medical education in the New Pathway.
New Pathways to Medical Education will inspire physicians, medical scientists, and medical educators around the world to think and act more decisively to reform medical education. And because it documents the development of an innovative curriculum, this study will interest educators in all fields.
A manifesto for the humanities in the digital age, A New Republic of Letters argues that the history of texts, together with the methods by which they are preserved and made available for interpretation, are the overriding subjects of humanist study in the twenty-first century. Theory and philosophy, which have grounded the humanities for decades, no longer suffice as an intellectual framework. Jerome McGann proposes we look instead to philology—a discipline which has been out of fashion for many decades but which models the concerns of digital humanities with surprising fidelity.
For centuries, books have been the best way to preserve and transmit knowledge. But as libraries and museums digitize their archives and readers abandon paperbacks for tablet computers, digital media are replacing books as the repository of cultural memory. While both the mission of the humanities and its traditional modes of scholarship and critical study are the same, the digital environment is driving disciplines to work with new tools that require major, and often very difficult, institutional changes. Now more than ever, scholars need to recover the theory and method of philological investigation if the humanities are to meet their perennial commitments. Textual and editorial scholarship, often marginalized as a narrowly technical domain, should be made a priority of humanists’ attention.
In A New Writing Classroom, Patrick Sullivan provides a new generation of teachers a means and a rationale to reconceive their approach to teaching writing, calling into question the discipline's dependence on argument.
Including secondary writing teachers within his purview, Sullivan advocates a more diverse, exploratory, and flexible approach to writing activities in grades six through thirteen. A New Writing Classroom encourages teachers to pay more attention to research in learning theory, transfer of learning, international models for nurturing excellence in the classroom, and recent work in listening to teach students the sort of dialogic stance that leads to higher-order thinking and more sophisticated communication.
The conventional argumentative essay is often a simplistic form of argument, widely believed to be the most appropriate type of writing in English classes, but other kinds of writing may be more valuable to students and offer more important kinds of cognitive challenges. Focusing on listening and dispositions or "habits of mind” as central elements of this new composition pedagogy, A New Writing Classroom draws not just on composition studies but also on cognitive psychology, philosophy, learning theory, literature, and history, making an exciting and significant contribution to the field.
Scientists who specialize in the study of Mississippi Valley earthquakes say that the region is overdue for a powerful tremor that will cause major damage and undoubtedly some casualties.
The inevitability of a future quake and the lack of preparation by both individuals and communities provided the impetus for this book. Atkinson brings together applicable information from many disciplines: history, geology and seismology, engineering, zoology, politics and community planning, economics, environmental science, sociology, and psychology and mental health to provide the most comprehensive perspective to date of the myriad impacts of a major earthquake on the Mississippi Valley.
Atkinson addresses such basic questions as "What, actually, are earthquakes? How do they occur? Where are they likely to occur? Can they be predicted, perhaps even prevented?" He also addresses those steps that individuals can take to improve their chances for survival both during and after an earthquake.
Johnson argues that nineteenth-century rhetoric was primarily synthetic, derived from the combination of classical elements and eighteenth-century belletristic and epistemological approaches to theory and practice. She reveals that nineteenth-century rhetoric supported several rhetorical arts, each conceived systematically from a similar theoretical foundation.
Winifred Bryan Horner argues that an understanding of the changes that occurred in the content of nineteenth-century courses in logic, rhetoric, and belles lettres taught in Scottish universities provides important critical insight into the development of the twentieth-century American composition course, as well as courses in English literature and critical theory.
Because of the inaccessibility of primary materials documenting the changes in courses taught at Scottish universities, the impression remains that the nineteenth century represents a break with the traditional school curriculum rather than a logical transition to a new focus of study. Horner has discovered that the notes of students who attended these classes—meticulously transcribed records of the lectures that professors dictated in lieu of printed texts—provide reliable documentation of the content of courses taught during the period. Using these records, Horner traces the evolution of current traditional composition, developed in the United States in the first part of the twentieth century, from courses taught in nineteenth-century, northern Scottish universities. She locates the beginning of courses in English literature and belletristic composition in the southern schools, particularly Edinburgh.
Horner’s study opens new vistas for the study of the evolution of university curricula, especially the never before acknowledged influence of belletristric rhetoric on the development of the North American composition course.
In Noise from the Writing Center, Boquet develops a theory of "noise" and excess as an important element of difference between the pedagogy of writing centers and the academy in general. Addressing administrative issues, Boquet strains against the bean-counting anxiety that seems to drive so much of writing center administration. Pedagogically, she urges a more courageous practice, developed via metaphors of music and improvisation, and argues for "noise," excess, and performance as uniquely appropriate to the education of writers and tutors in the center.
Personal, even irreverent in style, Boquet is also theoretically sophisticated, and she draws from an eclectic range of work in academic and popular culture-from Foucault to Attali to Jimi Hendrix. She includes, as well, the voices of writing center tutors with whom she conducted research, and she finds some of her most inspiring moments in the words and work of those tutors.
It has long been recognized that affect (that is, the noncognitive aspect of mental activity) plays a large role in writing and in learning to write. According to Susan H. McLeod, however, the model that has been most used for empirical research on the writing process is based on cognitive psychology and does not take into account affective phenomena. Nor does the social constructionist view of the writing process acknowledge the affective realm except in a very general way. To understand the complete picture, McLeod insists, we need to explore how cognitive, affective, and social elements interact as people write.
In this book, McLeod follows a group of students through a semester of writing assignments, tracking the students’ progress and examining the affective elements relevant to their writing. To facilitate future discussion of these phenomena, McLeod also provides suggested definitions for terms in the affective domain.
In a very real sense, this book is the result of a collaboration of three Susans: Susan McLeod, who researched and wrote the book; Sue Hallett, an instructor in Washington State University’s composition program whose classes McLeod observed and who helped provide much of the data; and Susan Parker, a graduate student who observed Hallett’s class and who ran a tutorial connected to that class. To provide a narrative structure, McLeod and her two collaborators have constructed a simulated semester, conflating the year and a half of the study into one semester and creating a class that is a composite drawn from seven classrooms over three semesters.
Although philosophers have had much to say about the affective domain, Notes on the Heart is based for the most part on research from the social sciences. Discussions of pedagogy, while meant to have practical value, are suggestive rather than prescriptive. The goal is to help teachers see their practice in new way.
Teachers will be particularly interested in McLeod’s discussion of teacher affect/effect. This section examines both the issue of the "Pygmalion effect" (students becoming better because the teacher believes they are) and perhaps the more common opposite, the "golem effect" (students becoming less capable because their teachers view them that way).
Sheryl I. Fontaine opens the book with a description of the organization, purpose, and content of students’ 10-minute unfocused freewriting.
Pat Belanoff discusses the relationship between skilled and unskilled student writers.
Richard H. Haswell analyzes forms of freewriting.
Lynn Hammond describes the focused freewriting strategies used in legal writing and in the analysis of poetry.
Joy Marsella and Thomas L. Hilgers suggest ways of teaching freewriting as a heuristic.
Diana George and Art Young show what teachers learned about the writing abilities of three engineering students through freewriting journals.
Anne E. Mullin seeks to determine whether freewriting lives up to claims made for it.
Barbara W. Cheshire assesses the efficacy of freewriting.
James W. Pennebaker checks the short- and long-term effects of freewriting on students’ emotional lives.
Ken Macrorie notes that freewriting means being freed to use certain powers.
Peter Elbow shows how authors use freewriting.
Robert Whitney tells "why I hate to freewrite."
Karen Ferro considers her own freewriting, showing how it leads to a deeper self-understanding.
Chris Anderson discusses the qualities in freewriting that we should maintain in revision.
Burton Hatlen shows the parallels between writing projective verse and freewriting.
Sheridan Blau describes the results of experiments with invisible writing.
In this short work, Elizabeth Boquet explores the line Lawrence Schall describes above, tracing the overlaps and intersections of a lifelong education around guns and violence, as a student, a teacher, a feminist, a daughter, a wife, a citizen and across the dislocations and relocations that are part of a life lived in and around school. Weaving narratives of family, the university classroom and administration, her husband’s work as a police officer, and her work with students and the Poetry for Peace effort that her writing center sponsors in the local schools, she recounts her efforts to respond to moments of violence with a pedagogy of peace. “Can we not acknowledge that our experiences with pain anywhere should render us more, not less, capable of responding to it everywhere?” she asks. “Compassion, it seems to me, is an infinitely renewable resource.”
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