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This book will appeal to professional scholars and graduate students with an interest in Aristotle’s ethics and in ethics generally. It proposes comprehensive interpretations of some difficult passages in Aristotle’s two major ethical works ( the Nicomachean Ethics and the Eudemian Ethics ). It brings to bear upon the analysis of human behavior passages in Aristotle’s logical works and in his Physics. It also draws connections among areas of particular interest to contemporary ethics: action theory, the analysis of practical reason, and virtue ethics.

"Both Thomistic scholars and analytic philosophers interested in theories of human action and accountability will find this book a welcome addition to their libraries. Truly a substantive addition to both Thomistic scholarship and the ongoing analytic investigation into human action and responsible agency."—American Catholic Philosophical Quarterly

"A first-rate book...Brock's lucid and illuminating analysis offers much of value to both intellectual historians and theologians, as well as philosophers."—Theological Studies"Brock's treatment of Aquinas's account of action exhibits a rare combination of rigor and learning. It is, no doubt, the best we have."—The Thomist

Presents a case for strong learning communities that take a clear political stand in favor of socially engaged art pedagogies.

The main aim of Art, Sustainability and Learning Communities is to show how shared spaces for exchange in the fields of art education and continuous professional development can reflect, inspire, and integrate sustainability principles that are becoming crucial in today’s world. The authors propose the idea that coordinated action can lead to a more sustainable future by promoting a sense of community, lifelong learning, and confidence in the possibility of changing current conditions.

Its three parts combine expertise in visual arts education, education for sustainable development, contemporary art practice, and sustainability activism. While Part I focuses on literature in the field and the interrelation of different disciplines, Part II provides concrete examples of professional learning communities and pedagogies that can be used to enrich the field of art education. Finally, Part III presents brief case studies illustrating international projects by contemporary artists, curators, environmentalists, and others, providing educators with several inspirational models of concrete and creative action.
 

With Artist as Author, Christa Noel Robbins provides the first extended study of authorship in mid-20th century abstract painting in the US. Taking a close look at this influential period of art history, Robbins describes how artists and critics used the medium of painting to advance their own claims about the role that they believed authorship should play in dictating the value, significance, and social impact of the art object. Robbins tracks the subject across two definitive periods: the “New York School” as it was consolidated in the 1950s and “Post Painterly Abstraction” in the 1960s. Through many deep dives into key artist archives, Robbins brings to the page the minds and voices of painters Arshile Gorky, Jack Tworkov, Helen Frankenthaler, Kenneth Noland, Sam Gilliam, and Agnes Martin along with those of critics such as Harold Rosenberg and Rosalind Krauss. While these are all important characters in the polemical histories of American modernism, this is the first time they are placed together in a single study and treated with equal measure, as peers participating in the shared late modernist moment.
 

Arts educators have adopted social justice themes as part of a larger vision of transforming society. Social justice arts education confronts oppression and inequality arising from factors related to race, ethnicity, nationality, religion, class, ability, gender, and sexuality.

This edition of Common Threads investigates the intersection of social justice work with education in the visual arts, music, theatre, dance, and literature. Weaving together resources from a range of University of Illinois Press journals, the editors offer articles on the scholarly inquiry, theory, and practice of social justice arts education. Selections from the past three decades reflect the synergy of the diverse scholars, educators, and artists actively engaged in such projects. Together, the contributors bring awareness to the importance of critically reflective and inclusive pedagogy in arts educational contexts. They also provide pedagogical theory and practical tools for building a social justice orientation through the arts.

Contributors: Joni Boyd Acuff, Seema Bahl, Elizabeth Delacruz, Elizabeth Garber, Elizabeth Gould, Kirstin Hotelling, Tuulikki Laes, Monica Prendergast, Elizabeth Saccá, Alexandra Schulteis, Amritjit Singh, and Stephanie Springgay