493 books match the query 'Theory' and 25 start with c
Edited by Sebastian Edwards
University of Chicago Press, 2000
Milton Friedman
University of Chicago Press, 1963
Milton Friedman
University of Chicago Press, 2002
Michael Roberts
Pluto Press, 2022
Carolyn Hardin
Duke University Press, 2021
Edited by Takatoshi Ito and Anne O. Krueger
University of Chicago Press, 1999
Lisa Blankenship
Utah State University Press, 2019
Robert Grafstein
University of Michigan Press, 1999
George Caffentzis
Pluto Press, 2021
Taking the Scottish Enlightenment philosopher David Hume as its subject, this book breaks new ground in focusing its lens on a little-studied aspect of Hume’s thinking: his understanding of money.
George Caffentzis makes both an intervention in the field of monetary philosophy and into Marxian conceptions of the relation between philosophy and capitalist development. He vividly charts the ways in which Hume’s philosophy directly informed the project of ‘civilizing’ the people of the Scottish Highlands and pacifying the English proletariat in response to the revolts of both groups at the heart of the empire.
Built on careful historical and philosophical detective work, Civilizing Money offers a stimulating and radical political reading of the ways in which Hume’s fundamental philosophical claims performed concrete political functions.
George Caffentzis
Pluto Press, 2021
This book situates John Locke’s philosophy of knowledge and his political theory within his engagement in British monetary debates of the 17th and 18th century.
Anchored in extensive archival research, George Caffentzis offers the most expansive reading of Locke’s economic thought to date, contextualizing it within the expansion of capitalist accumulation on a world scale and the universality of money as a medium of exchange.
Updated with a new introduction by Paul Rekret, a new foreword by Harry Cleaver and new material by the author, Clipped Coins, Abused Words, and Civil Government continues to make a significant intervention in contemporary debates around the history of capitalism, colonialism and philosophy.
Andrew Kehler
CSLI, 2001
Patricia Lynne
Utah State University Press, 2004
In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory?
By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She laments, as do many in composition, that the objectively oriented paradigm of educational assessment theory subjugates and discounts the very social constructionist principles that empower composition pedagogy. Further, Lynne criticizes recent practice for accommodating the big business of educational testing—especially for capitulating to the discourse of positivism embedded in terms like "validity" and "reliability." These terms and concepts, she argues, have little theoretical significance within composition studies, and their technical and philosophical import are downplayed by composition assessment scholars.
There is a need, Lynne says, for terms of assessment that are native to composition. To open this needed discussion within the field, she analyzes cutting-edge assessment efforts, including the work of Broad and Haswell, and she advances a set of alternate terms for evaluating assessment practices, a set of terms grounded in constructivism and composition.
Coming to Terms is ambitious and principled, and it takes a controversial stand on important issues. This strong new volume in assessment theory will be of serious interest to assessment specialists and their students, to composition theorists, and to those now mounting assessments in their own programs.
Gregory S. Alexander
University of Chicago Press, 1997
Gerald M. Phillips
Southern Illinois University Press, 1991
Gerald M. Phillips draws on his twenty-five-year, five-thousand-client experience with the Pennsylvania State University Reticence Program to present a new theory of modification of “inept” communication behavior.
That experience has convinced Phillips that communication is arbitrary and rulebound rather than a process of inspiration. He demonstrates that communication problems can be described as errors that can be detected and classified in order to fit a remediation pattern. Regardless of the source of error, the remedy is to train the individual to avoid or eliminate errors—thus, orderly procedure will result in competent performance.
Inept communicators must be made aware of the obligations and constraints imposed by deep structures that require us to achieve a degree of formal order in our language, without which our discourse becomes incomprehensible.
Ugo Mattei
University of Michigan Press, 1998
B. Guy Peters
University of Alabama Press, 1988
A foundational guide to understanding how bureaucracies differ—and why those differences matter.
The comparative study of public policy once promised to make major contributions to our understanding of government. Much of that promise now appears unfulfilled. What accounts for this decline in intellectual fortunes and change in intellectual fashion? Comparing Public Bureaucracies seeks to understand why. One of the principal answers is that there is no readily accepted and dependent variable that would allow comparative public administration to conform to the usual canons of social research. In contrast, comparative public policy has a ready-made dependent variable in public expenditure.
Peters discusses four possible dependent variables for comparative public administration. The first is personnel—the number and type of people who work for government. Second, the number and type of organizations that form government can suggest a great deal about the structure of government. Third, the behavior of members is obviously important for understanding what actually happens in government—such as the extents to which bureaucracies approximate the budget-maximizing behavior posited by economists. Ginally, the relative power of civil servants in the policymaking process is a major factor in institutional politics in contemporary industrial societies.
David L. Wallace
Utah State University Press, 2011
David Wallace argues that any understanding of writing studies must include the conception of discourse as an embodied force with real consequences for real people. Informed in important ways by queer theory, Wallace calls to account users of dominant discourses and at the same time articulates a theory base from which to interpret "alternative rhetoric."
To examine the practice of writing from varied margins of society, Compelled to Write offers careful readings of four exemplar American writers, each of whom felt compelled within their own time and place to write in response to systemic injustices in American society.
Sarah Grimké, a privileged white woman advocating for abolition, is forced to defend her right to speak as a woman; Frederick Douglass begins his public career almost as a curiosity (the articulate ex-slave) and ends it as one of the most important rhetors in American history; Gloria Anzaldúa writes not only in multiple languages and dialects but from marginalized positions related to gender, race, class, sexual identity, and physical abled-ness; David Sedaris uses his privileged position as a middle-class white male humorist to speak unabashedly of his sexuality, his addictions, and obsessive-compulsive personality disorder.
Through these writers, Wallace explores a range of strategies that comprise alternative rhetorical practice, and demonstrates how such practice is inflected by social constraints on rhetorical agency and by how writers employ alternative discourses to resist those constraints. Grounding and personalizing Compelled to Write with rich material from his own teaching and his own experience, Wallace considers a number of implications for teachers of writing.
Euel Elliott and L. Douglas Kiel, eds.
University of Michigan Press, 2021
Complexity Systems in the Social and Behavioral Sciences provides a sophisticated yet accessible account of complexity science or complex systems research. Phenomena in the behavioral, social, and hard sciences all exhibit certain important similarities consistent with complex systems. These include the concept of emergence, sensitivity to initial conditions, and interactions between agents in a system that yield unanticipated, nonlinear outcomes. The topics discussed range from the implications for artificial intelligence and computing to questions about how to model complex systems through agent-based modeling, to complex phenomena exhibited in international relations, and in organizational behavior. This volume will be an invaluable addition for both the general reader and the specialist, offering new insights into this fascinating area of research.
Geoffrey M. Hodgson
University of Chicago Press, 2015
John P. McCormick, ed.
Duke University Press, 2002
Contributors. Seyla Benhabib, Richard J. Bernstein, Peter C. Caldwell, Richard Dienst, David Dyzenhaus, Andrew Feenberg, Nancy S. Love, John P. McCormick, Jan-Werner Müller, Gia Pascarelli, William E. Scheuerman, Steven B. Smith, Tracy B. Strong, Richard Wolin

Edited by Christine Rogers, Kim Munro, Liz Burke, and Catherine Gough-Brady
Intellect Books, 2023
Edited by Olaf Kuhlke, Annick Schramme, and René Kooyman
Eburon Academic Publishers, 2015
Ralph A. Gigliotti
Rutgers University Press, 2020
Randy Martin
Duke University Press, 1998
Madhav M. Deshpande
University of Michigan Press, 1975