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One of the major intellectual figures of the twentieth century, Paul Ricoeur has influenced a generation of thinkers. In this, the first philosophically informed biography of Ricoeur, student, colleague, and confidant Charles E. Reagan provides an unusually accessible look at both the philosophy of this extraordinary thinker and the pivotal experiences that influenced his development.

"A valuable introduction to Ricoeur; highly recommended."—Library Journal

"[A] lively introduction to the life and thought of one of this century's most notable philosophers."—Norman Wirzba, Christian Century

"Reagan lucidly explains Ricoeur's difficult philosophy while shining overdue light on the personality behind it."—Carlin Romano, Philadelphia Inquirer

"Combines biographical and philosophical essays with a more personal memoir that makes Ricoeur's humane and magnanimous nature abundantly evident. Four revealing interviews, coupled with photographs, and an extensive bibliography of primary and secondary sources, complete this illuminating study."—Choice

The Nestucca Valley is a small watershed, tucked away in one corner of a county in far western Oregon. There are no incorporated towns, and cows outnumber humans. It has long been a place without a written history, yet its past offers many surprising twists on received wisdom about rural economies. In crisp prose and succinct chapters, Persistent Callings carries readers from aboriginal times to the present, illustrating the wisdom of seasonal labor, the complex relationships between work and identity, and the resilience of rural economics across more than a century of almost continual change.

Life in this watershed, known to locals as “South County,” has always been demanding. Farming, fishing, and logging were difficult occupations, but work had deeper meanings. Challenges arrived in many forms, including climate shifts, market crashes, regulatory changes, and industry consolidations. Residents’ ability to innovate was their greatest resource, and their persistence helps us to recognize the callings they pursued.

During the late twentieth and early twenty-first centuries, disruptions came more quickly, and they coincided with infusions of capital that dramatically altered the structure of employment, with devastating results for the valley’s hardest working residents. Unemployment and poverty skyrocketed while health and life expectancy dropped to alarming levels. Moreover, the arrival of retirees and rise of environmental amenities actually exacerbated some ecological problems. Little in this history plays out as expected, and much of it will make readers reconsider how they think about the social, economic, and environmental contours of rural life in the American West.

In this critically acclaimed biography, Franz Schulze probes the private and professional life of one of the most famous architects and architectural critics of the twentieth century.

The only child of a wealthy Midwestern family, Philip Johnson was a millionaire by the time he graduated from Harvard, and in 1932 he helped stage the historic International Style exhibition at the Museum of Modern Art. A patron of the arts and a political activists who flirted with the politics of Hitler, Huey Long, and Father Coughlin, he went on to create controversial and historical structures such as the Glass House, the Roofless Church, the AT & T Building, the Crystal Cathedral, and many more. Johnson's personal charms paired with his manipulative ploys—like his "borrowing" of designs—shine through in this biography.

Drawing on Johnson's correspondence, personal photographs, and speeches, and on interviews with his friends and contemporaries, Schulze fills the biography with fascinating information on the architect's family, travels, friends and lovers, and his many buildings and spaces themselves.

Franz Schulze is a professor of art at Lake Forest College. He is the author of Fantastic Images: Chicago Art since 1945, One Hundred Years of Chicago Architecture, and Mies van der Rohe: A Critical Biography.

What makes photographs different from other kinds of documents that historians use to explain what happened in the past? What can photographic images do that other documents cannot? Can photography accurately depict labor? Contributors to this issue examine these questions with both fine art photography and visual archives of many kinds: state, corporate, family, trade union, ethnographic, photojournalistic, and environmental. They investigate the ways that photography has been central to both the expropriation and exploitation of labor and the potential of photography to enable new and radical approaches to historicizing the study of working peoples and labor. Articles showcase methodologically generative research that builds upon the recent boom in theoretical work in the fields of visual cultural studies and photography to reinvigorate historical studies of work. 

Contributors: Siobhan Angus, Ian Bourland, Oliver Coates, Kevin Coleman, Clare Corbould, Adrian De Leon, Rick Halpern, Daniel James, Tong Lam, Walter Benn Michaels, Jessica Stites Mor, Carol Quirke, Jayeeta Sharma, Erica Toffoli, Daniel Zamora

Etienne-Jules Marey was an inventor whose methods of recording movement revolutionized our way of visualizing time and motion. Best remembered for his chronophotography, Marey constructed a single-camera system that led the way to cinematography. Picturing Time, the first complete survey of Marey's work, investigates the far reaching effects of Marey's inventions on stream-of-consciousness literature, psychoanalysis, Bergsonian philosophy, and the art of cubists and futurists.

Braun offers a fascinating look at how Marey's chronophotography was used to express the profound transformation in understanding and experiencing time that occurred in the late nineteenth century. Featuring 335 illustrations, Picturing Time includes many unpublished examples of Marey's chronophotographs and cinematic work. It also contains a complete bibliography of his writings and the first catalog of his films, photographic prints, and recently discovered negatives.

Twenty-one writers answer the call for literature that addresses who we are by understanding where we are--where, for each of them, being in some way part of academia. In personal essays, they imaginatively delineate and engage the diverse, occasionally unexpected play of place in shaping them, writers and teachers in varied environments, with unique experiences and distinctive world views, and reconfiguring for them conjunctions of identity and setting, here, there, everywhere, and in between.

Contents

I Introduction Writing Place, Jennifer Sinor

II Here
Six Kinds of Rain: Searching for a Place in the Academy, Kathleen Dean Moore and Erin E. Moore
The Work the Landscape Calls Us To, Michael Sowder
Valley Language, Diana Garcia
What I Learned from the Campus Plumber, Charles Bergman
M-I-Crooked Letter-Crooked Letter, Katherine Fischer
On Frogs, Poems, and Teaching at a Rural Community College, Sean W. Henne

III There
Levittown Breeds Anarchists Film at 11:00, Kathryn T. Flannery
Living in a Transformed Desert, Mitsuye Yamada
A More Fortunate Destiny, Jayne Brim Box
Imagined Vietnams, Charles Waugh

IV Everywhere
Teaching on Stolen Ground, Deborah A. Miranda
The Blind Teaching the Blind: The Academic as Naturalist, or Not, Robert Michael Pyle
Where Are You From? Lee Torda

V In Between
Going Away to Think, Scott Slovic
Fronteriza Consciousness: The Site and Language of the Academy and of Life, Norma Elia Cantu
Bones of Summer, Mary Clearman Blew
Singing, Speaking, and Seeing a World, Janice M. Gould
Making Places Work: Felt Sense, Identity, and Teaching, Jeffrey M. Buchanan

VI Coda
Running in Place: The Personal at Work, in Motion, on Campus, and in the Neighborhood, Rona Kaufman

Catherine Malabou's concept of plasticity has influenced and inspired scholars from across disciplines. The contributors to Plastic Materialities—whose fields include political philosophy, critical legal studies, social theory, literature, and philosophy—use Malabou's innovative combination of post-structuralism and neuroscience to evaluate the political implications of her work. They address, among other things, subjectivity, science, war, the malleability of sexuality, neoliberalism and economic theory, indigenous and racial politics, and the relationship between the human and non-human. Plastic Materialities also includes three essays by Malabou and an interview with her, all of which bring her work into conversation with issues of sovereignty, justice, and social order for the first time.

Contributors. Brenna Bhandar, Silvana Carotenuto, Jonathan Goldberg-Hiller, Jairus Victor Grove, Catherine Kellogg, Catherine Malabou, Renisa Mawani, Fred Moten, Alain Pottage, Michael J. Shapiro, Alberto Toscano

Combining how-to information with voices of working artists, Poor Dancer's Almanac is an essential resource tool and source of inspiration for all independent artists—choreographers, performance artists, dancers producers, managers. Created in 1975 and revised again in 1984 this handbook has come to serve as one of the most crucial references for the arts community. In the most up-to-date and comprehensive edition yet, a broad range of issues affecting performers and producers is addressed, interwoven with newly added, more personal contributions from major figures in the performance world.
Organized and compiled by Dance Theater Workshop in New York and authored by more than fifty leading professionals in the field, Poor Dancer's Almanac offers in-depth discussions of everything from personal livelihood to professional career development, from medical care, housing, and unemployment insurance to management, touring, and legal issues. Each chapter is followed by an appendix containing extensive and varied listings, giving names and addresses for finding internship programs, videotaping, flooring, grant-writing, and reference publications. Although centered on New York the Almanac includes lists of resources and contacts for many other states—California, Washington D.C, Illinois, Minnesota, North Carolina, Texas, Florida, and Ohio. An entirely new section has been added dealing with health issues and the crisis of AIDS.
In personal anecdotes and essays various performers offer their own insights and stories—both of struggles and of successes—to bring to life the practical realities of working in the arts. We hear from Merce Cunningham, Eric Bogosian, Karen Finley, Paul Zaloom, and Bill T. Jones, among others. Illustrated with original drawings by Janie Geiser, this thoroughly revised and updated edition of the Poor Dancer's Almanac will continue to serve as one of the leading sources for those concerned with managing life and work in the performing arts.

American high schools have never been under more pressure to reform: student populations are more diverse than ever, resources are limited, and teachers are expected to teach to high standards for all students. While many reformers look for change at the state or district level, the authors here argue that the most local contexts—schools, departments, and communities—matter the most to how well teachers perform in the classroom and how satisfied they are professionally. Their findings—based on one of the most extensive research projects ever done on secondary teaching—show that departmental cultures play a crucial role in classroom settings and expectations. In the same school, for example, social studies teachers described their students as "apathetic and unwilling to work," while English teachers described the same students as "bright, interesting, and energetic."

With wide-ranging implications for educational practice and policy, this unprecedented look into teacher communities is essential reading for educators, administrators, and all those concerned with U. S. High Schools.

Puerto Rican Women and Work: Bridges in Transnational Labor is the only comprehensive study of the role of Puerto Rican women workers in the evolution of a transnational labor force in the twentieth century.

This book examines Puerto Rican women workers, both in Puerto Rico and on the U.S. mainland. It contains a range of information--historical, ethnographic, and statistical. The contributors provide insights into the effects of migration and unionization on women's work, taking into account U.S. colonialism and globalization of capitalism throughout the century as well as the impact of Operation Bootstrap. The essays are arranged in chronological order to reveal the evolutionary nature of women's work and the fluctuations in migration, technology, and the economy. This one-of-a-kind collection will be a valuable resource for those interested in women's studies, ethnic studies, and Puerto Rican and Latino studies, as well as labor studies.

Today, a college education is increasingly viewed as the gateway to the American Dream—a necessary prerequisite for social mobility. Yet recent policy reforms in the United States effectively steer former welfare recipients away from an education that could further their career prospects, forcing them directly into the workforce where they often find only low-paying jobs with little opportunity for growth. In Putting Poor People to Work, Kathleen Shaw, Sara Goldrick-Rab, Christopher Mazzeo, and Jerry A. Jacobs explore this troubling disconnect between the principles of "work-first" and "college for all." Using comprehensive interviews with government officials and sophisticated data from six states over a four year period, Putting Poor People to Work shows how recent changes in public policy have reduced the quantity and quality of education and training available to adults with low incomes. The authors analyze how two policies encouraging work—the federal welfare reform law of 1996 and the Workforce Investment Act of 1998—have made moving people off of public assistance as soon as possible, with little regard to their long-term career prospects, a government priority. Putting Poor People to Work shows that since the passage of these "work-first" laws, not only are fewer low-income individuals pursuing postsecondary education, but when they do, they are increasingly directed towards the most ineffective, short-term forms of training, rather than higher-quality college-level education. Moreover, the schools most able and ready to serve poor adults—the community colleges—are deterred by these policies from doing so. Having a competitive, agile workforce that can compete with any in the world is a national priority. In a global economy where skills are paramount, that goal requires broad popular access to education and training. Putting Poor People to Work shows how current U.S. policy discourages poor Americans from seeking out a college education, stranding them in jobs with little potential for growth. This important new book makes a powerful argument for a shift in national priorities that would encourage the poor to embrace both work and education, rather than having to choose between the two. Institute for Research on Poverty Affiliated Books on Poverty and Public Policy">An Institute for Research on Poverty Affiliated Book on Poverty and Public Policy

Service learning is an experiential learning pedagogy that enables students to integrate their study of economics in the classroom with service activities in their communities. It can enhance both economic literacy and the quality of our communities by helping to make economics more accessible to an increasingly diverse student body, increasing student citizenship skills, and improving the relationship between colleges and universities and their communities.
The two parts of this volume provide a theoretical basis for service learning and offer lessons gleaned from applying it in the classroom. The theoretical chapters outline the learning theory and models of service learning as they can be applied in economics. Service learning is introduced here as a technique that teaches students to "do economics." Also included are specific models of service learning and an overview of assessment issues. The applications chapters detail various examples of using service to enhance learning. These range from using a single service experience in a class to courses that use service experiences as the focus and context for learning economics. Course topics cover environmental and natural resources, statistics, econometrics and research methods, principles and economic issues, labor, the economics of gender, forensic economics, and development economics. Each application provides details regarding the institutional environment in which it was implemented, type of course, enrollment, and process through which student learning was enhanced. Handouts and abbreviated syllabi are included.
Economics educators have a stake in improving their students' long-term economic literacy. Service learning offers significant benefits beyond those offered by pedagogies traditionally found in economics classrooms and should be considered as a teaching strategy by economics professors everywhere.
Kim Marie McGoldrick is Associate Professor of Economics, University of Richmond. Andrea L. Ziegert is Associate Professor of Economics, Denison University.