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Debating Darwin
by Robert J. Richards Michael RuseCharles Darwin is easily the most famous scientist of the modern age, and his theory of evolution is constantly referenced in many contexts by scientists and nonscientists alike. And yet, despite how frequently his ideas are evoked, there remains a surprising amount we don’t know about the father of modern evolutionary thinking, his intellectual roots, and the science he produced. Debating Darwin seeks to change that, bringing together two leading Darwin scholars—Robert J. Richards and Michael Ruse—to engage in a spirited and insightful dialogue, offering their interpretations of Darwin and their critiques of each other’s thinking. Examining key disagreements about Darwin that continue to confound even committed Darwinists, Richards and Ruse offer divergent views on the origins and nature of Darwin and his ideas. Ruse argues that Darwin was quintessentially British and that the roots of his thought can be traced back to the eighteenth century, particularly to the Industrial Revolution and thinkers such as Adam Smith and Thomas Robert Malthus. Ruse argues that when these influences are appreciated, we can see how Darwin’s work in biology is an extension of their theories. In contrast, Richards presents Darwin as a more cosmopolitan, self-educated man, influenced as much by French and particularly German thinkers. Above all, argues Richards, it was Alexander von Humboldt who both inspired Darwin and gave him the conceptual tools that he needed to find and formulate his evolutionary hypotheses. Together, the authors show how the reverberations of the contrasting views on Darwin’s influences can be felt in theories about the nature of natural selection, the role of metaphor in science, and the place of God in Darwin’s thought. Revealing how much there still is to investigate and interrogate about Darwin’s ideas, Debating Darwin contributes to our understanding of evolution itself. The book concludes with a jointly authored chapter that brings this debate into the present, focusing on human evolution, consciousness, religion, and morality. This will be powerful, essential reading for anyone seeking a comprehensive understanding of modern-day evolutionary science and philosophy.
Debating Darwin: From Darwin To Dna
by Robert J. Richards Michael RuseCharles Darwin is easily the most famous scientist of the modern age, and his theory of evolution is constantly referenced in many contexts by scientists and nonscientists alike. And yet, despite how frequently his ideas are evoked, there remains a surprising amount we don’t know about the father of modern evolutionary thinking, his intellectual roots, and the science he produced. Debating Darwin seeks to change that, bringing together two leading Darwin scholars—Robert J. Richards and Michael Ruse—to engage in a spirited and insightful dialogue, offering their interpretations of Darwin and their critiques of each other’s thinking. Examining key disagreements about Darwin that continue to confound even committed Darwinists, Richards and Ruse offer divergent views on the origins and nature of Darwin and his ideas. Ruse argues that Darwin was quintessentially British and that the roots of his thought can be traced back to the eighteenth century, particularly to the Industrial Revolution and thinkers such as Adam Smith and Thomas Robert Malthus. Ruse argues that when these influences are appreciated, we can see how Darwin’s work in biology is an extension of their theories. In contrast, Richards presents Darwin as a more cosmopolitan, self-educated man, influenced as much by French and particularly German thinkers. Above all, argues Richards, it was Alexander von Humboldt who both inspired Darwin and gave him the conceptual tools that he needed to find and formulate his evolutionary hypotheses. Together, the authors show how the reverberations of the contrasting views on Darwin’s influences can be felt in theories about the nature of natural selection, the role of metaphor in science, and the place of God in Darwin’s thought. Revealing how much there still is to investigate and interrogate about Darwin’s ideas, Debating Darwin contributes to our understanding of evolution itself. The book concludes with a jointly authored chapter that brings this debate into the present, focusing on human evolution, consciousness, religion, and morality. This will be powerful, essential reading for anyone seeking a comprehensive understanding of modern-day evolutionary science and philosophy.
Debating Darwin: From Darwin To Dna
by Robert J. Richards Michael RuseCharles Darwin is easily the most famous scientist of the modern age, and his theory of evolution is constantly referenced in many contexts by scientists and nonscientists alike. And yet, despite how frequently his ideas are evoked, there remains a surprising amount we don’t know about the father of modern evolutionary thinking, his intellectual roots, and the science he produced. Debating Darwin seeks to change that, bringing together two leading Darwin scholars—Robert J. Richards and Michael Ruse—to engage in a spirited and insightful dialogue, offering their interpretations of Darwin and their critiques of each other’s thinking. Examining key disagreements about Darwin that continue to confound even committed Darwinists, Richards and Ruse offer divergent views on the origins and nature of Darwin and his ideas. Ruse argues that Darwin was quintessentially British and that the roots of his thought can be traced back to the eighteenth century, particularly to the Industrial Revolution and thinkers such as Adam Smith and Thomas Robert Malthus. Ruse argues that when these influences are appreciated, we can see how Darwin’s work in biology is an extension of their theories. In contrast, Richards presents Darwin as a more cosmopolitan, self-educated man, influenced as much by French and particularly German thinkers. Above all, argues Richards, it was Alexander von Humboldt who both inspired Darwin and gave him the conceptual tools that he needed to find and formulate his evolutionary hypotheses. Together, the authors show how the reverberations of the contrasting views on Darwin’s influences can be felt in theories about the nature of natural selection, the role of metaphor in science, and the place of God in Darwin’s thought. Revealing how much there still is to investigate and interrogate about Darwin’s ideas, Debating Darwin contributes to our understanding of evolution itself. The book concludes with a jointly authored chapter that brings this debate into the present, focusing on human evolution, consciousness, religion, and morality. This will be powerful, essential reading for anyone seeking a comprehensive understanding of modern-day evolutionary science and philosophy.
Debating Darwin: From Darwin To Dna
by Robert J. Richards Michael RuseCharles Darwin is easily the most famous scientist of the modern age, and his theory of evolution is constantly referenced in many contexts by scientists and nonscientists alike. And yet, despite how frequently his ideas are evoked, there remains a surprising amount we don’t know about the father of modern evolutionary thinking, his intellectual roots, and the science he produced. Debating Darwin seeks to change that, bringing together two leading Darwin scholars—Robert J. Richards and Michael Ruse—to engage in a spirited and insightful dialogue, offering their interpretations of Darwin and their critiques of each other’s thinking. Examining key disagreements about Darwin that continue to confound even committed Darwinists, Richards and Ruse offer divergent views on the origins and nature of Darwin and his ideas. Ruse argues that Darwin was quintessentially British and that the roots of his thought can be traced back to the eighteenth century, particularly to the Industrial Revolution and thinkers such as Adam Smith and Thomas Robert Malthus. Ruse argues that when these influences are appreciated, we can see how Darwin’s work in biology is an extension of their theories. In contrast, Richards presents Darwin as a more cosmopolitan, self-educated man, influenced as much by French and particularly German thinkers. Above all, argues Richards, it was Alexander von Humboldt who both inspired Darwin and gave him the conceptual tools that he needed to find and formulate his evolutionary hypotheses. Together, the authors show how the reverberations of the contrasting views on Darwin’s influences can be felt in theories about the nature of natural selection, the role of metaphor in science, and the place of God in Darwin’s thought. Revealing how much there still is to investigate and interrogate about Darwin’s ideas, Debating Darwin contributes to our understanding of evolution itself. The book concludes with a jointly authored chapter that brings this debate into the present, focusing on human evolution, consciousness, religion, and morality. This will be powerful, essential reading for anyone seeking a comprehensive understanding of modern-day evolutionary science and philosophy.
The Sins of the Fathers: Germany, Memory, Method (Chicago Studies in Practices of Meaning)
by Jeffrey K. OlickNational identity and political legitimacy always involve a delicate balance between remembering and forgetting. All nations have elements in their past that they would prefer to pass over—the catalog of failures, injustices, and horrors committed in the name of nations, if fully acknowledged, could create significant problems for a country trying to move on and take action in the present. Yet denial and forgetting carry costs as well. Nowhere has this precarious balance been more potent, or important, than in the Federal Republic of Germany, where the devastation and atrocities of two world wars have weighed heavily in virtually every moment and aspect of political life. The Sins of the Fathers confronts that difficulty head-on, exploring the variety of ways that Germany’s leaders since 1949 have attempted to meet this challenge, with a particular focus on how those approaches have changed over time. Jeffrey K. Olick asserts that other nations are looking to Germany as an example of how a society can confront a dark past—casting Germany as our model of difficult collective memory.
The Sins of the Fathers: Germany, Memory, Method (Chicago Studies in Practices of Meaning)
by Jeffrey K. OlickNational identity and political legitimacy always involve a delicate balance between remembering and forgetting. All nations have elements in their past that they would prefer to pass over—the catalog of failures, injustices, and horrors committed in the name of nations, if fully acknowledged, could create significant problems for a country trying to move on and take action in the present. Yet denial and forgetting carry costs as well. Nowhere has this precarious balance been more potent, or important, than in the Federal Republic of Germany, where the devastation and atrocities of two world wars have weighed heavily in virtually every moment and aspect of political life. The Sins of the Fathers confronts that difficulty head-on, exploring the variety of ways that Germany’s leaders since 1949 have attempted to meet this challenge, with a particular focus on how those approaches have changed over time. Jeffrey K. Olick asserts that other nations are looking to Germany as an example of how a society can confront a dark past—casting Germany as our model of difficult collective memory.
The Sins of the Fathers: Germany, Memory, Method (Chicago Studies in Practices of Meaning)
by Jeffrey K. OlickNational identity and political legitimacy always involve a delicate balance between remembering and forgetting. All nations have elements in their past that they would prefer to pass over—the catalog of failures, injustices, and horrors committed in the name of nations, if fully acknowledged, could create significant problems for a country trying to move on and take action in the present. Yet denial and forgetting carry costs as well. Nowhere has this precarious balance been more potent, or important, than in the Federal Republic of Germany, where the devastation and atrocities of two world wars have weighed heavily in virtually every moment and aspect of political life. The Sins of the Fathers confronts that difficulty head-on, exploring the variety of ways that Germany’s leaders since 1949 have attempted to meet this challenge, with a particular focus on how those approaches have changed over time. Jeffrey K. Olick asserts that other nations are looking to Germany as an example of how a society can confront a dark past—casting Germany as our model of difficult collective memory.
The Sins of the Fathers: Germany, Memory, Method (Chicago Studies in Practices of Meaning)
by Jeffrey K. OlickNational identity and political legitimacy always involve a delicate balance between remembering and forgetting. All nations have elements in their past that they would prefer to pass over—the catalog of failures, injustices, and horrors committed in the name of nations, if fully acknowledged, could create significant problems for a country trying to move on and take action in the present. Yet denial and forgetting carry costs as well. Nowhere has this precarious balance been more potent, or important, than in the Federal Republic of Germany, where the devastation and atrocities of two world wars have weighed heavily in virtually every moment and aspect of political life. The Sins of the Fathers confronts that difficulty head-on, exploring the variety of ways that Germany’s leaders since 1949 have attempted to meet this challenge, with a particular focus on how those approaches have changed over time. Jeffrey K. Olick asserts that other nations are looking to Germany as an example of how a society can confront a dark past—casting Germany as our model of difficult collective memory.
Writing Art History: Disciplinary Departures
by Stephen Melville Margaret IversenFaced with an increasingly media-saturated, globalized culture, art historians have begun to ask themselves challenging and provocative questions about the nature of their discipline. Why did the history of art come into being? Is it now in danger of slipping into obsolescence? And, if so, should we care? In Writing Art History, Margaret Iversen and Stephen Melville address these questions by exploring some assumptions at the discipline’s foundation. Their project is to excavate the lost continuities between philosophical aesthetics, contemporary theory, and art history through close readings of figures as various as Michael Baxandall, Martin Heidegger, Jacques Lacan, and Alois Riegl. Ultimately, the authors propose that we might reframe the questions concerning art history by asking what kind of writing might help the discipline to better imagine its actual practices—and its potential futures.
Is Anyone Responsible?: How Television Frames Political Issues (American Politics and Political Economy Series)
by Shanto IyengarA disturbingly cautionary tale, Is Anyone Responsible? anchors with powerful evidence suspicions about the way in which television has impoverished political discourse in the United States and at the same time molds American political consciousness. It is essential reading for media critics, psychologists, political analysts, and all the citizens who want to be sure that their political opinions are their own. "Not only does it provide convincing evidence for particular effects of media fragmentation, but it also explores some of the specific mechanisms by which television works its damage. . . . Here is powerful additional evidence for those of us who like to flay television for its contributions to the trivialization of public discourse and the erosion of democratic accountability."—William A. Gamson, Contemporary Sociology "Iyengar's book has substantial merit. . . . [His] experimental methods offer a precision of measurement that media effects research seldom attains. I believe, moreover, that Iyengar's notion of framing effects is one of the truly important theoretical concepts to appear in recent years."—Thomas E. Patterson, American Political Science Review
What Is Education?
by Philip W. JacksonOne day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of “finding out just what education is.” Reading this lecture in the late 1940s, Philip W. Jackson took Dewey’s charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating, What Is Education? is a profound philosophical exploration of how we transmit knowledge in human society and how we think about accomplishing that vital task. Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means—in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey’s comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers’ works ultimately leads Jackson to the conclusion that education is at root a moral enterprise. At a time when schools increasingly serve as a battleground for ideological contests, What Is Education? is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers—and therefore everyone—better people.
What Is Education?
by Philip W. JacksonOne day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of “finding out just what education is.” Reading this lecture in the late 1940s, Philip W. Jackson took Dewey’s charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating, What Is Education? is a profound philosophical exploration of how we transmit knowledge in human society and how we think about accomplishing that vital task. Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means—in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey’s comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers’ works ultimately leads Jackson to the conclusion that education is at root a moral enterprise. At a time when schools increasingly serve as a battleground for ideological contests, What Is Education? is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers—and therefore everyone—better people.
What Is Education?
by Philip W. JacksonOne day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of “finding out just what education is.” Reading this lecture in the late 1940s, Philip W. Jackson took Dewey’s charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating, What Is Education? is a profound philosophical exploration of how we transmit knowledge in human society and how we think about accomplishing that vital task. Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means—in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey’s comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers’ works ultimately leads Jackson to the conclusion that education is at root a moral enterprise. At a time when schools increasingly serve as a battleground for ideological contests, What Is Education? is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers—and therefore everyone—better people.
What Is Education?
by Philip W. JacksonOne day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of “finding out just what education is.” Reading this lecture in the late 1940s, Philip W. Jackson took Dewey’s charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating, What Is Education? is a profound philosophical exploration of how we transmit knowledge in human society and how we think about accomplishing that vital task. Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means—in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey’s comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers’ works ultimately leads Jackson to the conclusion that education is at root a moral enterprise. At a time when schools increasingly serve as a battleground for ideological contests, What Is Education? is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers—and therefore everyone—better people.
What Is Education?
by Philip W. JacksonOne day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of “finding out just what education is.” Reading this lecture in the late 1940s, Philip W. Jackson took Dewey’s charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating, What Is Education? is a profound philosophical exploration of how we transmit knowledge in human society and how we think about accomplishing that vital task. Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means—in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey’s comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers’ works ultimately leads Jackson to the conclusion that education is at root a moral enterprise. At a time when schools increasingly serve as a battleground for ideological contests, What Is Education? is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers—and therefore everyone—better people.
What Is Education?
by Philip W. JacksonOne day in 1938, John Dewey addressed a room of professional educators and urged them to take up the task of “finding out just what education is.” Reading this lecture in the late 1940s, Philip W. Jackson took Dewey’s charge to heart and spent the next sixty years contemplating his words. The stimulating result of a lifetime of thinking about educating, What Is Education? is a profound philosophical exploration of how we transmit knowledge in human society and how we think about accomplishing that vital task. Most contemporary approaches to education follow a strictly empirical track, aiming to discover pragmatic solutions for teachers and school administrators. Jackson argues that we need to learn not just how to improve on current practices but also how to think about what education means—in short, we need to answer Dewey by constantly rethinking education from the ground up. Guiding us through the many facets of Dewey’s comments, Jackson also calls on Hegel, Kant, and Paul Tillich to shed light on how a society does, can, and should transmit truth and knowledge to successive generations. Teasing out the implications in these thinkers’ works ultimately leads Jackson to the conclusion that education is at root a moral enterprise. At a time when schools increasingly serve as a battleground for ideological contests, What Is Education? is a stirring call to refocus our minds on what is for Jackson the fundamental goal of education: making students as well as teachers—and therefore everyone—better people.
Politicians Don't Pander: Political Manipulation and the Loss of Democratic Responsiveness (Studies in Communication, Media, and Public Opinion)
by Lawrence R. Jacobs Robert Y. ShapiroPublic opinion polls are everywhere. Journalists report their results without hesitation, and political activists of all kinds spend millions of dollars on them, fueling the widespread assumption that elected officials "pander" to public opinion—that they tailor their policy decisions to the results of polls. In this provocative and engagingly written book, the authors argue that the reality is quite the opposite. In fact, when not facing election, contemporary presidents and members of Congress routinely ignore the public's policy preferences and follow their own political philosophies, as well as those of their party's activists, their contributors, and their interest group allies. Politicians devote substantial time, effort, and money to tracking public opinion, not for the purposes of policymaking, but to change public opinion—to determine how to craft their public statements and actions to win support for the policies they and their supporters want. Taking two recent, dramatic episodes—President Clinton's failed health care reform campaign, and Newt Gingrich's "Contract with America"—as examples, the authors show how both used public opinion research and the media to change the public's mind. Such orchestrated displays help explain the media's preoccupation with political conflict and strategy and, the authors argue, have propelled levels of public distrust and fear of government to record highs. Revisiting the fundamental premises of representative democracy, this accessible book asks us to reexamine whether our government really responds to the broad public or to the narrower interests and values of certain groups. And with the 2000 campaign season heating up, Politicians Don't Pander could not be more timely. "'Polling has turned leaders into followers,' laments columnist Marueen Dowd of The New York Times. Well, that's news definitely not fit to print say two academics who have examined the polls and the legislative records of recent presidents to see just how responsive chief executives are to the polls. Their conclusion: not much. . . . In fact, their review and analyses found that public opinion polls on policy appear to have increasingly less, not more, influence on government policies."—Richard Morin, The Washington Post
Cultural Graphology: Writing after Derrida
by Juliet Fleming“Cultural Graphology” could be the name of a new human science: this was Derrida’s speculation when, in the late 1960s, he imagined a discipline that combined psychoanalysis, deconstruction, and a commitment to the topic of writing. He never undertook the project himself but did leave two brief sketches of how he thought cultural graphology might proceed. In this book, Juliet Fleming picks up where Derrida left off. Using both his early and later thought, and the psychoanalytic texts to which it is addressed, to examine the print culture of early modern England, she drastically unsettles some key assumptions of book history. Fleming shows that the single most important lesson to survive from Derrida’s early work is that we do not know what writing is. Channeling Derrida’s thought into places it has not been seen before, she examines printed errors, spaces, and ornaments (topics that have hitherto been marginal to our accounts of print culture) and excavates the long-forgotten reading practice of cutting printed books. Proposing radical deformations to the meanings of fundamental and apparently simple terms such as “error,” “letter,” “surface,” and “cut,” Fleming opens up exciting new pathways into our understanding of writing all told.
Cultural Graphology: Writing after Derrida
by Juliet Fleming“Cultural Graphology” could be the name of a new human science: this was Derrida’s speculation when, in the late 1960s, he imagined a discipline that combined psychoanalysis, deconstruction, and a commitment to the topic of writing. He never undertook the project himself but did leave two brief sketches of how he thought cultural graphology might proceed. In this book, Juliet Fleming picks up where Derrida left off. Using both his early and later thought, and the psychoanalytic texts to which it is addressed, to examine the print culture of early modern England, she drastically unsettles some key assumptions of book history. Fleming shows that the single most important lesson to survive from Derrida’s early work is that we do not know what writing is. Channeling Derrida’s thought into places it has not been seen before, she examines printed errors, spaces, and ornaments (topics that have hitherto been marginal to our accounts of print culture) and excavates the long-forgotten reading practice of cutting printed books. Proposing radical deformations to the meanings of fundamental and apparently simple terms such as “error,” “letter,” “surface,” and “cut,” Fleming opens up exciting new pathways into our understanding of writing all told.
Cultural Graphology: Writing after Derrida
by Juliet Fleming“Cultural Graphology” could be the name of a new human science: this was Derrida’s speculation when, in the late 1960s, he imagined a discipline that combined psychoanalysis, deconstruction, and a commitment to the topic of writing. He never undertook the project himself but did leave two brief sketches of how he thought cultural graphology might proceed. In this book, Juliet Fleming picks up where Derrida left off. Using both his early and later thought, and the psychoanalytic texts to which it is addressed, to examine the print culture of early modern England, she drastically unsettles some key assumptions of book history. Fleming shows that the single most important lesson to survive from Derrida’s early work is that we do not know what writing is. Channeling Derrida’s thought into places it has not been seen before, she examines printed errors, spaces, and ornaments (topics that have hitherto been marginal to our accounts of print culture) and excavates the long-forgotten reading practice of cutting printed books. Proposing radical deformations to the meanings of fundamental and apparently simple terms such as “error,” “letter,” “surface,” and “cut,” Fleming opens up exciting new pathways into our understanding of writing all told.
Cultural Graphology: Writing after Derrida
by Juliet Fleming“Cultural Graphology” could be the name of a new human science: this was Derrida’s speculation when, in the late 1960s, he imagined a discipline that combined psychoanalysis, deconstruction, and a commitment to the topic of writing. He never undertook the project himself but did leave two brief sketches of how he thought cultural graphology might proceed. In this book, Juliet Fleming picks up where Derrida left off. Using both his early and later thought, and the psychoanalytic texts to which it is addressed, to examine the print culture of early modern England, she drastically unsettles some key assumptions of book history. Fleming shows that the single most important lesson to survive from Derrida’s early work is that we do not know what writing is. Channeling Derrida’s thought into places it has not been seen before, she examines printed errors, spaces, and ornaments (topics that have hitherto been marginal to our accounts of print culture) and excavates the long-forgotten reading practice of cutting printed books. Proposing radical deformations to the meanings of fundamental and apparently simple terms such as “error,” “letter,” “surface,” and “cut,” Fleming opens up exciting new pathways into our understanding of writing all told.
Cultural Graphology: Writing after Derrida
by Juliet Fleming“Cultural Graphology” could be the name of a new human science: this was Derrida’s speculation when, in the late 1960s, he imagined a discipline that combined psychoanalysis, deconstruction, and a commitment to the topic of writing. He never undertook the project himself but did leave two brief sketches of how he thought cultural graphology might proceed. In this book, Juliet Fleming picks up where Derrida left off. Using both his early and later thought, and the psychoanalytic texts to which it is addressed, to examine the print culture of early modern England, she drastically unsettles some key assumptions of book history. Fleming shows that the single most important lesson to survive from Derrida’s early work is that we do not know what writing is. Channeling Derrida’s thought into places it has not been seen before, she examines printed errors, spaces, and ornaments (topics that have hitherto been marginal to our accounts of print culture) and excavates the long-forgotten reading practice of cutting printed books. Proposing radical deformations to the meanings of fundamental and apparently simple terms such as “error,” “letter,” “surface,” and “cut,” Fleming opens up exciting new pathways into our understanding of writing all told.
Cultural Graphology: Writing after Derrida
by Juliet Fleming“Cultural Graphology” could be the name of a new human science: this was Derrida’s speculation when, in the late 1960s, he imagined a discipline that combined psychoanalysis, deconstruction, and a commitment to the topic of writing. He never undertook the project himself but did leave two brief sketches of how he thought cultural graphology might proceed. In this book, Juliet Fleming picks up where Derrida left off. Using both his early and later thought, and the psychoanalytic texts to which it is addressed, to examine the print culture of early modern England, she drastically unsettles some key assumptions of book history. Fleming shows that the single most important lesson to survive from Derrida’s early work is that we do not know what writing is. Channeling Derrida’s thought into places it has not been seen before, she examines printed errors, spaces, and ornaments (topics that have hitherto been marginal to our accounts of print culture) and excavates the long-forgotten reading practice of cutting printed books. Proposing radical deformations to the meanings of fundamental and apparently simple terms such as “error,” “letter,” “surface,” and “cut,” Fleming opens up exciting new pathways into our understanding of writing all told.
The Writings of William James: A Comprehensive Edition (A Phoenix book)
by William JamesIn his introduction to this collection, John McDermott presents James's thinking in all its manifestations, stressing the importance of radical empiricism and placing into perspective the doctrines of pragmatism and the will to believe. The critical periods of James's life are highlighted to illuminate the development of his philosophical and psychological thought. The anthology features representive selections from The Principles of Psychology, The Will to Believe, and The Variety of Religious Experience in addition to the complete Essays in Radical Empiricism and A Pluralistic Universe. The original 1907 edition of Pragmatism is included, as well as classic selections from all of James's other major works. Of particular significance for James scholarship is the supplemented version of Ralph Barton Perry's Annotated Bibliography of the Writings of William James, with additions bringing it up to 1976.
Forgiveness
by Vladimir JankélévitchPhilosopher Vladimir Jankélévitch has only recently begun to receive his due from the English-speaking world, thanks in part to discussions of his thought by Jacques Derrida, Emmanuel Lévinas, and Paul Ricoeur. His international readers have long valued his unique, interdisciplinary approach to philosophy’s greatest questions and his highly readable writing style. Originally published in 1967, Le Pardon, or Forgiveness, is one of Jankélévitch’s most influential works. In it, he characterizes the ultimate ethical act of forgiving as behaving toward the perpetrator as if he or she had never committed the action, rather than merely forgetting or rationalizing it—a controversial notion when considering events as heinous as the Holocaust. Like so many of Jankélévitch’s works, Forgiveness transcends standard treatments of moral problems, not simply generating a treatise on one subject but incorporating discussions of topics such as free will, giving, creativity, and temporality. Translator Andrew Kelley masterfully captures Jankélévitch’s melodic prose and, in a substantive introduction, reviews his life and intellectual contributions. Forgiveness is an essential part of that legacy, and this indispensable English translation provides key tools for understanding one of the great Western philosophers of the twentieth century.