A SCHOLARLY BOOK REPOSITORY
- Analyzes key societal trends, such as longer lifespans and improved population health, and their implications for libraries' work with this demographic
- Profiles Leading-Edge States and Beacon Libraries from across the nation at the forefront of institutional change
- Discusses issues such as creativity, health, financial literacy, life planning, and intergenerational activities from the 50+ perspective, while showing how libraries can position themselves as essential centers for learning, encore careers, and community engagement
- Spotlights best practices that can be adapted for any setting, including samples of hundreds of projects and proposals that illustrate new approaches to 50+ policies, staffing, programs, services, partnerships, and communications
The wisdom and insight contained in this book can help make the library a center for positive aging.
"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
The notion of practical wisdom is one of Aristotle’s greatest inventions. It has inspired philosophers as diverse as Martin Heidegger, Hans-Georg Gadamer, Elizabeth Anscombe, Michael Thompson, and John McDowell. Now a leading scholar of ancient philosophy offers a challenge to received accounts of practical wisdom by situating it in the larger context of Aristotle’s views on knowledge and reality.
That happiness is the end pursued by practical wisdom is commonly agreed. What is disputed is whether happiness is to be found in the practical life of political action, in which we exhibit courage, temperance, and other virtues of character, or in the contemplative life, where theoretical wisdom is the essential virtue. C. D. C. Reeve argues that the dichotomy is bogus, that these lives are in fact parts of a single life, which is the best human one. In support of this view, he develops innovative accounts of many of the central notions in Aristotle’s metaphysics, epistemology, and psychology, including matter and form, scientific knowledge, dialectic, educatedness, perception, understanding, political science, practical truth, deliberation, and deliberate choice. These accounts are based directly on freshly translated passages from many of Aristotle’s writings. Action, Contemplation, and Happiness is an accessible essay not just on practical wisdom but on Aristotle’s philosophy as a whole.
"Strauss's The Argument and the Action of Plato's 'Laws' reflects his interest in political thought, his dogged method of following the argument of the Laws step by step, and his vigorous defense of this dialogue's integrity in respect to the ideals of the Republic."—Cross Currents
"The unique characteristics of this commentary on the Laws reflect the care and precision which were the marks of Professor Strauss's efforts to understand the complex thoughts of other men."—Allan D. Nelson, Canadian Journal of Political Science
"Thorough and provocative, an important addition to Plato scholarship."—Library Journal
"The major purpose of the commentary is to provide a reading of the dialogue which displays its structural arrangement and the continuity of the argument."—J. W. Dy, Bibliographical Bulletin of Philosophy
"The reader of Strauss's book is indeed guided closely through the whole text."— M. J. Silverthorne, The Humanities Association Review
Leo Strauss (1899-1973) was the Robert Maynard Hutchins Distinguished Service Professor Emeritus of political science at the University of Chicago.
This volume brings together Seth Benardete’s studies of Hesiod, Homer, and Greek tragedy, eleven Platonic dialogues, and Aristotle’s Metaphysics.
The Argument of the Action spans four decades of Seth Benardete’s work, documenting its impressive range. Benardete’s philosophic reading of the poets and his poetic reading of the philosophers share a common ground, guided by the key he found in the Platonic dialogue: probing the meaning of speeches embedded in deeds, he uncovers the unifying intention of the work by tracing the way it unfolds through a movement of its own. Benardete’s original interpretations of the classics are the fruit of this discovery of the “argument of the action.”
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.
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
In this important book, Susan Hurley sheds new light on consciousness by examining its relationships to action from various angles. She assesses the role of agency in the unity of a conscious perspective, and argues that perception and action are more deeply interdependent than we usually assume. A standard view conceives perception as input from world to mind and action as output from mind to world, with the serious business of thought in between. Hurley criticizes this picture, and considers how the interdependence of perceptual experience and agency at the personal level (of mental contents and norms) may emerge from the subpersonal level (of underlying causal processes and complex dynamic feedback systems). Her two-level view has wide implications, for topics that include self-consciousness, the modularity of mind, and the relations of mind to world. The self no longer lurks hidden somewhere between perceptual input and behavioral output, but reappears out in the open, embodied and embedded in its environment.
Hurley traces these themes from Kantian and Wittgensteinian arguments through to intriguing recent work in neuropsychology and in dynamic systems approaches to the mind, providing a bridge from mainstream philosophy to work in other disciplines. Consciousness in Action is unique in the range of philosophical and scientific work it draws on, and in the deep criticism it offers of centuries-old habits of thought.
Joas argues for adding a third model of action to the two predominant models of rational and normative action—one that emphasizes the creative character of human action. This model encompasses the other two, allowing for a more comprehensive theory of action. Joas elaborates some implications of his model for theories of social movements and social change and for the status of action theory in sociology in the face of competition from theories advanced by Luhmann and Habermas.
The problem of action is of crucial importance in both sociology and philosophy, and this book—already widely debated in Germany—will add fresh impetus to the lively discussions current in the English-speaking world.
Here Ferrier transforms decades of teaching American history and its founding into a reflection on its most important document. Our troubled times call for a return to America's fundamental principles. This book shows their sources, their truth, and their lasting power. It is a labor of love, and of hope.
Anyone seeking opportunity in the United States should read this book and be reminded of the privilege and obligation of the American way of life, all contained in the Declaration of Independence.
from the front at iwo jima march 5--
Then I remembered and added two words.
under fire--
They looked great."
In 1965, Wisconsin native Georgette "Dickey" Chapelle became the first female American war correspondent to be killed in action. Now, "Dickey Chapelle Under Fire" shares her remarkable story and offers readers the chance to experience Dickey's wide-ranging photography, including several photographs taken during her final patrol in Vietnam.
Dickey Chapelle fought to be taken seriously as a war correspondent and broke down gender barriers for future generations of female journalists. She embedded herself with military units on front lines around the globe, including Iwo Jima and Okinawa, the Dominican Republic, and Vietnam. Dickey sometimes risked her life to tell the story--after smuggling aid to refugees fleeing Hungary, she spent almost two months in a Hungarian prison. For twenty-five years, Dickey's photographs graced the pages of "National Geographic," the "National Observer," "Life," and others. Her tenacity, courage, and compassion shine through in her work, highlighting the human impact of war while telling the bigger story beyond the battlefield.
In "Dickey Chapelle Under Fire," the American public can see the world through Dickey's lens for the first time in almost fifty years, with a foreword by Jackie Spinner, former war correspondent for "The Washington Post."
All too often, in a hurried attempt to “catch up,” diversity training can create division among staff or place undue burdens on a handful of employees. Instead, academic libraries need approaches to diversity, equity, and inclusion (DEI) that position these priorities as ongoing institutional and professional goals. This book’s model programs will help academic libraries do exactly that, sharing a variety of initiatives that possess clear goals, demonstrable outcomes, and reproducible strategies. Librarians, administrators, and directors will all benefit from the programs detailed inside, which include such topics as
- a university library’s community of practice for interactions and learning around DEI;
- cultural competency training to create more welcoming instruction spaces;
- student workshops on literature searches that mitigate bias;
- overcoming the historic tendency to marginalize LGBTQ+ representation in archives;
- a curriculum and design workshop that moved from discussing social values to embedding them in actions;
- the founding of a library-led LGBT club for students at a rural community college;
- a liberal arts college’s retention-boosting program for first-generation students;
- tailoring a collection and library services to the unique needs of student veterans; and
- a framework for moving from diversity to equity and inclusion, toward a goal of social justice.
Every night, somewhere in the world, three or four musicians will climb on stage together. Whether the gig is at a jazz club, a bar, or a bar mitzvah, the performance never begins with a note, but with a question. The trumpet player might turn to the bassist and ask, “Do you know ‘Body and Soul’?”—and from there the subtle craft of playing the jazz repertoire is tested in front of a live audience. These ordinary musicians may never have played together—they may never have met—so how do they smoothly put on a show without getting booed offstage.
In “Do You Know . . . ?” Robert R. Faulkner and Howard S. Becker—both jazz musicians with decades of experience performing—present the view from the bandstand, revealing the array of skills necessary for working musicians to do their jobs. While learning songs from sheet music or by ear helps, the jobbing musician’s lexicon is dauntingly massive: hundreds of thousands of tunes from jazz classics and pop standards to more exotic fare. Since it is impossible for anyone to memorize all of these songs, Faulkner and Becker show that musicians collectively negotiate and improvise their way to a successful performance. Players must explore each others’ areas of expertise, develop an ability to fake their way through unfamiliar territory, and respond to the unpredictable demands of their audience—whether an unexpected gang of polka fanatics or a tipsy father of the bride with an obscure favorite song.
“Do You Know . . . ?” dishes out entertaining stories and sharp insights drawn from the authors’ own experiences and observations as well as interviews with a range of musicians. Faulkner and Becker’s vivid, detailed portrait of the musician at work holds valuable lessons for anyone who has to think on the spot or under a spotlight.
Since Aristotle, tragedy has been seen as uniquely exhibiting the importance of action for human happiness. Beginning with Adam Smith, however, political economy has claimed that the source of happiness is primarily production. Eclipse of Action examines the tense relations between action and production, doing and making, in playwrights from Aeschylus, Marlowe, Shakespeare, and Milton to Beckett, Arthur Miller, and Sarah Kane. Richard Halpern places these figures in conversation with works by Aristotle, Smith, Hegel, Marx, Hannah Arendt, Georges Bataille, and others in order to trace the long history of the ways in which economic thought and tragic drama interact.
In Cirino’s analysis of Hemingway’s work through this lens—including such celebrated classics as A Farewell to Arms, The Old Man and the Sea, and “Big Two-Hearted River” and less-appreciated works including Islands in the Stream and “Because I Think Deeper”—an entirely different Hemingway hero emerges: intelligent, introspective, and ruminative.
Organized chronologically, the essays begin among Malagasy speakers on the island of Mayotte and in northwest Madagascar. Building from ethnographic accounts there, they synthesize Aristotelian notions of practical judgment and virtuous action with Wittgensteinian notions of the ordinariness of ethical life and the importance of language, everyday speech, and ritual in order to understand how ethics are lived. They illustrate the multiple ways in which ethics informs personhood, character, and practice; explore the centrality of judgment, action, and irony to ethical life; and consider the relation of virtue to value. The result is a fully fleshed-out picture of ethics as a deeply rooted aspect of the human experience.
To find out how this faith-based form of community organizing succeeds, Richard L. Wood spent several years working with two local groups in Oakland, California—the faith-based Pacific Institute for Community Organization and the race-based Center for Third World Organizing. Comparing their activist techniques and achievements, Wood argues that the alternative cultures and strategies of these two groups give them radically different access to community ties and social capital.
Creative and insightful, Faith in Action shows how community activism and religious organizations can help build a more just and democratic future for all Americans.
In Feminist Reflections on Childhood, Penny Weiss rediscovers the radically feminist tradition of advocating for the liberatory treatment of youth. Weiss looks at both historical and contemporary feminists to understand what issues surrounding the inequality experienced by both women and children were important to the authors as feminist activists and thinkers. She uses the writings of Mary Wollstonecraft, Elizabeth Cady Stanton, and Simone de Beauvoir to show early feminist arguments for the improved status and treatment of youth. Weiss also shows how Charlotte Perkins Gilman, a socialist feminist, and Emma Goldman, an anarchist feminist, differently understood and re-visioned children’s lives, as well as how children continue to show up on feminist agendas and in manifestos that demand better conditions for children’s lives.
Moving to contemporary theory, Feminist Reflections on Childhood also looks at how feminist disability theory is well-positioned to recognize the voices of children, and how queer theory provides lessons on contemporary trends that provide visions and strategies for more constructive adult-child relations. Weiss, who includes her own experiences as a mother and foster mother throughout the book, closes her distinctively feminist takes on childhood with a consideration of speculative fiction stories that offer examples of what feminists think makes childhood (un)livable.
From Text to Action is an essential companion to the classic The Conflict of Interpretations. Here, Ricoeur continues and extends his project of constructing a general theory of interpretation, positioning his work in relation to its philosophical background: Hegel, Husserl, Gadamer, and Weber. He also responds to contemporary figures like K. O. Apel and Jürgen Habermas, connecting his own theorization of ideology to their critique of ideology.
This new edition includes a foreword by Richard Kearney. It and other new editions of Ricoeur's texts published by Northwestern University Press have joined the canon of contemporary continental philosophy and continue to contribute to emergent discussions in the twenty-first century.
Challenging prevailing media stereotypes, Generation at the Crossroads explores the beliefs and choices of the students who came of age in the 1980s and 1990s. For seven years, at over a hundred campuses in thirty states, Paul Loeb asked students about the values they held. He examines their concepts of responsibility, the links they draw between present and future, and how they view themselves in relation to the larger human community in which they live. He brings us a range of voices, from "I'm not that kind of person," to "I had to take a stand." Loeb looks at how the rest of us can serve young people as better role models, and give them courage and vision to help build a better world.
This insightful book explores the culture of withdrawal that dominated American campuses through most of the eighties. He locates its roots in historical ignorance, relentless individualism, mistrust of social movements, and a general isolation from urgent realities. He examines why a steadily increasing minority has begun to take on critical public issues, whether environmental activism, apartheid, hunger and homelessness, affordable education, or racial and sexual equity. Loeb looks at individuals who have overcome precisely the barriers he has described, and how their journeys can become models. The generational choices he explores will shape our common future.
“Here, at last, is a book about what happiness really means, and why it often eludes us in our stressed-out, always-on lives.”
—Arianna Huffington, Founder and CEO, Thrive
A young philosopher and Guinness World Record holder in pull-ups argues that the key to happiness is not goal-driven striving but forging a life that integrates self-possession, friendship, and engagement with nature.
What is the meaning of the good life? In this strikingly original book, Adam Adatto Sandel draws on ancient and modern thinkers and on two seemingly disparate pursuits of his own, philosophy and fitness, to offer a surprising answer to this age-old human question.
Sandel argues that finding fulfillment is not about attaining happiness, conceived as a state of mind, or even about accomplishing one’s greatest goals. Instead, true happiness comes from immersing oneself in activity that is intrinsically rewarding. The source of meaning, he suggests, derives from the integrity or “wholeness” of self that we forge throughout the journey of life.
At the heart of Sandel’s account of life as a journey are three virtues that get displaced and distorted by our goal-oriented striving: self-possession, friendship, and engagement with nature. Sandel offers illuminating and counterintuitive accounts of these virtues, revealing how they are essential to a happiness that lasts.
To illustrate the struggle of living up to these virtues, Sandel looks to literature, film, and television, and also to his own commitments and adventures. A focal point of his personal narrative is a passion that, at first glance, is as narrow a goal-oriented pursuit as one can imagine: training to set the Guinness World Record for Most Pull-Ups in One Minute. Drawing on his own experiences, Sandel makes philosophy accessible for readers who, in their own infinitely various ways, struggle with the tension between goal-oriented striving and the embrace of life as a journey.
In this encyclopedic work of intellectual history, Philip D. Curtain sought to discover the British image of Africa for the years 1780–1850.
In this encyclopedic work of intellectual history, Philip D. Curtain sought to discover the British image of Africa for the years 1780–1850.
Although traditional ESL/EFL textbooks have primarily introduced cultural topics at a knowledge level only, this textbook is designed to create meaningful opportunities for students to reflect on and practice intercultural skills in ways that are relatable in their daily lives and that can lead to a more satisfying U.S. academic experience.
Each unit opens with a discovery activity that serves as a springboard for the unit and introduces the topic in an engaging way. Chapters feature academic content that expands knowledge of intercultural skills, plus opportunities for students to pause and reflect on how to apply what they are learning to their own intercultural experiences. The activities ask students to respond with short written reflections and practice oral skills through discussion in pairs and small groups. Each unit closes with an activity that requires students to use higher-order thinking skills to create, evaluate, and/or analyze cultural information gathered from college and university settings in the form of surveys, interviews, observations, or internet research and then report on what they have learned.
The intended audiences for this book are international students studying in IEPs, in university bridge or pathway programs, or at colleges and universities in the United States. It may also be used by new-student orientation programs or by student services offices that provide intercultural training for students, staff, and faculty who work with international students.
The first group of essays explores the limits to irony's liberating qualities from the constrained use of irony in congressional hearings to its reactive presence amid widening disparities of wealth despite decades of world development. The second section presents irony's more positive dimensions through an array of examples such as the use of irony by Chinese writers and Irish humorists. Framed by the editors' theoretical introduction to the issues posed by irony and responses to the essays by two literary scholars, Irony in Action is a timely contribution in the contemporary reinvention of anthropology.
John Donne's Lyrics was first published in 1962. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
Combining modern insight with historical perspective, Professor Stein offers a fresh interpretation of Donne's lyric poems. His method is cumulative; it includes cross references to the religious writing, analysis of individual poems, and their relationship to larger patterns which reflect Donne's poetic mind. Among the specific problems he deals with are those which concern metaphor, symbol, myth, wit, "fictions." "negative theology," consciousness-and-simplicity, "binary" and "ternary" form in poetry, meter and meaning, rationalism and affective language, the visual and the auditory.
Professor Stein demonstrates that to gain insight into the integrity of Donne's poetic mind it is necessary to take seriously two propositions: that Donne is a poetic logician endowed with a talent and love for the unity of imaginative form; and that Donne's poetry, though it is not simple, nevertheless deeply and persistently engages important problems which concern "simplicity." In one of his sermons, Donne wrote: "The eloquence of inferiours is in words, the eloquence of superiours is in action." Professor Stein maintains that in his best poems Donne aspires to the eloquence of action and never to the eloquence of words.
Although the study is focused on Donne's lyrics, the interpretation is based on a long study of all the poems and the prose and on background and foreground materials. In a postscript the author discusses Donne's "modern career."
Interpretation is essential to every humanistic discipline, and every interpretation is an act of judgment. Yet the work of interpretation and judgment has been called into question by contemporary methods in the humanities, which incline either toward contextual determination of meaning or toward the suspension of judgment altogether. Action is closely related to judgment and interpretation and like them, it has been rendered questionable. An action is not simply the performance of a deed but requires the deed’s intelligibility, which can be secured only through interpretation and judgment.
Organized into four broad themes—interiority/contemplation, ethics, politics/community, and aesthetics/image—the aim of this broad-ranging and insightful collection is to illuminate the histories of judgment and action, identify critical sites from which rethinking them may begin, clarify how they came to be challenged, and relocate them within a broader intellectual-historical trajectory that renders them intelligible.
Economists rarely perform controlled experiments, so how do they find out how markets function? In what ways does empirical economics contribute to our understanding of important and controversial social issues? What has been discovered about the operation of the labor markets in which nearly all of us participate? Labor Markets in Action addresses these questions in lively style. The topics cover issues of deep social concern, encompassing the jobs and wages of college graduates, discrimination and inner-city youth, homelessness, unionism, and the differences between U. S. labor market institutions and those of other developed countries, including Japan.
A thoughtful introduction to each essay reveals the human side of research on these controversial issues. Freeman lays out five guiding principles for empirical social science: to analyze situations in which markets undergo sharp exogenous shocks, creating "natural experiments"; to focus on fundamental first-order economic principles and behavior rather than on abstract fine points; to probe empirical findings with different data sets and alternative specifications; to gather new information from survey research rather than rely on existing data sets; to discuss issues and interpretations with workers, labor leaders, businessmen, and other market participants. With chapters that range from broad overviews of research to essays employing detailed statistical techniques, this book will appeal to economists, students, and policymakers concerned with how labor markets function and how economists go about their business of discovery without laboratory controls.
How do you supervise a graduate student working in a library—and not just adequately, but well? What is a valuable and meaningful work experience? How can libraries design more equitable and ethical positions for students?
Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries provides practical, how-to guidance on creating and managing impactful programs as well as meaningful personal experiences for students and library staff in academic libraries. Fourteen chapters are divided into four thorough sections:
- Creating Access Pathways
- Developing, Running, and Evolving Programs for LIS Students
- Working with Graduate Students without an LIS Background: Mutual Opportunities for Growth
- Centering the Person
Learning in Action brings together a range of topics and perspectives from authors of diverse backgrounds and institutions to offer practical inspiration and a framework for creating meaningful graduate student work experiences at your institutions.
Any sound practical philosophy must be clear on practical concepts—concepts, in particular, of life, action, and practice. This clarity is Michael Thompson’s aim in his ambitious work. In Thompson’s view, failure to comprehend the structures of thought and judgment expressed in these concepts has disfigured modern moral philosophy, rendering it incapable of addressing the larger questions that should be its focus.
In three investigations, Thompson considers life, action, and practice successively, attempting to exhibit these interrelated concepts as pure categories of thought, and to show how a proper exposition of them must be Aristotelian in character. He contends that the pure character of these categories, and the Aristotelian forms of reflection necessary to grasp them, are systematically obscured by modern theoretical philosophy, which thus blocks the way to the renewal of practical philosophy. His work recovers the possibility, within the tradition of analytic philosophy, of hazarding powerful generalities, and of focusing on the larger issues—like “life”—that have the power to revive philosophy.
As an attempt to relocate crucial concepts from moral philosophy and the theory of action into what might be called the metaphysics of life, this original work promises to reconfigure a whole sector of philosophy. It is a work that any student of contemporary philosophy must grapple with.
How is moral theology related to pastoral theology? In this first English translation of Living the Truth, Klaus Demmer answers this question by offering a complete theory of action. Its crucial element is truthfulness, which Demmer claims is a basic attitude that must be translated concretely into our individual decisions. Demmer demonstrates that the demand for truthfulness offers a critical corrective to the usual praxis whereby ethical norms are formulated. This has significant consequences for every area of ethical directives, including questions about celibacy and partnerships.
Demmer moves away from the act-centered morality that dominates the neo-Scholastic manuals of moral theology. His concern is to show how our actions embody and carry out a more original anthropological project. Not only does this anthropological project condition our insights into goods and values, it provides the criteria by which our actions are judged morally. This book will be welcomed by all who are looking for ethical norms, and by all whose task it is to formulate such norms.
Americans have access to some of the best science education in the world, but too often black students are excluded from these opportunities. This essential book by leading voices in the field of education reform offers an inspiring vision of how America’s universities can guide a new generation of African Americans to success in science.
Educators, research scientists, and college administrators have all called for a new commitment to diversity in the sciences, but most universities struggle to truly support black students in these fields. Historically black colleges and universities (HBCUs) are different, though. Marybeth Gasman, widely celebrated as an education-reform visionary, and Thai-Huy Nguyen show that many HBCUs have proven adept at helping their students achieve in the sciences. There is a lot we can learn from these exemplary schools.
Gasman and Nguyen explore ten innovative schools that have increased the number of black students studying science and improved those students’ performance. Educators on these campuses have a keen sense of their students’ backgrounds and circumstances, familiarity that helps their science departments avoid the high rates of attrition that plague departments elsewhere. The most effective science programs at HBCUs emphasize teaching when considering whom to hire and promote, encourage students to collaborate rather than compete, and offer more opportunities for black students to find role models among both professors and peers.
Making Black Scientists reveals the secrets to these institutions’ striking successes and shows how other colleges and universities can follow their lead. The result is a bold new agenda for institutions that want to better serve African American students.
Many in the world of scholarship share the conviction that open access will be the engine of transformation leading to more culture, more research, more discovery, and more solutions to small and big problems. This collection brings together librarians, scholars, practitioners, policymakers, and thinkers to take measure of the open access movement. The editors meld critical essays, research, and case studies to offer an authoritative exploration of
- the concept of openness in scholarship, with an overview of how it is evolving in the US, Canada, Europe, and Asia;
- open access publishing, including funding models and the future of library science journals;
- the state of institutional repositories;
- Open Educational Resources (OER) at universities and a consortium, in subject areas ranging from literary studies to textbooks; and
- open science, open data, and a pilot data catalog for raising the visibility of protected data.
For the authors of Organic Writing Assessment, the DCM experience provided not only an authentic assessment of their own programs, but a nuanced language through which they can converse in the always vexing, potentially divisive realm of assessment theory and practice. Of equal interest are the adaptations these writers invented for Broad’s original process, to make DCM even more responsive to local needs and exigencies.
Organic Writing Assessment represents an important step in the evolution of writing assessment in higher education. This volume documents the second generation of an assessment model that is regarded as scrupulously consistent with current theory; it shows DCM’s flexibility, and presents an informed discussion of its limits and its potentials.
Drawing from a wide range of examples—including filmic depictions of German and Japanese and Chinese performance art and street cultures—Stephen Barber argues that the act of filming has the power to draw distinctively performative dimensions out of unruly human gatherings, such as riots and political protests, while also accentuating the outlandish and aberrant aspects of performance. Spanning the history of film, Barber moves from performance in film’s formative years, such as Edward Muybridge’s work in the 1880s, to contemporary performance artworks—for example, Rabih Mroué’s investigations of the often lethal camera phone filming of snipers in Syrian cities. Proposing that the future conception of filmed performance needs to be radically expanded in response to the transformations of digital film cultures, Performance Projections is a critical addition to the literature on both film and art history.
Science and technology have immense authority and influence in our society, yet their working remains little understood. The conventional perception of science in Western societies has been modified in recent years by the work of philosophers, sociologists and historians of science. In this book Bruno Latour brings together these different approaches to provide a lively and challenging analysis of science, demonstrating how social context and technical content are both essential to a proper understanding of scientific activity. Emphasizing that science can only be understood through its practice, the author examines science and technology in action: the role of scientific literature, the activities of laboratories, the institutional context of science in the modern world, and the means by which inventions and discoveries become accepted. From the study of scientific practice he develops an analysis of science as the building of networks. Throughout, Bruno Latour shows how a lively and realistic picture of science in action alters our conception of not only the natural sciences but also the social sciences and the sociology of knowledge in general.
This stimulating book, drawing on a wealth of examples from a wide range of scientific activities, will interest all philosophers, sociologists and historians of science, scientists and engineers, and students of the philosophy of social science and the sociology of knowledge.
In 1911, a fire at the Triangle Shirtwaist Factory in New York City took the lives of 146 workers, most of them young immigrant women and girls. Their deaths galvanized a movement for social and economic justice then, but today’s laborers continue to battle dire working conditions. How can we bring the lessons of the Triangle fire back into practice today? For artist Ruth Sergel, the answer was to fuse art, activism, and collective memory to create a large-scale public commemoration that invites broad participation and incites civic engagement. See You in the Streets showcases her work.
It all began modestly in 2004 with Chalk, an invitation to all New Yorkers to remember the 146 victims of the fire by inscribing their names and ages in chalk in front of their former homes. This project inspired Sergel to found the Remember the Triangle Fire Coalition, a broad alliance of artists and activists, universities and unions—more than 250 partners nationwide—to mark the 2011 centennial of the infamous blaze. Putting the coalition together and figuring what to do and how to do it were not easy. This book provides a lively account of the unexpected partnerships, false steps, joyous collective actions, and sustainability of such large public works. Much more than an object lesson from the past, See You in the Streets offers an exuberant perspective on building a social art practice and doing public history through argument and agitation, creativity and celebration with an engaged public.
Seedtime of Reform was first published in 1963. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
This is a detailed history of the social welfare movement in the United States during the period from the end of World War I to the inauguration of President Franklin D. Roosevelt, an era which most historians characterize as one of normalcy and reaction. In his book Professor Chambers demonstrates that this was actually a seedtime of reform, a period when the groundwork was laid for many of the sweeping social changes which were to take place under the New Deal.
While it is true, as the author points out, that the years from 1918 to 1933 were not hospitable to the cause of reform, it was during these years that reform leaders and welfare workers (and the associations and agencies they directed) elaborated new theories and programs of action to alleviate, prevent, and overcome certain persisting social ills. Although little was constructively achieved until new political leadership, operating in the context of acute and prolonged economic crisis, acted in the 1930s, much of what we identify as the New Deal was rooted not only in prewar progressivism but in the research, agitation, and welfare services of the 1920s as well. Reformers and welfare workers made especially significant contributions in the areas of housing, social security, public works, federal responsibility for dependent groups in society, and working conditions.
Sztompka connects the interpretations of such collective activity to a wider grasp of the nature of social action. The result is a comprehensive and original theory of social change which focuses on the self-transforming influence on society of its members' striving for freedom, autonomy, and self-fulfillment. He develops his theory by means of a general concept of "social becoming," the roots of which he traces to the early romantic and humanist work of Karl Marx and his followers and to two influential sociological schools of today, the theory of agency and historical sociology.
Sztompka situates his theory midway between the rigid determinism of social totalities and the unbridled voluntarism of free individuals. Social change, he demonstrates, can be understood neither as the outcome of individual actions taken alone nor as structurally determined actions. Instead, he confers upon social organizations and movements a "self-transcending" quality: they express human agency yet, by virtue of their active character, are quite often able to achieve unpredictable outcomes.
Throughout his analysis of social movements and revolutions in history, Sztompka emphasizes the dynamics of spontaneous social change generated from below—a theoretical testimony to the rapid and fundamental social change in Eastern Europe in recent history. Against the fashions of postmodernist malaise, boredom, and disenchantment, his theory of social becoming expresses the possibility of emancipation, of change leading to positive gains. His work registers a belief in progress, not inevitably gained, but its attainment fully dependent upon the creativity and optimism of an active citizenry.
This is the Spanish language edition.
With Up Against the Real, Nadja Millner-Larsen offers the first comprehensive study of the group Black Mask and its acrimonious relationship to the New York art world of the 1960s. Cited as pioneers of now-common protest aesthetics, the group’s members employed incendiary modes of direct action against racism, colonialism, and the museum system. They shut down the Museum of Modern Art, fired blanks during a poetry reading, stormed the Pentagon in an antiwar protest, sprayed cow’s blood at the secretary of state, and dumped garbage into the fountain at Lincoln Center. Black Mask published a Dadaist broadside until 1968, when it changed its name to Up Against the Wall Motherfucker (after line in a poem by Amiri Baraka) and came to classify itself as “a street gang with analysis.” American activist Abbie Hoffman described the group as “the middle-class nightmare . . . an anti-media phenomenon simply because their name could not be printed.”
Up Against the Real examines how and why the group ultimately rejected art in favor of what its members deemed “real” political action. Exploring this notorious example of cultural activism that rose from the ruins of the avant-garde, Millner-Larsen makes a critical intervention in our understanding of political art.
Compiling decades of fieldwork, two acclaimed scholars offer strategies for strengthening democracies by nurturing the voices of children and encouraging public awareness of their role as citizens.
Voice, Choice, and Action is the fruit of the extraordinary personal and professional partnership of a psychiatrist and a neurobiologist whose research and social activism have informed each other for the last thirty years. Inspired by the 1989 United Nations Convention on the Rights of the Child, Felton Earls and Mary Carlson embarked on a series of international studies that would recognize the voice of children. In Romania they witnessed the consequences of infant institutionalization under the Ceaușescu regime. In Brazil they encountered street children who had banded together to advocate effectively for themselves. In Chicago Earls explored the origins of prosocial and antisocial behavior with teenagers. Children all over the world demonstrated an unappreciated but powerful interest in the common good.
On the basis of these experiences, Earls and Carlson mounted a rigorous field study in Moshi, Tanzania, which demonstrated that young citizens could change attitudes about HIV/AIDS and mobilize their communities to confront the epidemic. The program, outlined in this book, promoted children’s communicative and reasoning capacities, guiding their growth as deliberative citizens. The program’s success in reducing stigma and promoting universal testing for HIV exceeded all expectations.
Here in vivid detail are the science, ethics, and everyday practice of fostering young citizens eager to confront diverse health and social challenges. At a moment when adults regularly profess dismay about our capacity for effective action, Voice, Choice, and Action offers inspiration and tools for participatory democracy.
“A book for these times as we confront the fault lines in our democracy…A deeply provocative work about the place of children in strengthening our sense of community.”
—Alex Kotlowitz, author of There Are No Children Here
“Earls and Carlson have discovered…an aspect of development previously unrecognized: how children and youth can find their voice, feel empowered to use that voice, and translate that voice into political action. This is a remarkable book.”
—Gordon Harper, Journal of the American Academy of Child & Adolescent Psychiatry
“An inspiring vision of a newly inclusive democracy.”
—Kirkus Reviews (starred review)
Voice, Choice, and Action is the fruit of the extraordinary personal and professional partnership between a psychiatrist and neurobiologist whose research and social activism have informed each other for the last thirty years. Inspired by the UN Convention on the Rights of the Child, Felton Earls and Mary Carlson embarked on a series of studies to help children find their voice in the adult world. In Romania, they saw the devastating consequences of infant institutionalization. In Brazil, they found street children who had banded together to advocate for themselves. In Chicago, Earls sought to understand the origins of antisocial behavior in teenagers, and in Tanzania, they piloted a program to guide children’s growth as deliberative citizens.
Here in vivid detail are the science, ethics, and everyday practices needed to foster young citizens eager to confront social challenges. At a moment when adults regularly decry the state of our democracy, Voice, Choice, and Action offers invaluable tools to build a new generation of active citizens.
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