In Error, Nicholas Rescher presents a fresh analysis of the occurrence, causality, and consequences of error in human thought, action, and evaluation. Rescher maintains that error-avoidance and truth-achievement are distinct but equally important factors for rational inquiry, and that error is inherent in the human cognitive process (to err is human). He defines three main categories of error: cognitive (failure to realize truths); practical (failure related to the objective of an action); and axiological (failure in evaluation), and articulates the factors that contribute to each. His discussion also provides a historical perspective on the treatment of error in Greek philosophy, and by later thinkers such as Aquinas, Descartes, Spinoza, Leibniz, James, Royce, Moore, and Russell.
Error is an important reexamination of the significance of error to the fields of philosophical anthropology, epistemology, ontology, and theology. As Rescher’s study argues, truth and error are inexorably intertwined—one cannot exist without the other. Error is an unavoidable occurrence in the cognitive process—without missteps on the path to truth, truth itself cannot be attained. The risk of error is inherent in the quest for truth.
In the past thirty years, historians have broadened the scope of their discipline to include many previously neglected topics and perspectives. They have chronicled language, madness, gender, and sexuality and have experimented with new forms of presentation. They have turned to the histories of non-Western peoples and to the troubled relations between “the West” and the rest. Allan Megill welcomes these developments, but he also suggests that there is now confusion among historians about what counts as a justified account of the past.
In Historical Knowledge, Historical Error, Megill dispels some of the confusion. Here, he discusses issues of narrative, objectivity, and memory. He attacks what he sees as irresponsible uses of evidence while accepting the art of speculation, which incomplete evidence forces upon historians. Along the way, he offers succinct accounts of the epistemological road historians have traveled from Herodotus and Thucydides through Leopold von Ranke and Alexis de Tocqueville, and on to Hayden White, Natalie Zemon Davis, and Lynn Hunt.
To err is human; to err in digital culture is design. In the glitches, inefficiencies, and errors that ergonomics and usability engineering strive to surmount, Peter Krapp identifies creative reservoirs of computer-mediated interaction. Throughout new media cultures, he traces a resistance to the heritage of motion studies, ergonomics, and efficiency; in doing so, he shows how creativity is stirred within the networks of digital culture.
Noise Channels offers a fresh look at hypertext and tactical media, tunes into laptop music, and situates the emergent forms of computer gaming and machinima in media history. Krapp analyzes text, image, sound, virtual spaces, and gestures in noisy channels of computer-mediated communication that seek to embrace—rather than overcome—the limitations and misfires of computing. Equally at home with online literature, the visual tactics of hacktivism, the recuperation of glitches in sound art, electronica, and videogames, or machinima as an emerging media practice, he explores distinctions between noise and information, and how games pivot on errors at the human–computer interface.
Grounding the digital humanities in the conditions of possibility of computing culture, Krapp puts forth his insight on the critical role of information in the creative process.
How can human beings, who are liable to error, possess knowledge? The skeptic finds this question impossible to answer. If we can err, then it seems the grounds on which we believe do not rule out that we are wrong. Most contemporary epistemologists agree with the skeptic that we can never believe on grounds that exclude error. Sources of Knowledge moves beyond this predicament by demonstrating that some major problems of contemporary philosophy have their roots in the lack of a metaphysical category that is fundamental to our self-understanding: the category of a rational capacity for knowledge.
Andrea Kern argues that we can disarm skeptical doubt by conceiving knowledge as an act of a rational capacity. This enables us to appreciate human fallibility without falling into skepticism, for it allows us to understand how we can form beliefs about the world on grounds that exclude error. Knowledge is a fundamental capacity of the human mind. Human beings, as such, are knowers. In this way, Sources of Knowledge seeks to understand knowledge from within our self-understanding as knowers. It develops a metaphysics of the human mind as existing through knowledge of itself, which knowledge—as the human being is finite—takes the form of a capacity.
Regaining the concept of a rational capacity for knowledge, Kern makes a powerful and original contribution to philosophy that reinvigorates the tradition of Aristotle and Kant—thinkers whose relevance for contemporary epistemology has yet to be fully appreciated.
Treatment of Error offers a realistic, well-reasoned account of what teachers of multilingual writers need to know about error and how to put what they know to use. As in the first edition, Ferris again persuasively addresses the fundamental error treatment questions that plague novice and expert writing specialists alike: What types of errors should teachers respond to? When should we respond to them? What are the most efficacious ways of responding to them? And ultimately, what role should error treatment play in the teaching of the process of writing?
The second edition improves upon the first by exploring changes in the field since 2002, such as the growing diversity in what is called “L2 writers,” the blurring boundaries between “native” and “non-native” speakers of English, the influence of genre studies and corpus linguistics on the teaching of writing, and the need the move beyond “error” to “second language development” in terms of approaching students and their texts. It also explores what teacher preparation programs need to do to train teachers to treat student error.
The second edition features
* an updating of the literature in all chapters
* a new chapter on academic language development
* a postscript on how to integrate error treatment/language development suggestions in Chapters 4-6 into a writing class syllabus
* the addition of discussion/analysis questions at the end of each chapter, plus suggested readings, to make the book more useful in pedagogy or teacher development workshops
“The history of interpretation, the skills by which we keep alive in our minds the light and dark of past literature and past humanity, is to an incalculable extent a history of error.” So writes Frank Kermode of a history to which he has contributed many luminous pages. This book is a record of Kermode’s “error,” his wandering through literature past and present. He notes that “in thirty-odd years I have written several hundred reviews, an example I would strongly urge the young not to follow.” From these hundreds Kermode has selected the pieces he treasures most, and they provide an example that indeed will be difficult to follow.
The Uses of Error contains some of Kermode’s very best writing. Again and again he proves himself to be more than a commentator or chronicler; he is rather a creator of cultural value in his interaction with the texts at hand. The appeal of this book is broad. Everything is here from Augustine to Ariès on death and dying, from Wilde to Woolf and writer’s block, from Joachim of Fiore to Flaubert’s Parrot. In a phrase or an aside on any of these subjects Kermode can open a vista, wither a reputation, or spotlight an intellectual mantrap.
The core of the volume is a group of essays on the central figures of modern English literature. Kermode tells more here—about Tennyson, Shaw, Forster, and Eliot—than most people could in twice the space. His brief, vivid, and sympathetic writings extol the range of British writing and mark out the difference between an interest that is solely academic and the richer view of one who writes from inside the culture and shares a common experience with its interpreters.
There is also Kermode the man. He saves a set of autobiographical essays until the end, and they are a veritable dessert for those who read the volume straight through. But they will stand first in the reader’s memory afterward, because they give body to the mind so clearly in evidence throughout the book. Kermode shows us the means by which he gained the perspective to become a transnational critic—not a critic on the margin, but one who shows us where the margins are. For anyone who is not yet familiar with Frank Kermode’s work, this is the place to begin. For those who are already acquainted with it, here is the chance to see the pattern of the whole.
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