A SCHOLARLY BOOK REPOSITORY9 start with F start with F
With the flowering of postcolonialism, we return to Frantz Fanon, a leading theorist of the struggle against colonialism. In this thorough reinterpretation of Fanon’s texts, Ato Sekyi-Otu ensures that we return to him fully aware of the unsuspected formal complexity and substantive richness of his work. A Caribbean psychiatrist trained in France after World War II and an eloquent observer of the effects of French colonialism on its subjects from Algeria to Indochina, Fanon was a controversial figure—advocating national liberation and resistance to colonial power in his bestsellers, Black Skin, White Masks and The Wretched of the Earth.
But the controversies attending his life—and death, which some ascribed to the CIA—are small in comparison to those surrounding his work. Where admirers and detractors alike have seen his ideas as an incoherent mixture of Existentialism, Marxism, and psychoanalysis, Sekyi-Otu restores order to Fanon’s oeuvre by reading it as one dramatic dialectical narrative. Fanon’s Dialectic of Experience invites us to see Fanon as a dramatist enacting a movement of experience—the drama of social agents in the colonial context and its aftermath—in a manner idiosyncratically patterned on the narrative structure of Hegel’s Phenomenology of Spirit. By recognizing the centrality of experience to Fanon’s work, Sekyi-Otu allows us to comprehend this much misunderstood figure within the tradition of political philosophy from Aristotle to Arendt.
Federalism and Regional Development is the resuit of the first German-American geography seminar, held at the University of Texas in September 1979. The chapters deal with the impact of geographic policy planning by various governmental agencies in both the Federal Republic of Germany and the United States, two countries with federal systems of government. Although various bureaucratic offices at the federal, state, county, and city levels became involved in spatial planning in both countries, no overall coordination of development planning existed. The contributors to this volume offer many theoretical and empirical perspectives on the evolution of federal policies and programs and their impact on geographic planning activities at all levels of government. The topics covered range from actual regional case studies in both countries to the framework of the agencies concerned with spatial planning. Numerous maps and tables document the data resources of the contributors and yield useful insights on the workings of the federal system.
Drawing on the speculative empiricism of philosopher Alfred North Whitehead, Hansen reveals how new media call into play elements of sensibility that greatly affect human selfhood without in any way belonging to the human. From social media to data-mining to new sensor technologies, media in the twenty-first century work largely outside the realm of perceptual consciousness, yet at the same time inflect our every sensation. Understanding that paradox, Hansen shows, offers us a chance to put forward a radically new vision of human becoming, one that enables us to reground the human in a non-anthropocentric view of the world and our experience in it.
In this study, Ronald Berman examines the work of the critic/novelist Edmund Wilson and the art of F. Scott Fitzgerald and Ernest Hemingway as they wrestled with the problems of language, experience, perception and reality in the "age of jazz." By focusing specifically on aesthetics—the ways these writers translated everyday reality into language—Berman challenges and redefines many routinely accepted ideas concerning the legacy of these authors.
Fitzgerald is generally thought of as a romantic, but Berman shows that we need to expand the idea of Romanticism to include its philosophy. Hemingway, widely viewed as a stylist who captured experience by simplifying language, is revealed as consciously demonstrating reality's resistance to language. Between these two renowned writers stands Wilson, who is critically influenced by Alfred North Whitehead, as well as Dewey, James, Santayana, and Freud.
By patiently mapping the correctness of these philosophers, historians, literary critics and writers, Berman aims to open a gateway into the era. This work should be of interest to scholars of American literature, philosophy and aesthetics; to academic libraries; to students of intellectual history; and to general readers interested in Fitzgerald, Hemingway and Wilson.
In 1926, New York University professor James E. Lough—an educational reformer with big dreams—embarked on a bold experiment he called the Floating University. Lough believed that taking five hundred American college students around the globe by ship would not only make them better citizens of the world but would demonstrate a model for responsible and productive education amid the unprecedented dangers, new technologies, and social upheavals of the post–World War I world. But the Floating University’s maiden voyage was also its last: when the ship and its passengers returned home, the project was branded a failure—the antics of students in hotel bars and port city back alleys that received worldwide press coverage were judged incompatible with educational attainment, and Lough was fired and even put under investigation by the State Department.
In her new book, Tamson Pietsch excavates a rich and meaningful picture of Lough’s grand ambition, its origins, and how it reveals an early-twentieth-century America increasingly defined both by its imperialism and the professionalization of its higher education system. As Pietsch argues, this voyage—powered by an internationalist worldview—traced the expanding tentacles of US power, even as it tried to model a new kind of experiential education. She shows that this apparent educational failure actually exposes a much larger contest over what kind of knowledge should underpin university authority, one in which direct personal experience came into conflict with academic expertise. After a journey that included stops at nearly fifty international ports and visits with figures ranging from Mussolini to Gandhi, what the students aboard the Floating University brought home was not so much knowledge of the greater world as a demonstration of their nation’s rapidly growing imperial power.
This is an auto-narrated audiobook edition of this book.
The Floating University sheds light on a story of optimism and imperialist ambition in the 1920s.In 1926, New York University professor James E. Lough—an educational reformer with big dreams—embarked on a bold experiment he called the Floating University. Lough believed that taking five hundred American college students around the globe by ship would not only make them better citizens of the world but would demonstrate a model for responsible and productive education amid the unprecedented dangers, new technologies, and social upheavals of the post–World War I world. But the Floating University’s maiden voyage was also its last: when the ship and its passengers returned home, the project was branded a failure—the antics of students in hotel bars and port city back alleys that received worldwide press coverage were judged incompatible with educational attainment, and Lough was fired and even put under investigation by the State Department.
In her new book, Tamson Pietsch excavates a rich and meaningful picture of Lough’s grand ambition, its origins, and how it reveals an early-twentieth-century America increasingly defined both by its imperialism and the professionalization of its higher education system. As Pietsch argues, this voyage—powered by an internationalist worldview—traced the expanding tentacles of US power, even as it tried to model a new kind of experiential education. She shows that this apparent educational failure actually exposes a much larger contest over what kind of knowledge should underpin university authority, one in which direct personal experience came into conflict with academic expertise. After a journey that included stops at nearly fifty international ports and visits with figures ranging from Mussolini to Gandhi, what the students aboard the Floating University brought home was not so much knowledge of the greater world as a demonstration of their nation’s rapidly growing imperial power.
The essays here are united by two basic themes. First, the essays suggest that law can usefully be regarded not only as a set of rules designed to produce results in the material world, as it usually is regarded, but also as an imaginative and intellectual activity that has as its end the claim of meaning for human experience, both individual and collective. Second, they argue that education, including in the law, works by the constant modification of expectation by experience.
White claims that as we grow, whether as individuals or as a community, we constantly shape our expectations to our experiences. This happens with particular force and clarity in the law, which seeks to create both a certain set of expectations--this is how it works as a system of regulation--and a series of occasions and methods for their revision. White's interest is in the way these understandings can affect legal teaching, practice, and criticism.
The essays in this book examine such topics as the nature of legal education; the possibilities for writing in the law for both judges and lawyers; the relation between the practice of making and claiming meaning as it works in the law and in literatures more usually though of as imaginative, such as poetry or drama; the ways in which the law talks, and ought to talk, about business corporations, religion, and individual judgments; and the ethical possibilities of the practice of law when it is conceived of as a field for the making of meaning.
From Expectation to Experience will be of interest to lawyers, legal scholars, as well as students of law, law and literature, and ethics and literature.
James Boyd White is Hart Wright Professor of Law, Professor of English, and Adjunct Professor of Classical Studies, University of Michigan.
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