Anthropology Confronts the Problems of the Modern World is the first English translation of a series of lectures Claude Lévi-Strauss delivered in Tokyo in 1986. Written with an eye toward the future as his own distinguished career was drawing to a close, this volume presents a synthesis of the author’s major ideas about structural anthropology, a field he helped establish. Critiquing insights of his earlier writings on the relationship between race, history, and civilization, Lévi-Strauss revisits the social issues that never ceased to fascinate him.
He begins with the observation that the cultural supremacy enjoyed by the West for over two centuries is at an end. Global wars and genocides in the twentieth century have fatally undermined Western faith in humanity’s improvement through scientific progress. Anthropology, however, can be the vehicle of a new “democratic humanism,” broadening traditional frameworks that have restricted cross-cultural understandings of the human condition, and providing a basis for inquiries into what other civilizations, such as those of Asia, can teach.
Surveying a world on the brink of the twenty-first century, Lévi-Strauss assesses some of the dilemmas of cultural and moral relativism a globalized society faces—ethical dimensions of economic inequality, the rise of different forms of religious fundamentalism, the promise and peril of genetic and reproductive engineering. A laboratory of thought opening onto the future, Anthropology Confronts the Problems of the Modern World is an important addition to the canon of one of the twentieth-century’s most influential theorists.
Only a few sets of these three contributions to the Theoretical Approaches to Problems series are known to have survived, making The Carnegie Maya IV an essential reference and research resource.
The corresponding ebook, for individual download, contains the complete set of The Carnegie Maya, The Carnegie Maya II, The Carnegie Maya III and The Carnegie Maya IV, thus making hundreds of documents from the Carnegie Institution's Maya program available in one source.
This book was prepared by the Office of Technology Assessment at the request of Senators Mark Hatfield and Daniel Inouye. It acknowledges that there are no simple solutions to the problems we face or easy answers to questions concerning the best system of mental health service delivery. Yet Children's Mental Health makes it abundantly clear that there is a need for a mental health system response to these issues and that this response must be coordinated with other existing service systems.
This book should be of value to concerned parents and community leaders, health system planners, and health care practitioners involved with both the needs of children and mental illness.
The comparative study of public policy once promised to make major contributions to our understanding of government. Much of that promise now appears unfulfilled. What accounts for this decline in intellectual fortunes and change in intellectual fashion? Comparing Public Bureaucracies seeks to understand why. One of the principal answers is that there is no readily accepted and dependent variable that would allow comparative public administration to conform to the usual canons of social research. In contrast, comparative public policy has a ready-made dependent variable in public expenditure.
Peters discusses four possible dependent variables for comparative public administration. The first is personnel—the number and type of people who work for government. Second, the number and type of organizations that form government can suggest a great deal about the structure of government. Third, the behavior of members is obviously important for understanding what actually happens in government—such as the extents to which bureaucracies approximate the budget-maximizing behavior posited by economists. Ginally, the relative power of civil servants in the policymaking process is a major factor in institutional politics in contemporary industrial societies.
Evolving Iran presents an overview of how the politics and policy decisions in the Islamic Republic of Iran have developed since the 1979 revolution and how they are likely to evolve in the near future. Despite the fact that the revolution ushered in a theocracy, its political system has largely tended to prioritize self-interest and pragmatism over theology and religious values, while continuing to reinvent itself in the face of internal and international threats.
The author also examines the prospects for democratization in Iran. Since the early years of the twentieth century, Iranians have attempted to make their political system more democratic, yet various attempts to produce a system where citizens have a meaningful voice in political decisions have failed. This book argues that greater democratization is unlikely to occur in the short term, especially in light of increased threats from the international community.
This accessible overview of Iran’s political system covers a broad array of subjects, including foreign policy, human rights, women’s struggle for equality, the development and evolution of elections, and the institutions of the political system including the Revolutionary Guards and Assembly of Experts. It will appeal to undergraduates and the general public who seek to understand a country and regime that has mystified Westerners for decades.
Contributors. Sumner Benson, Beverly Crawford, Richard t. Cupitt, Dorinda G. Dallmeyer, Paul Freedenberg, Martin J. Hillenbrand, Hanns-Dieter Jacobsen, Bruce W. Jentleson, Kevin J. Lasher, William J. Long, Janne Haaland Matlary, Jere W. Morehead, Henry R. Nau, Han S. Park, Kevin F. F. Quigley, Alen B. Sherr, Christine Westbrook
The Function of Criticism: Problems and Exercises brings together five essays by Yvor Winters: “Problems for the Modern Critic of Literature,” “The Audible Reading of Poetry,” “The Poetry of Gerard Manley Hopkins,” “Robert Frost, Or the Spiritual Drifter as Poet,” and “English Literature in the Sixteenth Century.”
Drawing on ten years of ethnographic research with Korean American students at the University of Illinois and closely following multiple generations of a single extended Korean American family in the Chicago metropolitan area, Abelmann investigates the complexity of racial politics at the American university today. Racially hyper-visible and invisible, Korean American students face particular challenges as they try to realize their college dreams against the subtle, day-to-day workings of race. They frequently encounter the accusation of racial self-segregation—a charge accentuated by the fact that many attend the same Evangelical Protestant church—even as they express the desire to distinguish themselves from their families and other Korean Americans. Abelmann concludes by examining the current state of the university, reflecting on how better to achieve the university’s liberal ideals despite its paradoxical celebration of diversity and relative silence on race.
Whether humans crossed the seas between the Old World and the New in the times before Columbus is a tantalizing question that has long excited scholarly interest and tempted imaginations the world over. From the myths of Atlantis and Mu to the more credible, perhaps, but hardly less romantic tales of Viking ships and Buddhist missionaries, people have speculated upon what is, after all, not simply a question of contact, but of the nature and growth of civilization itself.
To the specialist, it is an important question indeed. If people in the Western Hemisphere and in the Eastern Hemisphere developed their cultures more or less independently from the end of the last Ice Age until the voyages of Columbus, the remarkable similarities between New World and Old World cultures reveal something important about the evolution of culture. If, on the other hand, there were widespread or sustained contacts between the hemispheres in pre-Columbian times, these contacts represent events of vast significance to the prehistory and history of humanity.
Originally delivered at a symposium held in May 1968, during the national meeting of the Society for American Archaeology, the papers presented here, by scholars eminent in the field, offer differing points of view and considerable evidence on the pros and cons of pre-Columbian contact between the Old World and the New. Various kinds of data—archaeological, botanical, geographical, and historical—are brought to bear on the problem, with provocative and original results. Introductory and concluding remarks by the editors pull together and evaluate the evidence and suggest ground rules for future studies of this sort.
Man across the Sea provides no final answers as to whether people from Asia, Africa, or Europe visited the American Indian before Columbus. It does, however, present new evidence, suggested lines of approach, and a fresh attempt to delineate the problems involved and to establish acceptable canons of evidence for the future.
The Civil War was barely over before Southerners and other students of the war began to examine the Confederate high command in search of an explanation for the South's failure. Although years of research failed to show that the South's defeat was due to a single, overriding cause, the actions of the Southern leaders during the war were certainly among the reasons the South lost the war.
In No Band of Brothers, Steven Woodworth explores, through a series of essays, various facets of the way the Confederacy waged its unsuccessful war for secession. He examines Jefferson Davis and some of his more important generals, including Pierre G. T. Beauregard, Leonidas Polk, Joseph E. Johnston, Robert E. Lee, James Longstreet, and Thomas J. "Stonewall" Jackson; the Confederacy's strategic plans; and the South's success in making competent officers out of men with very little military preparation.
Woodworth particularly looks at the personalities and personal relationships that affected the course and outcome of the war. What made a good general? What could make an otherwise able man a failure as a general? What role did personal friendships or animosities play in the Confederacy's top command assignments and decisions? How successful was the Confederacy in making competent generals out of its civilian leaders? In what ways did Jefferson Davis succeed or fail in maximizing the chances for the success of his cause?
In analyzing the Confederate leadership, Woodworth reveals some weaknesses, many strengths, and much new information. No Band of Brothers will be an important addition to Civil War scholarship and will be welcomed by professional historians, amateur historians, students, and the general reader alike.
One of the most important public policy issues in the United States is how to improve the life prospects of disadvantaged youth who, in their formative years, face low-quality school systems, poor access to health care, and high-crime environments. The Problems of Disadvantaged Youth includes a broad range of research examining various aspects of disadvantage, and ways of increasing the ability of low-income youths to improve their circumstances later in life.
Taking an empirical economics perspective, the nine essays in this volume assess the causal impacts of disadvantage on youth outcomes, and how policy interventions can alleviate those impacts. Each chapter develops a framework to describe the relationship between youths and later life outcomes, addressing such factors as educational opportunity, health, neighborhood crime rates, and employment. This vital book documents the serious short- and long-term negative consequences of childhood disadvantage and provides nuanced evidence of the impact of public policy designed to help needy children.
In this book, one of our country’s most distinguished scholar-judges shares with us his vision of the law. For the past two thousand years, the philosophy of law has been dominated by two rival doctrines. One contends that law is more than politics and yields, in the hands of skillful judges, correct answers to even the most difficult legal questions; the other contends that law is politics through and through and that judges wield essentially arbitrary powers. Rejecting these doctrines as too metaphysical in the first instance and too nihilistic in the second, Richard Posner argues for a pragmatic jurisprudence, one that eschews formalism in favor of the factual and the empirical. Laws, he argues, are not abstract, sacred entities, but socially determined goads for shaping behavior to conform with society’s values.
Examining how judges go about making difficult decisions, Posner argues that they cannot rely on either logic or science, but must fall back on a grab bag of informal methods of reasoning that owe less than one might think to legal training and experience. Indeed, he reminds us, the greatest figures in American law have transcended the traditional conceptions of the lawyer’s craft. Robert Jackson did not attend law school and Benjamin Cardozo left before getting a degree. Holmes was neither the most successful of lawyers nor the most lawyerly of judges. Citing these examples, Posner makes a plea for a law that frees itself from excessive insularity and takes all knowledge, practical and theoretical, as grist for its mill.
The pragmatism that Posner espouses implies looking at problems concretely, experimentally, without illusions, with an emphasis on keeping diverse paths of inquiry open, and, above all, with the insistence that social thought and action be evaluated as instruments to desired human goals rather than as ends in themselves. In making his arguments, he discusses notable figures in jurisprudence from Antigone to Ronald Dworkin as well as recent movements ranging from law and economics to civic republicanism, and feminism to libertarianism. All are subjected to Posner’s stringent analysis in a fresh and candid examination of some of the deepest problems presented by the enterprise of law.
Peripatetic potpourri.
Aristotle of Stagirus (384–322 BC), the great Greek philosopher, researcher, logician, and scholar, studied with Plato at Athens and taught in the Academy (367–347). Subsequently he spent three years in Asia Minor at the court of his former pupil Hermeias, where he married Pythias, one of Hermeias’ relations. After some time at Mitylene, he was appointed in 343/2 by King Philip of Macedon to be tutor of his teen-aged son Alexander. After Philip’s death in 336, Aristotle became head of his own school (of “Peripatetics”), the Lyceum at Athens. Because of anti-Macedonian feeling there after Alexander’s death in 323, he withdrew to Chalcis in Euboea, where he died the following year.
Problems, the third-longest work in the Aristotelian corpus, contains thirty-eight books covering more than 900 problems about living things, meteorology, ethical and intellectual virtues, parts of the human body, and other topics. Although Problems is an accretion of multiple authorship over several centuries, it offers a fascinating technical view of Peripatetic method and thought. Problems, in two volumes, replaces the earlier Loeb edition by Hett, with a text and translation incorporating the latest scholarship.
Aristotle, great Greek philosopher, researcher, reasoner, and writer, born at Stagirus in 384 BCE, was the son of Nicomachus, a physician, and Phaestis. He studied under Plato at Athens and taught there (367–47); subsequently he spent three years at the court of a former pupil, Hermeias, in Asia Minor and at this time married Pythias, one of Hermeias’s relations. After some time at Mitylene, in 343–2 he was appointed by King Philip of Macedon to be tutor of his teen-aged son Alexander. After Philip’s death in 336, Aristotle became head of his own school (of “Peripatetics”), the Lyceum at Athens. Because of anti-Macedonian feeling there after Alexander’s death in 323, he withdrew to Chalcis in Euboea, where he died in 322.Nearly all the works Aristotle prepared for publication are lost; the priceless ones extant are lecture-materials, notes, and memoranda (some are spurious). They can be categorized as follows:I. Practical: Nicomachean Ethics; Great Ethics (Magna Moralia); Eudemian Ethics; Politics; Oeconomica (on the good of the family); Virtues and Vices.
II. Logical: Categories; On Interpretation; Analytics (Prior and Posterior); On Sophistical Refutations; Topica.
III. Physical: Twenty-six works (some suspect) including astronomy, generation and destruction, the senses, memory, sleep, dreams, life, facts about animals, etc.
IV. Metaphysics: on being as being.
V. On Art: Art of Rhetoric and Poetics.
VI. Other works including the Athenian Constitution; more works also of doubtful authorship.
VII. Fragments of various works such as dialogues on philosophy and literature; and of treatises on rhetoric, politics and metaphysics.The Loeb Classical Library® edition of Aristotle is in twenty-three volumes.
Peripatetic potpourri.
Aristotle of Stagirus (384–322 BC), the great Greek philosopher, researcher, logician, and scholar, studied with Plato at Athens and taught in the Academy (367–347). Subsequently he spent three years in Asia Minor at the court of his former pupil Hermeias, where he married Pythias, one of Hermeias’ relations. After some time at Mitylene, he was appointed in 343/2 by King Philip of Macedon to be tutor of his teen-aged son Alexander. After Philip’s death in 336, Aristotle became head of his own school (of “Peripatetics”), the Lyceum at Athens. Because of anti-Macedonian feeling there after Alexander’s death in 323, he withdrew to Chalcis in Euboea, where he died the following year.
Problems, the third-longest work in the Aristotelian corpus, contains thirty-eight books covering more than 900 problems about living things, meteorology, ethical and intellectual virtues, parts of the human body, and other topics. Although Problems is an accretion of multiple authorship over several centuries, it offers a fascinating technical view of Peripatetic method and thought. Both Problems, in two volumes, and Rhetoric to Alexander replace the earlier Loeb edition by Hett and Rackham, with texts and translations incorporating the latest scholarship.
Aristotle, great Greek philosopher, researcher, reasoner, and writer, born at Stagirus in 384 BCE, was the son of Nicomachus, a physician, and Phaestis. He studied under Plato at Athens and taught there (367–47); subsequently he spent three years at the court of a former pupil, Hermeias, in Asia Minor and at this time married Pythias, one of Hermeias’s relations. After some time at Mitylene, in 343–2 he was appointed by King Philip of Macedon to be tutor of his teen-aged son Alexander. After Philip’s death in 336, Aristotle became head of his own school (of “Peripatetics”), the Lyceum at Athens. Because of anti-Macedonian feeling there after Alexander’s death in 323, he withdrew to Chalcis in Euboea, where he died in 322.Nearly all the works Aristotle prepared for publication are lost; the priceless ones extant are lecture-materials, notes, and memoranda (some are spurious). They can be categorized as follows:I. Practical: Nicomachean Ethics; Great Ethics (Magna Moralia); Eudemian Ethics; Politics; Oeconomica (on the good of the family); Virtues and Vices.
II. Logical: Categories; On Interpretation; Analytics (Prior and Posterior); On Sophistical Refutations; Topica.
III. Physical: Twenty-six works (some suspect) including astronomy, generation and destruction, the senses, memory, sleep, dreams, life, facts about animals, etc.
IV. Metaphysics: on being as being.
V. On Art: Art of Rhetoric and Poetics.
VI. Other works including the Athenian Constitution; more works also of doubtful authorship.
VII. Fragments of various works such as dialogues on philosophy and literature; and of treatises on rhetoric, politics and metaphysics.The Loeb Classical Library® edition of Aristotle is in twenty-three volumes.
This fourth Rural Sociological Society decennial volume provides advanced policy scholarship on rural North America during the 2010’s, closely reflecting upon the increasingly global nature of social, cultural, and economic forces and the impact of neoliberal ideology upon policy, politics, and power in rural areas.
The chapters in this volume represent the expertise of an influential group of scholars in rural sociology and related social sciences. Its five sections address the changing structure of North American agriculture, natural resources and the environment, demographics, diversity, and quality of life in rural communities.
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