Playwrights for Tomorrow was first published in 1966. 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.

Four young playwrights, James Schevill, Megan Terry, Elizabeth Johnson, and Terrence McNally, are represented in this collection, which includes four one-act plays and one three-act play. The authors are writers who have participated in an experimental program at the University of Minnesota under the auspices of the Office for Advanced Drama Research, of which Arthur H. Ballet is the director.

The program of the Office for Advanced Drama Research, established with the aid of a grant from the Rockefeller Foundation, provides an opportunity for promising young playwrights to develop their talents in a situation which offers them, among other advantages, the chance to have their plays actually produced. Dr. Ballet describes the project in an introduction.

The plays which make up this collection are two related one-act plays, The Space Fan and The Master (titled together American Power), by James Schevill; Ex-Miss Cooper Queen on a Set of Pills by Megan Terry; A Bad Play for an Old Lady by Elizabeth Johnson; and And Things That Go Bump in the Night by Terrence McNally. Each playwright provides a discussion of his work, and production data are given. All except one of the plays were produced at the Tyrone Guthrie Theatre in Minneapolis. In addition, one of them, And Things That Go Bump in the Night, has been given on Broadway.

Just as the experimental productions helped the playwrights evaluate their work, publication of the plays will, it is hoped, contribute further to the critical process by giving the plays the benefits of wider audiences and broader appraisal.

Another collection of plays by writers associated with the program of the Office for Advanced Drama Research is available in a second volume.

Political and Social Writings: Volume 1, 1946–1955 was first published in 1988. 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.

A series of writings by the man who inspired the students of the Workers' Rebellion in May of 1968.

"Given the rapid pace of change in the Soviet Union and Eastern Europe, and the radical nature of these transformations, the work of Cornelius Castoriadis, a consistent and radical critic of Soviet Marxism, gains renewed significance. . . . these volumes are instructive because they enable us to trace his rigorous engagement with the project of socialist construction from his break with Trotskyism to his final breach with Marxism . . . and would be read with profit by all those seeking to comprehend the historical originality of events in the USSR and Eastern Europe." –Contemporary Sociology

Possibility and Necessity was first published in 1987. 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.

Jean Piaget was preoccupied, later in life, with the developing child's understanding of possibility—how the child becomes aware of the potentially unlimited scope of possible actions and learns to choose among them. Piaget's approach to this question took on a new openness to real-life situations, less deterministic than his earlier, ground-breaking work in cognitive development. The resulting two-volume work—his last—was published in France in 1981 and 1983 and is not available for the first time in English translation. Possibility and Necessity combines theoretical interpretation with detailed summaries of the experiments that Piaget and his colleagues used to test their hypotheses.

Piaget's intent, in Volume 1, is to explore the process whereby possibilities are formed. He chooses to understand "the possible" not as something predetermined by initial conditions; rather, in his use of the term, possibilities are constantly coming into being, and have no static characteristics—each arises from an event which has produced an opening onto it, and its actualization will in turn give rise to other openings. In perceiving that a possibility can be realized, and in acting upon it, the child creates something that did not exist before.

To observe this process, Piaget and his associates devised a series of thirteen problems appropriate for children ranging in age from four or five to eleven or twelve; they were asked to name all possible ways three dice might be arranged, for example, or a square of paper sectioned. The experimenters had two primary aims—to discover to what extent the child's capacity to see possibilities develops with age, and to determine the place in cognitive development of this capacity—does it precede or follow the advent of operational thought structures? In charting this process, Piaget discerns a growing interaction between possibility and necessity. How the child comes to understand necessity and achieves a dynamic synthesis—or equilibrium — between the possible and the necessary is discussed by Piaget and his colleagues in Volume 2, The Role of Necessity in Cognitive Development, also published by Minnesota.