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In Search of the Lost World: The Modernist Quest for the Thing, Matter, and Body
Tsaiyi Wu, Shanghai Normal University
Availability: In stock
178pp. ¦ $29 £21 €24
From a historical perspective, the book studies how modernist artists, as the first generation who began to rethink intensively the legacy of German Idealism, sought to recreate the self so as to recreate their relationships with the material world. Theoretically, the book converses with the topical de-anthropocentric interests in the 21st century and proposes that the artist may escape human-centeredness through the transformation of the self. Part One, “Artificiality,” begins the discussion with the fin-de-siècle cult of artificiality, where artists such as Theophile Gautier, Charles Baudelaire, J.K. Huysmans, and Gustave Moreau dedicate themselves to love stony sphinxes, marble statues, and inorganic appearances. The cult of artificiality is a mischievous subversion to Hegel’s maxim that inwardness is superior to matter. In the cult of artificiality, art is superior to nature, though art is no longer defined as immaterial imagination but rather reconfigured as mysterious appearances that defy signification and subjugate the feeling heart. Part Two, “Auto-philosophical Fiction,” discusses the genre where the artists (Marcel Proust, Walter Pater, and Virginia Woolf) set philosophical ideas in the laboratory of their lives and therefore translate their aesthetic ideals—the way they wish to relate to the world—into a journey of self-examination and self-cultivation. In Pater’s novel 'Marius the Epicurean', the hero explores how a philosophical percept may be translated into sentiments and actions, demonstrating that literature is a unique approach to truth as it renders theory into a transformative experience. Exploring the latest findings of empiricist psychology, the artists seek to escape the Kantian trap by cultivating their powers of reception and to register passing thoughts and sensations. Together, the book argues that de-anthropocentrism cannot be predicated upon a metaphysics that presumes universal subjectivity but must be a form of aesthetic inquiry that recreates the self in order to recreate our relationships with the world.
Developing Effective International Education Experiences: Preparing Pre-Service Teachers for the Classroom
Edited by
Sara Tours, University of Pennsylvania
and Jeremy M. Lynch, Slippery Rock University
Availability: In stock
260pp. ¦ $88 £75 €83
Globally, and within the United States, we continue to progress toward a more diverse and inclusive culture. This fact is perhaps reflected nowhere better than in the public school system in the United States, where, by 2029 (NCES, 2020), non-white students will outnumber white students in classrooms. The challenges that the current system of education confronts in ensuring equitable access and equal achievement are also well-documented (Darling-Hammond, 2015). A key component in the re-shaping and development of a more equitable and inclusive system are the pre-service teachers enrolled in our college and university teacher preparation programs across the country. As we prepare for the diverse classrooms of the future, we need to prepare the teachers of the future to not only be able to teach all students but to also have the cultural competencies to ensure the same access and opportunities are provided to all students. It has been well documented (Cunningham, 2015; Lupi & Turner, 2013) that international education experiences, or international field experiences, have a positive effect on both the professional development and cultural competencies of pre-service teachers. Across a wide range of performance outcomes, pre-service teachers with international field experiences are better equipped to enter the field (DeVillar & Jiang, 2012) and may even persist longer in the profession (Egeland, 2016). However, not all international experiences provide the same positive outcomes. In this book, we will explore the importance of developing culturally competent educators in the United States education system, the research that supports the benefits of international education experiences, and how to develop effective international education experiences that will prepare pre-service teachers for the classrooms of the next decade and beyond.
The end of the Western Civilization? The Intellectual Journey of Humanity to Adulthood
Hippokratis Kiaris, University of South Carolina
Availability: In stock
118pp. ¦ $50 £40 €47
Civilizations can be perceived as living human beings that are born, mature, age, and ultimately die and disappear, passing their legacy to the future generations. These transitions may be projected to the different stages of cognitive development of children. The Western Civilization, which embodies our current state of cultural advancement from the Classic Greek to the modern period, can be paralleled by the gradual transitions of human beings toward adulthood. From this perspective, the ancient Greek era resembles the toddler years of humanity at which the first “why”-type questions are being asked. The theocratic period that followed until the Renaissance can be seen as our childhood, when people lived their lives under the tight boundaries set by religious authorities. The period spanning from the Enlightenment until almost the end of the 20th century can be considered as our teenage years when people rediscover their past, are liberated from superstition, and set the path forward based on reason by a manner at which the distinction between plausible and feasible is vague. Within this scheme, postmodernism also finds its place in our teenhood. The last few decades, from this perspective, signify our entrance to adulthood at which major questions are considered answered, or at least settled, and the only path forward perceived as feasible is the one that is followed already, a state that is bringing us closer to our intellectual aging and its inevitable death. Some signs of aging-related pathologies are already manifested in today’s technology-intensive society. By identifying our intellectual age and by appreciating our health status, we may be able to proactively delay or even avert our intellectual aging and death.
The Anthropic Principle: A Universe Built for Man
Anthony Walsh, Boise State University
Availability: In stock
180pp. ¦ $63 £50 €58
The Copernican Principle states that humankind is an insignificant assemblage of chemical scum living on an accidental planet in a suburb of a purposeless universe. Many prominent scientists, including Nobel laureate physicists, have questioned this scurrilous principle, which has led physicists to propose the Anthropic Principle. This principle posits a purposeful link between the structure of the universe and the existence of humankind and its specialness. The numerous features of the universe are so freakishly fine-tuned for the existence of intelligent life that physicists are beginning to come to grips with the notion that our universe is profoundly purposeful and that there is a powerful and incredibly intelligent Mind behind it all.
Getting Bergson Straight: The Contributions of Intuition to the Sciences
Pete A. Y. Gunter, University of North Texas
Availability: In stock
182pp. ¦ $53 £42 €49
This study concerns the ideas of one particular philosopher, Henri Bergson, whose views of time, intuition, and creativity have had a significant impact on art, literature, and the humanities, both in his time and in our own. Although it is generally recognized that Bergson’s ideas have significantly impacted the arts and the humanities, it has not been recognized how they have also had a creative influence on the sciences as well. Nor has it been realized that this was one of his most basic contentions. Bergson’s conception of intuition—his fundamental insight into reality—was not limited to fugitive insights into human existence. By realizing previously unsuspected possibilities for research and discovery, his endeavors were also meant to make possible new advances in the sciences. If it enabled his cousin by marriage, Marcel Proust, to explore human memory in depth, it also inspired psychologists like Daniel Schachter to use Bergson’s ideas to make real contributions to contemporary memory science. If his notion of creative evolution brought many thinkers to a belief in human creative freedom, it brought others (notably Alexis Carrel and Pierre Lecomte de Noüy) to a scientific study of biological time. Among his successful speculations was the theory of the Big Bang cosmology. 'Getting Bergson Straight' shows many points at which Bergson’s ideas anticipated future developments in the sciences. This was seen clearly by the Nobel Prize-winning physicist Luis de Broglie who viewed Bergson’s physics as presaging quantum physics. Thus, the text is well situated for arts, humanities, social science, and natural science classrooms studying creative thinking and/or intellectual history.
