This book takes readers on a journey into the experiences, struggles and triumphs of early career researchers in the humanities. In the spirit of guiding emerging scholars and researchers in higher education, the edited volume highlights lived experiences of researchers and ways to navigate the struggles and values of research in the humanities. Featuring 20 unique essays by emergent scholars who weave their personal lives into their research passions, this book offers a window into the experience of researchers in both professional and personal developments. The chapters are accompanied by letters of encouragement and advice from senior researchers who reflect on the role that research has played in their lives. Each chapter further engages with the literature relevant to the topic, firmly grounding the work in the academic field. The book also includes a section on how to use the book, providing prompts for discussion and reflection that encourage self-guided exploration and collaborative reading. Providing inspiration and deep insight, this book is a unique resource for postgraduate students, advanced degree and early career researchers, as well as their supervisors, in the humanities and beyond.
"[This] magnificent critical survey, with its inherent respect for both the 'Westt's mainstream high culture' and the 'radically changing world' of the 1990s, offers a new breakthrough for lay and scholarly readers alike....Allows readers to grasp the big picture of Western culture for the first time." SAN FRANCISCO CHRONICLE Here are the great minds of Western civilization and their pivotal ideas, from Plato to Hegel, from Augustine to Nietzsche, from Copernicus to Freud. Richard Tarnas performs the near-miracle of describing profound philosophical concepts simply but without simplifying them. Ten years in the making and already hailed as a classic, THE PASSION OF THE WESERN MIND is truly a complete liberal education in a single volume.
New essays on theological, political, and contemporary themes, by the Pulitzer Prize winner Marilynne Robinson has plumbed the human spirit in her renowned novels, including Lila, winner of the National Book Critics Circle Award, and Gilead, winner of the Pulitzer Prize and the National Book Critics Circle Award. In this new essay collection she trains her incisive mind on our modern political climate and the mysteries of faith. Whether she is investigating how the work of great thinkers about America like Emerson and Tocqueville inform our political consciousness or discussing the way that beauty informs and disciplines daily life, Robinson’s peerless prose and boundless humanity are on full display. What Are We Doing Here? is a call for Americans to continue the tradition of those great thinkers and to remake American political and cultural life as “deeply impressed by obligation [and as] a great theater of heroic generosity, which, despite all, is sometimes palpable still.”
This volume offers a compAndium of the best ideas, analyses, and practices relating to the undergraduate curriculum as described by leading figures in the field. It contains both conceptual and practical information on effective practices, research, management, and assessment. In thirty-four original chapters, top practitioners and scholars detail a range of philosophies, frameworks, program designs, instructional strategies, and assessment methods being used to strengthen and transform the curriculum. They examine both the current state of knowledge and teaching in the disciplines and the forces that will reshape the curriculum in the coming years. The Handbook of Undergraduate Curriculum will prove valuable both to practitioners—as an operating manual or desk reference—and to faculty as a primary text for graduate courses on the curriculum. In addition, the book will be a useful tool for those serving on a general education curriculum committee or conducting a departmental review of a major program, as well as having numerous other practical applications for anyone with responsibility for or interest in the curriculum.
This text reviews and synthesizes the theories, research, and empirical evidence between human flourishing and the humanities broadly, including history, literary studies, philosophy, religious studies, music, art, theatre, and film. Via multidisciplinary essays, this book expands our understanding of how the humanities contribute to the theory and science of well-being by considering historical trends, conceptual ideas, and wide-ranging interdisciplinary drivers between positive psychology and the arts.
Have you ever thought about who or what God is or who the co- creators are? Or even, what is beyond God. What if God was indeed finite and that there was a bigger, a much bigger "infinite" being, one that created God and the co-creators. A being that is just starting out on the road to know what it "itself" is. A being that has just started to evolve. In The Origin Speaks the reader is taken beyond the Beyond the Source books to a direct dialogue with the ultimate creator, the "all there is", the "absolute", The "Origin".
In recent years the humanities, social sciences and neuroscience have witnessed an 'affective turn, ' especially in discourses around post-Fordist labor, economic and ecological crises, populism and identity politics, mental health, and political struggle. This new awareness would be unthinkable without the pioneering work of Gilles Deleuze, who replaced judgment with affect as the very material movement of thought: every concept is an affective experience, a becoming. Besides entirely active affects, the highest practice of thought, there is no thought without passive affects or passions. Instead of a calm and rational philosophy of passions, Deleuzian thought is therefore inseparable from "isolated and passionate cries" that deny what everybody knows and what nobody can deny: "every true thought is an aggression." This inseparability of reason and passion is by no means an anti-intellectualist or irrationalist stance. Rather, it is critical, since it protects reason from its self-imposed stupidity (bêtise) by relating it to the unthought forces that condition it. And it is clinical, because thought becomes possessed by a power of selection. The purely active, i.e. free-floating, unrecorded desire, is never enough to produce a consistent relation to the future, which is why we need the passions to give us an initial orientation, to force and enable us to think. Passions are the beliefs, perceptions, representations, and opinions that attach us to the world; they make up the very material of which our lives and thoughts are composed. Instead of truth as the ultimate criterion of judgment, the only principle according to which affective becomings can be selected and evaluated is the extent to which they proliferate joy. Spinoza and Marx show how the recruitment of desire traditionally takes place through the tyrants and priests who inspire sad passions in us. Similarly, the work of Deleuze and Guattari on capitalism and schizophrenia can be read as an encyclopedia of the passions that constitute the affective infrastructure of the socius of contemporary capitalism. If it takes a lot of inventiveness or imagination to be able to diagnose our present becomings, this is because becomings are always composites of joyful and sad passions. Capitalism could not exist if it did not also inspire happiness, love, courage, and perhaps even beatitude. That is why, today, we witness "the spectacle of the happily dominated" (Frédéric Lordon) of the self-entrepreneur, the managerial class, the flex worker, the citizen-consumer, the bean-roasting hipster, and the self-managed team. It is within this field of contradictory and heterogeneous passions that the authors of this volume pursue the diagnosis of our past and present becomings. Their contributions add up to a systematic taxonomy of the passions and indicate their importance for a thinking that reaches beyond itself. TABLE OF CONTENTS // IntroductionCeciel Meiborg & Sjoerd van Tuinen "Everywhere There Are Sad Passions" Gilles Deleuze and the Unhappy ConsciousnessMoritz Gansen To Have Done with the Judgment of 'Reason': Deleuze's Aesthetic OntologySamantha Bankston Closed Vessels and Signs: Jealousy as a Passion for RealityArjen Kleinherenbrink The Drama of Ressentiment: the Philosopher versus the PriestSjoerd van Tuinen The Affective Economy: Producing and Consuming Affects in Deleuze and GuattariJason Read Deleuze's Transformation of the Ideology-Critique Project: Noology CritiqueBenoît Dillet Passion, Cinema and the Old MaterialismLouis-Georges Schwartz Death of Deleuze, Birth of PassionDavid U.B. Liu
The author of Greater Expectations cites rising levels of young people who are entering adulthood without a clear sense of purpose, explaining how parents and educators can productively assist children to discover and responsibly pursue their true interests. Reprint.
How can higher education today create a community of critical thinkers and searchers for truth that transcends the boundaries of class, gender, and nation? Martha C. Nussbaum, philosopher and classicist, argues that contemporary curricular reform is already producing such “citizens of the world” in its advocacy of diverse forms of cross-cultural studies. Her vigorous defense of “the new education” is rooted in Seneca’s ideal of the citizen who scrutinizes tradition critically and who respects the ability to reason wherever it is found—in rich or poor, native or foreigner, female or male. Drawing on Socrates and the Stoics, Nussbaum establishes three core values of liberal education: critical self-examination, the ideal of the world citizen, and the development of the narrative imagination. Then, taking us into classrooms and campuses across the nation, including prominent research universities, small independent colleges, and religious institutions, she shows how these values are (and in some instances are not) being embodied in particular courses. She defends such burgeoning subject areas as gender, minority, and gay studies against charges of moral relativism and low standards, and underscores their dynamic and fundamental contribution to critical reasoning and world citizenship. For Nussbaum, liberal education is alive and well on American campuses in the late twentieth century. It is not only viable, promising, and constructive, but it is essential to a democratic society. Taking up the challenge of conservative critics of academe, she argues persuasively that sustained reform in the aim and content of liberal education is the most vital and invigorating force in higher education today.
