One of the most influential works of this century, The Myth of Sisyphus and Other Essays is a crucial exposition of existentialist thought. Influenced by works such as Don Juan and the novels of Kafka, these essays begin with a meditation on suicide; the question of living or not living in a universe devoid of order or meaning. With lyric eloquence, Albert Camus brilliantly posits a way out of despair, reaffirming the value of personal existence, and the possibility of life lived with dignity and authenticity.
This book explores the socio-political implications of human heredity from the second half of the nineteenth century to the present postgenomic moment. It addresses three main phases in the politicization of heredity: the peak of radical eugenics (1900-1945), characterized by an aggressive ethos of supporting the transformation of human society via biological knowledge; the repositioning, after 1945, of biological thinking into a liberal-democratic, human rights framework; and the present postgenomic crisis in which the genome can no longer be understood as insulated from environmental signals. In Political Biology, Maurizio Meloni argues that thanks to the ascendancy of epigenetics we may be witnessing a return to soft heredity - the idea that these signals can cause changes in biology that are themselves transferable to succeeding generations. This book will be of great interest to scholars across science and technology studies, the philosophy and history of science, and political and social theory.
Race and racism are a foundational part of the global and American experience. With this idea in mind, our social studies classes should reflect this reality. Social studies educators often have difficulties teaching about race within the context of their classrooms due to a variety of institutional and personal factors. Doing Race in Social Studies: Critical Perspectives provides teachers at all levels with research in social studies and critical race theory (CRT) and specific content ideas for how to teach about race within their social studies classes. The chapters in this book serve to fill the gap between the theoretical and the practical, as well as help teachers come to a better understanding of how teaching social studies from a CRT perspective can be enacted. The chapters included in this volume are written by prominent scholars in the field of social studies and CRT. They represent an original melding of CRT concepts with considerations of enacted social studies pedagogy. This volume addresses a void in the social studies conversation about race—how to think and teach about race within the social science disciplines that comprise the social studies. Given the original nature of this work, Doing Race in Social Studies: Critical Perspectives is a much-needed addition to the conversation about race and social studies education.
In this volume teacher educators explicitly and implicitly share their visions for the purposes, experiences, and commitments necessary for social studies teacher preparation in the twenty-first century. It is divided into six sections where authors reconsider: 1) purposes, 2) course curricula, 3) collaboration with on-campus partners, 4) field experiences, 5) community connections, and 6) research and the political nature of social studies teacher education. The chapters within each section provide critical insights for social studies researchers, teacher educators, and teacher education programs. Whether readers begin to question what are we teaching social studies teachers for, who should we collaborate with to advance teacher learning, or how should we engage in the politics of teacher education, this volume leads us to consider what ideas, structures, and connections are most worthwhile for social studies teacher education in the twenty-first century to pursue.
The work's major substantive themes revolve around problems of post-communist socio-economic transformations. Specifically, it explores post-communist systemic change, the role of religion and collective identity, the significance of trust and economic culture, patterns of state-economy interactions in enterprise restructuring, the context of EU expansion, the strengths and weaknesses of economic theory and neo-liberal doctrine, and the history of ideas in the post-communist transformation debate.
"This collection of essays explores posthuman approaches to social studies education, challenging the field to think differently about the precarious status of the world. Authors examine how educators and scholars can foster more ethical ways of teaching, learning, and researching by cultivating a greater sense of attunement to the more-than-human"--
Despite an increasing number of EU and government initiatives in their favor, the situation of Roma in Europe has only worsened. This book explores the many miscalculations, misconceptions, and blunders that have led to this failure. Looking at Hungary, the Czech Republic, and Romania, Rostas shows how policy makers in each country have mishandled already confused EU policy, from failing to define “Roma” to not having a way to evaluate their own progress. Rostas further argues that the alleged successes of these policies were actually the product of poor information and sometimes outright deception. Examining perennial topics among Roma like school segregation and political representation, the author shows how often the so-called success of Roma policies can be fallacious and simply pave the way for further problems. Rostas maintains that when the EU’s Framework for Roma program comes to an end in 2020, there must be a fundamental shift in policy for there to be any real improvement for Roma. Policy makers will have to address Roma issues not only in terms of poverty and social exclusion but also in terms of the particular nature of Romani ethnic identity. This shift requires reconceiving Roma as a “politically insular minority” and rearranging the power dynamics of local government to ensure that when the new era of Roma policy begins Roma themselves will have a voice in its formulation.
"The myth of Sisyphus symbolizes the archetypal process of becoming without the consolation of absolute achievement. It is both a poignant reflection of the human condition and a prominent framing text for classical, medieval, and renaissance theories of human perfectibility. In this unique reading of the myth through classical philosophies, pagan and Christian religious doctrines, and medieval and renaissance literature, we see Sisyphus, "the most cunning of human beings," attempting to transcend his imperfections empowered by his imagination to renew his faith in the infinite potentialities of human excellence."--BOOK JACKET
This volume brings together contributions that resemble spotlights thrown on the past twenty-five years of science and technology studies. It covers a broad range: history of science; science and politics; science and contemporary democracy; science and the public; science and the constitution; science and metaphors; and science and modernity and provides a critical overview of how the field of science and technology studies has emerged and developed.
