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Education's end
The question of what living is for--of what one should care about and why--is the most important question a person can ask. Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life's most important question to an honored place in higher education. The author contrasts an earlier era in American education, when the question of the meaning of life was at the center of instruction, with our own times, when this question has been largely abandoned by college and university teachers. In particular, teachers of the humanities, who once felt a special responsibility to guide their students in exploring the question of what living is for, have lost confidence in their authority to do so. And they have lost sight of the question itself in the blinding fog of political correctness that has dominated their disciplines for the past forty years. Yet Kronman sees a readiness for change--a longing among teachers as well as students to engage questions of ultimate meaning. He urges a revival of the humanities' lost tradition of studying the meaning of life through the careful but critical reading of great works of literary and philosophical imagination. And he offers here the charter document of that revival.
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Being born : birth and philosophy
All human beings are born and all human beings die. In these two ways we are finite: our lives begin and our lives come to an end. Historically philosophers have concentrated attention on our mortality-and comparatively little has been said about being born and how it shapes our existence. Alison Stone sets out to overcome this oversight by providing a systematic philosophical account of how being born shapes our condition as human beings. Drawing on both feminist philosophy and existentialist concerns about the structure of meaningful human existence, Stone offers an original perspective on human existence. She explores how human existence is shaped by the way that we are born. Taking natality into account transforms our view of human existence and illuminates how many of its aspects are connected with our birth. These aspects include dependency, the relationality of the self, vulnerability, reception and inheritance of culture and history, embeddedness in social power, situatedness, and radical contingency. Considering natality also sheds new light on anxiety, mortality, and the temporality of human life. This book therefore bears on death and the meaning of life, as well as many debates in feminist and continental philosophy.
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Humanities, culture, and interdisciplinarity : the changing American academy
The study of culture in the American academy is not confined to a single field, but is a broad-based set of interests located within and across disciplines. This book investigates the relationship among three major ideas in the American academy—interdisciplinarity, humanities, and culture—and traces the convergence of these ideas from the colonial college to new scholarly developments in the latter half of the twentieth century. Its aim is twofold: to define the changing relationship of these three ideas and, in the course of doing so, to extend present thinking about the concept of “American cultural studies.” The book includes two sets of case studies—the first on the implications of interdisciplinarity for literary studies, art history, and music; the second on the shifting trajectories of American studies, African American studies, and women’s studies—and concludes by asking what impact new scholarly practices have had on humanities education, particularly on the undergraduate curriculum.
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The Geography of Insight
This book, based on a philosopher’s experiences as dean over almost two decades, argues it is appropriate for the sciences and humanities to have different aims and for the values informing their inquiries also to be different. It maintains there are four core differences: (1) it is proper for the sciences but not the humanities to seek insights not limited to particular locations, times, or things; (2) the sciences but not the humanities value findings as independent as possible of the perspectives of the inquirers; (3) the sciences should be wholly descriptive while the humanities can also be concerned with prescriptive claims, which give expression to values; and (4) the sciences are organized to increase collective knowledge, whereas in the humanities individual insight is highly valued independently of its ability to generate consensus. Associated with these differences are secondary distinctions: different attitudes about an endpoint of inquiry; different notions of intellectual progress; different roles for expertise; different assumptions about simplicity and complexity; and different approaches to issues associated with consciousness. Taken together these distinctions constitute an intellectual geography of the humanities and sciences: a mapping of key features of their epistemology. In addition, the book discusses the role of universities in an era attached to sound bites and immediately useful results, and the importance of there being a healthy culture of research for both the sciences and humanities, one that treasures long-term intellectual achievements and whose presiding value is that with respect to many issues it ought not to be easy to have opinions.
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Essays from the Edge
Over his distinguished career as a European intellectual historian and cultural critic, Martin Jay has explored a variety of major themes: the Frankfurt School, the exile of German intellectuals in America during the Nazi era, Western Marxism, the denigration of vision in twentieth-century French thought, the discourse of experience in modern Europe and America, and lying in politics.Essays from the Edgeassembles Jay's writings from the intersections of this intellectual journey. Several essays focus on methodological debates in the humanities and social sciences: the limits of interdisciplinarity, the issue of national or universal philosophy, cultural relativism and visuality, and the implications of periodization in historical narrative. Others examine the concept of \"scopic regime\" and the metaphors of revolution and the gardening impulse. Among the theorists treated at length are Theodor Adorno, Hannah Arendt, Jacques Derrida, and Michel Foucault. The essays also include several of Jay'sSalmagundicolumns, dealing with subjects as varied as the new Museum of Modern Art in New York, the impact of Colin Wilson's The Outsider, and the demise of thePartisan Review.
All of these efforts can be considered what Arthur Schopenhauer called, to borrow the title of one of his most celebrated collections, \"parerga and paralipomena.\" As essays from the edges of major projects, they illuminate Jay's major arguments, elaborate points made only in passing in the larger texts, and explore ideas farther than would have been possible, given the focus of the larger works themselves. The result is a lively, diverse offering from an extraordinary intellect.
eBook
Idealization XIV
Idealization XIV: Models in Science offers a detailed epistemological and historical account of the role of models in different disciplines of the science: comparative historical sociology, economics, history, linguistics and political philosophy.
eBook