These essays by Old Dominion University students deal with two questions: What impact do their own race, class, gender, and ethnic identities have upon them as students? How do their culture and the university culture interact to affect their ability to learn? The focus of these essays is on the overlap between the students’ identities as students and their identities based on gender, race, class, and ethnic origin. The project began as an assignment in a women’s studies class at Old (...) Dominion University in 1993, when students in a mixed graduate and undergraduate course were asked to write a brief analysis of themselves as students, accounting for the impact of gender, race, and social class on what they studied, what they heard in class, how they were treated in the classroom, how they treated others there, and what their level of comfort in the university was. Invited to add other variables, such as religion, nationality, age, sexual orientation, or disability— if they considered these significant to their identities as students—the students were urged to consider not only the disadvantages these various identities gave them but also the privileges and advantages. The resulting essays stimulated great interest in what students had to say and led to the formation of The Broad Minds Collective—made up of four students from the class as well as its instructor—which set about the task of soliciting and collecting additional essays. Although most essays contain overlapping themes, the editors detected four motifs that encompass virtually every essay included in the book. In the section "Cultural Perceptions and Assumptions," students show their awareness of how culturally defined categories affect education. Essays in "Belonging and Alienation in the Classroom" discuss the students’ level of comfort in the classroom and the degree to which they feel they belong at the university. The essays in "Making Sense of Our Lives Through Education" reveal the students’ use of education to learn more about the forces that shape them. "In Search of an Education" highlights students’ efforts to wrest what they feel they need from a college education. Rather than presenting a "multicultural educational theory" or conducting a sterile sociological study, The Broad Minds Collective has allowed students to speak for themselves.ion is replaced by stories of personal conflict, struggle, and victory. __. (shrink)

The book traces connections between the literary experiments of Emerson, Poe, Melville, and Henry James, and the emergence of classical American pragmatism.

Examination of the bioethical concept of futile-care theory reveals its deleterious effects on patients when put into practice. Futile-care policies and laws unilaterally locate health care decision making in persons and committees other than the patient and his surrogate. Although not voluntarily ceded by the patient, this authority is assumed by third parties whose interests and goals do not contribute to the material and spiritual flourishing of the individual patient. A prime example is the Texas medical futility law, which blatantly (...) disregards the natural right of patients to decide the course of their own health care. Christians are called on to oppose this unprecedented assault on human dignity, freedom, and life itself. National Catholic Bioethics Quarterly 14.4 : 619–624. (shrink)

In Experience and Experimental Writing, Paul Grimstad moves both forward out of contemporary pragmatism into its future and backward through the history of pragmatism to its zero moment at the proto-pragmatism of the philosophical inception of literary America in the writings of Ralph Waldo Emerson and his contemporaries. This is the moment that F.O. Matthiessen, writing backward from 1941 during exactly that period about which it is often said that pragmatism fell from its mantles, summarized as “one extraordinarily concentrated (...) moment of expression.”1 Grimstad, much like Matthiessen, moves American thought forward by first pressing it backward through those literary events just before philosophical pragmatism.. (shrink)

Ralph Waldo Emerson is one of the most significant figures in nineteenth-century American literature and culture-indeed, this collection argues, in the history of philosophy. The Other Emerson is a thorough reassessment of the philosophical underpinnings, theoretical innovations, and ethical and political implications of the prose writings of one of America's most enduring thinkers. Considering Emerson first and foremost as a daring and original thinker, _The Other Emerson_ focuses on three Emersonian subjects-subjectivity, the political, and the nature of philosophy-and range in (...) topic from Emerson's relationships to slavery and mourning to his place in the development of Romanticism as reread by contemporary systems theory. It is Emerson's appreciation of truth's instability that link him to the European philosophical tradition. Contributors: Eduardo Cadava, Princeton U; Sharon Cameron, Johns Hopkins U; Russell B. Goodman, U of New Mexico; Paul Grimstad, Yale U; Eric Keenaghan, U at Albany, SUNY; Gregg Lambert, Syracuse U; Sandra Laugier, Université de Picardie Jules Verne; Donald Pease, Dartmouth College. (shrink)