Of all humanities disciplines, none is more resistant to the program of positive psychology or more hostile to the prevailing discourse of human flourishing than literary studies. The approach taken in this volume of essays is neither to gloss over that antagonism nor to launch a series of blasts against positive psychology and the happiness industry. Rather, the essays are attempts to reflect on how the kinds of literary research the contributors themselves are doing, the kinds of work to which (...) they are personally committed, might become part of an interdisciplinary conversation about human flourishing. The authors' specific fields of work are wide ranging, covering literary aesthetics, book history, digital humanities, and reader reception, as well as the important "inter-disciplines" of gender and sexuality studies, disability studies, and black studies-fields in which issues of stigma and exclusion are paramount, and which have critiqued the discourse of human flourishing for its failure to grapple with structural inequality and human difference. Taken together, the essays contribute more points of ambiguity and hesitation to the study of human flourishing than decisive advancements. Literary scholars are drawn more readily to the problematic than to the decidable. But by dwelling on the trouble spots in a field of inquiry still largely confined to the sciences, this volume provides the groundwork for new and more productive forms of interdisciplinary collaboration and exchange. (shrink)

After a unilateral focus on medical professional obligations to patients in most of the 20th century, there is a growing, if modest, interest in patient responsibility. This article critiques some public assertions, explores the ethics literature, and attempts to find some consensus and moral grounds for positions taken on the question, "Does a patient have moral obligations in the process of interactions with medical and other professional caregivers?" There is widespread agreement on a few responsibilities, such as "truth telling" (...) and "avoiding harm to others," but no apparent consensus either on the list of duties or on the appropriate justification for such duties. The context and clinical realities of patient interactions are noted to suggest that feasibility is important in making judgments of patient obligations. (shrink)

Richly illustrated study drawing on art, literature and science to explore Victorian attitudes towards sight.

An examination of the rise in prestige of the Bible as a literary and aesthetic model during the late eighteenth century.

Fish, S. Georgics of the mind: Bacon's philosophy and the experience of his Essays.--Brett, R. L. Thomas Hobbes.--Watt, I. Realism and the novel.--Tuveson, E. Locke and Sterne.--Kampf, L. Gibbon and Hume.--Frye, N. Blake's case against Locke.--Abrams, M. H. Mechanical and organic psychologies of literary invention.--Ryle, G. Jane Austen and the moralists.--Schneewind, J. B. Moral problems and moral philosophy in the Victorian period.--Donagan, A. Victorian philosophical prose: J. S. Mill and F. H. Bradley.--Pitcher, G. Wittgenstein, nonsense, and Lewis Carroll.--Bolgan, (...) A. C. The philosophy of F. H. Bradley and the mind and art of T. S. Eliot: an introduction.--Davie, D. Yeats, Berkeley, and Romanticism.--Ross, M. L. The mythology of friendship: D. H. Lawrence, Bertrand Russell, and "The Blind man".--Rosenbaum, S. P. The philosophical realism of Virginia Woolf.--Bibliography (p. 357-360). (shrink)

This book is a collection of essays, and is an exercise in literary criticism. Most of the entries couple a philosopher with a literary artist, and the majority of these have an emphasis on the philosophical partner which one frequently fails to find in this sort of study. While few of the critics are capable of sustaining their subtle distinctions, a task properly required of a philosopher, it is nonetheless true that few philosophers can likewise do this. The ability to (...) systematically sustain these distinctions is what characterizes those first-order thinkers whom the body of philosophers and critics alike study. Granting this, the fact still remains that first-rate criticism is vastly more palatable intellectual fodder than is less than first-rate philosophizing. Studies such as the current one bring philosophy back into reality; the relation of a philosopher’s thought to his period, in all of the latter’s diversity, gives to that thought a realistic character that more transparently informs the creations of the fine arts than it does the original products of thought. And if thought is to avoid the sterility which so antagonized both a Sterne and a Hegel, and to become genuinely meaningful, this larger context will be forever indispensable.—R. J. G. (shrink)

The study of English literature was first introduced to the British colonies and protectorates, including Malaysia, in order to consolidate the cultural superiorityof the English people amongst the colonized natives. Its continuation in the postcolonial period of the twenty-first century, either as a component of the Englishlanguage subject at Malaysian secondary schools or as a degree program at Malaysian universities, has mainly been justified by the liberal-humanistic belief that canonical works in English literature display universal (...) values that should be cultivated in the minds of readers regardless of their nationality or religion. In the past few decades, confusion surrounding the exact nature of these values has resulted in the advent of materialistic philosophies of literary theory. In many Muslim countries, such as Malaysia, these theories have only served to increase reliance on Eurocentric readings of literature, ignoring resistance coming from Muslim readers who have their own Tawhidic spiritual outlook and values. This paper suggests the use of a paradigm that places a concern for spiritual matters at the core of comparative studies of English and Islamic literature, especially at Islamic educational institutions. This can benefit Muslims worldwide in the sense that it will present for them a more comprehensive role than literature alone can play in contributing to their spiritual development as well as generating appreciation for the universality of Islamic teachings. (shrink)

"Kevin Hart and Geoffrey H. Hartman bring together essays by prominent scholars from a range of disciplines to focus on Blanchot's diverse concerns: literature, art, community, politics, ethics, spirituality, and the Holocaust."--Jacket.

Brief: Analysis on English and British Literature widely along-with creative genre, on using different styles of linguistic capability at different types of Essays, reflected now on recent book 'The Revolt in the Desert (Journey on English Literature from India to USA).

Challenging recent work that contends that seventeenth-century English discourses privilege the notion of a self-enclosed, self-sufficient individual, The Power of the Passive Self in English Literature recovers a counter-tradition that imagines selves as more passively prompted than actively choosing. This tradition - which Scott Paul Gordon locates in seventeenth-century religious discourse, in early eighteenth-century moral philosophy, in mid eighteenth-century acting theory, and in the emergent novel - resists autonomy and defers agency from the individual to an (...) external 'prompter'. Gordon argues that the trope of passivity aims to guarantee a disinterested self in a culture that was increasingly convinced that every deliberate action involves calculating one's own interest. Gordon traces the origins of such ideas from their roots in the non-conformist religious tradition to their flowering in one of the central texts of eighteenth-century literature, Samuel Richardson's Clarissa. (shrink)

One of many writers inspired by Laurence Sterne's Tristram Shandy, the German novelist Jean Paul Richter coined the term 'Shandean humour' in his work of aesthetic theory. The essays in this volume investigate how Sterne's humour functions, the reasons for its enduring appeal, and what role it played in identity-construction and in the representation of melancholy. In tracing its hitherto under-recognised impact both on literary writers, such as Jean Paul and Herman Melville, and on philosophers, including Hegel and Marx, the (...) collection reveals that Shandean humour is a Grenzgänger - a point of commerce not only between Anglophone and German discourses, but also between literature and philosophy.Klaus Vieweg is Professor of Philosophy at the Friedrich Schiller University of Jena; James Vigus is postdoctoral research fellow at the Department of English and American Studies, Ludwig Maximilian University of Munich; Kathleen M. Wheeler is Reader in English Literature at the University of Cambridge. (shrink)

Applying ideas drawn from contemporary critical theory, this book historicizes psychoanalysis through a new and significant theorization of the Gothic. The central premise is that the nineteenth-century Gothic produced a radical critique of accounts of sublimity and Freudian psychoanalysis. This book makes a major contribution to an understanding of both the nineteenth century and the Gothic discourse which challenged the dominant ideas of that period. Writers explored include Mary Shelley, Edgar Allan Poe, Robert Louis Stevenson, and Bram Stoker.

This chapter contains sections titled: Transformation and the Negativity and Discontinuity in Learning Recognising the other as learner: On Peters' Concept of the Teacher as Educator World as Other: Transformative Encounters with the World as a Challenge to Teacher and Learner Implications for Teaching On the Indispensability of Philosophy of Education for Teacher Education Conclusions Notes References.

Cefalu offers the first sustained assessment of the ways in which recent contemporary philosophy and cultural theory -- including the work of Giorgio Agamben, Alain Badiou, Eric Santner, Slavoj Žižek, and Alenka Zupancic -- can illuminate Early Modern literature and culture. The book argues that when selected Early Modern devotional poets set out to represent subject-God relations, they often encounter some sublime aspect of God that, in Slovenian-Lacanian terms, seems "Other" to himself. This divine Other, while sometimes presented (...) directly as a void or empty place, is more often filled in and presented instead as some form of divine excess. While Donne, and to a lesser extent Traherne, disavow those numinous aspects of God that might subsist beneath such excesses, Crashaw, and especially Milton, attempt to represent the intimate relationship between any creature’s and God's intrinsic alterity. Cefalu introduces new ways of theorizing not only seventeenth-century religious ideologies, but also the nature of Early Modern subjectivity. (shrink)

The main purpose of this book is to introduce a broader audience to emergence by illustrating how discoveries in the physical sciences have informed the ways we think about it. In a nutshell, emergence asserts that non-reductive behavior arises at higher levels of organization and complexity. As physicist Philip Anderson put it, "more is different." Along the text's conversational tour through the terrain of quantum physics, phase transitions, nonlinear and statistical physics, networks and complexity, the author highlights the various philosophical (...) nuances that arise in encounters with emergence. The final part of the book zooms out to reflect on some larger lessons that emergence affords us. One of those larger lessons is the realization that the great diversity of theories and models, and the great variety of independent explanatory frameworks, will always be with us in the sciences and beyond. There is no "Theory of Everything" just around the corner waiting to be discovered. One of the main benefits of this book is that it will make a number of exciting scientific concepts that are not normally covered at this level accessible to a broader audience. The overall presentation, including the use of examples, analogies, metaphors, and biographical interludes, is geared for the educated non-specialist. (shrink)

This profound resource extends the concept of education as a human right to propose lasting solutions to educational disparities worldwide. Its multiperspective analysis probes the roots of educational inequities in recent and longstanding economic divisions, cultural domination, and political injustice, framing equal access to meaningful learning as a core aspect of a humane society. Characteristics of Educational Leaders without Borders (ELWB) are defined, and the challenges of their mission are examined in global context, from education of girls in the Middle (...) East to internet access in Haiti to the complex situation of U.S. minority students. In addition, an overview of historical precedents for ELWB in the work of Dewey and others helps to illuminate pressing issues that must be addressed by current and future humanistic leaders to improve educational access for the world's children. Among the topics covered: Education without nationalism: locating leadership when borders no longer hold. Toward a metanoia of global educational leadership. Teaching, technology, and transformation. The unique challenges of education in emerging West African countries. The economics of globalization in higher education. The transnational context of schooling. Educators, education researchers, and policymakers in education will welcome the clear-minded realism and ethically robust agenda found in Educational Leaders without Borders. (shrink)

In this groundbreaking book, Andrea R. English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr. English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European (...) understandings of education. (shrink)

Objective Apeiron was founded in 1966 and has developed into one of the oldest and most distinguished journals dedicated to the study of ancient philosophy, ancient science, and, in particular, of problems that concern both fields. Apeiron is committed to publishing high-quality research papers in these areas of ancient Greco-Roman intellectual history; it also welcomes submission of articles dealing with the reception of ancient philosophical and scientific ideas in the later western tradition. The journal appears quarterly. Articles are peer-reviewed (...) on a double-blind basis. Topics ancient philosophy ancient science reception of ancient philosophical and scientific ideas in the later western tradition Article formats Original Articles. (shrink)

The abortion debate rages on. Yet the two most popular positions seem to be clearly mistaken. Conservatives maintain that a human life begins at conception and that therefore abortion must be wrong because it is murder. But not all killings of humans are murders. Most notably, self defense may justify even the killing of an innocent person.Liberals, on the other hand, are just as mistaken in their argument that since a fetus does not become a person until birth, a woman (...) may do whatever she pleases in and to her own body. First, you cannot do as you please with your own body if it affects other people adversely. Second, if a fetus is not a person, that does not imply that you can do to it anything you wish. Animals, for example, are not persons, yet to kill or torture them for no reason at all is wrong. (shrink)

In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching (...) offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)

Hegemonic masculinity, a framework where stereotypically masculine traits are over-emphasized, plays a central role in sport, partly due to an excessive focus on winning. This type of masculinity marginalizes those that do not possess specific traits, including many women and men. I argue sport reform focused on mitigating hypercompetitive attitudes can reduce this harmful and marginalizing hegemonic masculinity in sport. I make this argument first by challenging the dichotomous nature of sport, especially in recognizing that all outcomes are a blend (...) of winning and losing, that ties are relevant and informative outcomes to contests, and that winning and losing do not always tell accurate stories of the outcome. Secondly, I contend that expanding the potential outcomes in sport can help broaden the emphasis of competitive sport to take into account playing well and improving, in terms of both the test and the contest. I conclude that these reforms decrease hegemonic masculinity, making sport better for all. (shrink)