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Author: Amanda Anderson
Publisher: Princeton University Press
ISBN: 0691227551
Category : Literary Criticism
Languages : en
Pages : 355
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Book Description
Contemporary celebrations of interdisciplinary scholarship in the humanities and social sciences often harbor a distrust of traditional disciplines, which are seen as at best narrow and unimaginative, and at worst complicit in larger forms of power and policing. Disciplinarity at the Fin de Siècle questions these assumptions by examining, for the first time, in so sustained a manner, the rise of a select number of academic disciplines in a historical perspective. This collection of twelve essays focuses on the late Victorian era in Great Britain but also on Germany, France, and America in the same formative period. The contributors--James Buzard, Lauren M. E. Goodlad, Liah Greenfeld, John Guillory, Simon Joyce, Henrika Kuklick, Christopher Lane, Jeff Nunokawa, Arkady Plotnitsky, Ivan Strenski, Athena Vrettos, and Gauri Viswanathan--examine the genealogy of various fields including English, sociology, economics, psychology, and quantum physics. Together with the editors' cogent introduction, they challenge the story of disciplinary formation as solely one of consolidation, constraint, and ideological justification. Addressing a broad range of issues--disciplinary formations, disciplinarity and professionalism, disciplines of the self, discipline and the state, and current disciplinary debates--the book aims to dislodge what the editors call the "comfortable pessimism" that too readily assimilates disciplines to techniques of management or control. It advances considerably the effort to more fully comprehend the complex legacy of the human sciences.
Author: Amanda Anderson
Publisher: Princeton University Press
ISBN: 0691227551
Category : Literary Criticism
Languages : en
Pages : 355
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Book Description
Contemporary celebrations of interdisciplinary scholarship in the humanities and social sciences often harbor a distrust of traditional disciplines, which are seen as at best narrow and unimaginative, and at worst complicit in larger forms of power and policing. Disciplinarity at the Fin de Siècle questions these assumptions by examining, for the first time, in so sustained a manner, the rise of a select number of academic disciplines in a historical perspective. This collection of twelve essays focuses on the late Victorian era in Great Britain but also on Germany, France, and America in the same formative period. The contributors--James Buzard, Lauren M. E. Goodlad, Liah Greenfeld, John Guillory, Simon Joyce, Henrika Kuklick, Christopher Lane, Jeff Nunokawa, Arkady Plotnitsky, Ivan Strenski, Athena Vrettos, and Gauri Viswanathan--examine the genealogy of various fields including English, sociology, economics, psychology, and quantum physics. Together with the editors' cogent introduction, they challenge the story of disciplinary formation as solely one of consolidation, constraint, and ideological justification. Addressing a broad range of issues--disciplinary formations, disciplinarity and professionalism, disciplines of the self, discipline and the state, and current disciplinary debates--the book aims to dislodge what the editors call the "comfortable pessimism" that too readily assimilates disciplines to techniques of management or control. It advances considerably the effort to more fully comprehend the complex legacy of the human sciences.
Author: Sally Ledger
Publisher: Oxford University Press
ISBN: 0192640151
Category : Literary Criticism
Languages : en
Pages : 388
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Book Description
In an important contribution to the developing field of interdisciplinary studies in the Humanities, Ledger and Luckhurst make available to students and scholars a large body of non-literary texts which richly configure the variegated cultural history of the fin-de-siècle years. That history is here shown to inaugurate many enduring critical and cultural concerns, with sections on Degeneration, Outcast London, The Metropolis, The New Woman, Literary Debates, The New Imperialism, Socialism, Anarchism, Scientific Naturalism, Psychology, Psychical Research, Sexology, Anthropology and Racial Science. Each section begins with an Introduction and closes with Editorial Notes which carefully situate individual texts within a wider cultural landscape.
Author: Frances Christie
Publisher: Bloomsbury Publishing
ISBN: 1441142819
Category : Language Arts & Disciplines
Languages : en
Pages : 273
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Book Description
Disciplinary knowledge is under threat in the modern world. Claims abound that we are entering a landscape in which the division of disciplines is obsolete, implying a commitment to outdated values in scholarship. Notions of 'discipline' are critiqued as reflecting social power and representing the worldview of dominant social groups. By addressing and challenging such claims, this edited collection argues that proclamations of the death of disciplines have been greatly overstated. Not only are the notions of disciplinarity still important for understanding how we come to know the world, but this volume demonstrates how significant disciplinarity is to understanding different forms of knowledge if we wish to improve the building of knowledge and educational practice. Using analytical tools from systemic functional linguistics theory and social realist sociology, this volume illustrates how different disciplines can collaborate and cross-fertilize successfully, without losing their distinctive insights and disciplinary integrity. The subsequent theory developed will thereby extend both linguistic and sociological approaches to the topic and make a major contribution to educational theory.
Author: Frances Knight
Publisher: Bloomsbury Publishing
ISBN: 0857727893
Category : Religion
Languages : en
Pages : 306
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Book Description
The period known as the fin de siecle - defined in this groundbreaking book as chiefly the period between1885 and 1901 - was a fluid and unsettling epoch of optimism and pessimism, endings and beginnings, aswell as of new forms of creativity and anxiety. The end of the century has attracted much interest from scholars of literary and cultural studies, who regard it as a critical moment in the history of their disciplines; but it has been relatively ignored by religious historians. Frances Knight here sets right that neglect. She shows how late Victorian society (often said to be one of the most intensely Christian cultures the world has ever seen) reacted to the bold agendas being set by the thinkers of the fin de siecle; and how prominent Church figures during the era first identified many of the concerns that have preoccupied Christians latterly. These include an active interest in social justice and the creation of new types of communities; increasingly open discussion of the sexual exploitation of children; debates about society's 'decadence'; new ideas about the role of women; and the belief in the redemptive powers of art, pioneered by figures as diverse as P.T. Forsyth, Percy Dearmer and Samuel and Henrietta Barnett.Examining in particular the Christian world of fin de siecle London, the author offers penetrating insights intoa society in which the ritual and culture of Christianity sometimes permeated the aesthetic movement andwhere devotees of the aesthetic movement - like Walter Pater, Oscar Wilde and their disciples - often revealed a fascination with Christianity. She argues that the 'long 1890s' was a decisive decade in which various sections of Christian opinion, both on the progressive and the more conservative wings of the faith, began to express views which set the tone for attitudes which would become commonplace in the twentieth century. Victorian Christianity at the Fin de Siecle is the focussed treatment of religion and culture at the end of the nineteenth century that the field has long needed. It will be welcomed by scholars of church history, social and cultural history and the history of ideas.
Author: Snait B. Gissis
Publisher: Springer Nature
ISBN: 3031527569
Category : Social sciences
Languages : en
Pages : 337
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Book Description
Zusammenfassung: The book presents an original synthesizing framework on the relations between 'the biological' and 'the social'. Within these relations, the late nineteenth-century emergence of social sciences aspiring to be constituted as autonomous, as 'scientific' disciplines, is described, analyzed and explained. Through this framework, the author points to conceptual and constructive commonalities conjoining significant founding figures - Lamarck, Spencer, Hughlings Jackson, Ribot, Durkheim, Freud - who were not grouped nor analyzed in this manner before. Thus, the book offers a rather unique synthesis of the interactions of the social, the mental, and the evolutionary biological - Spencerian Lamarckism and/or Neo-Lamarckism - crystallizing into novel fields. It adds substantially to the understanding of the complexities of evolutionary debates during the last quarter of the nineteenth century. It will attract the attention of a wide spectrum of specialists, academics, and postgraduates in European history of the nineteenth century, history and philosophy of science, and history of biology and of the social sciences, including psychology
Author: Elizabeth S. Goodstein
Publisher: Stanford University Press
ISBN: 1503600742
Category : Philosophy
Languages : en
Pages : 382
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Book Description
An internationally famous philosopher and best-selling author during his lifetime, Georg Simmel has been marginalized in contemporary intellectual and cultural history. This neglect belies his pathbreaking role in revealing the theoretical significance of phenomena—including money, gender, urban life, and technology—that subsequently became established arenas of inquiry in cultural theory. It further ignores his philosophical impact on thinkers as diverse as Benjamin, Musil, and Heidegger. Integrating intellectual biography, philosophical interpretation, and a critical examination of the history of academic disciplines, this book restores Simmel to his rightful place as a major figure and challenges the frameworks through which his contributions to modern thought have been at once remembered and forgotten.
Author: Mary Aswell Doll
Publisher: Routledge
ISBN: 131721420X
Category : Education
Languages : en
Pages : 234
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Book Description
In this volume scholars from around the world consider the influential work of William F. Pinar from a variety of "conversations" his ideas have generated. The major focus is on the What, Why, and How of the word "reconceptualization," which involves engaging critically and ethically as public intellectuals with gender, class, and race issues theorized in a variety of disciplines. The book introduces Pinar’s seminal argument for curriculum to return to its root in the word currere (the running of the course of study) and its key concepts: autobiography as alternative to the denial of subjectivity in traditional curriculum studies, study, and place. Issues addressed include the ethics of study both of self and of the discipline of curriculum studies, the politics of presence, the curricular importance of entering the public sphere, the openness to complicating simple solutions, and the ethical dealing with alterity (the state of being other or different; otherness).
Author: Robert D. Priest
Publisher: OUP Oxford
ISBN: 0191044466
Category : History
Languages : en
Pages : 289
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Book Description
The Gospel According to Renan provides a new and holistic interpretation of one of the non-fiction sensations of the nineteenth century: Ernest Renan's Life of Jesus (Vie de Jésus). Published in 1863, Renan's book aroused enormous controversy through its claim to be a historically accurate biography of Jesus. While Life of Jesus provoked the ire of the Catholic Church in hundreds of sermons and pamphlets, it also sold hundreds of thousands of copies, making a fortune for its author and his publisher. Based on research into a huge range of print and manuscript sources, The Gospel According to Renan demonstrates how Renan's work intervened in a remarkable range of debates in nineteenth-century French cultural life. These went far beyond questions of religion, from the role of individuals in history to the meaning and significance of 'race'. Through an engaging reconstruction of Renan's intellectual formation, Priest shows how Renan's ideas grew out of the context of Parisian intellectual life after his loss of faith in the 1840s. Going beyond a traditional intellectual history, Priest uses a wide range of new manuscript sources, many of which have never been examined by modern historians, in order to reconstruct the ways that ordinary French men and women engaged with one of the great religious debates of their age. By tracing the legacy of Life of Jesus into the early years of the twentieth century, Priest finally shows how Renan's work found new political meaning in the heated debates over secularisation that divided French society in the young Third Republic.
Author: Joseph North
Publisher: Harvard University Press
ISBN: 0674967739
Category : Education
Languages : en
Pages : 270
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Book Description
Cover -- Title Page -- Copyright -- Contents -- Preface -- Introduction -- 1. The Critical Revolution Turns Right -- 2. The Scholarly Turn -- 3. The Historicist/Contextualist Paradigm -- 4. The Critical Unconscious -- Conclusion: The Future of Criticism -- Appendix: The Critical Paradigm and T.S. Eliot -- Notes -- Acknowledgments -- Index
Author: Jan McArthur
Publisher: A&C Black
ISBN: 1441120858
Category : Education
Languages : en
Pages : 205
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Book Description
Rethinking Knowledge within Higher Education argues for a higher education that is neither a romantic idyll of learning for its own sake nor an instrumental institution designed to train a willing workforce for the prevailing economic system. Instead, using analysis informed by critical theorist Theodor Adorno, this book argues that higher education should have social and economic roles at its heart, and that these should encompass the needs of all society. The key to achieving this purpose without privilege lies in the ways in which knowledge is understood and engaged with in higher education. Higher education has a special role in society as a place in which complex, contested and dynamic knowledge is engaged with, challenged and created. The realization of this purpose challenges traditional dichotomies between economic and social purposes, liberal and vocational education, and theory and practice. Jan McArthur shows that by interpreting and adapting some of Adorno's most complex ideas, the nature of knowledge and the pursuit of social justice within higher education is feasible and aspirational.
