DOCSLIB.ORG

Publishing Proposals: Guidelines for Authors

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Publishing Proposals: Guidelines for Authors PUBLISHING PROPOSALS: GUIDELINES FOR AUTHORS NAME: Anja Kraus, Christoph Wulf AFFILIATION: Stockholm University, Free University Berlin This form is intended to give us a clear idea of your project in a succinct manner. Please complete it as fully as possible, or feel free to use it to structure your own proposal. On submission, your proposal will be read by the appropriate editor at Palgrave who will, if necessary, discuss it with colleagues and/or send it for review by one or more external advisers chosen by us for their specialist and/or market expertise. Further details of relevant editorial contacts can be found at www.palgrave.com/contactus/contacts/editorial.asp We are committed to making publishing decisions as swiftly and efficiently as possible. However, obtaining reviews does take time and if there are any circumstances we should bear in mind from the point of view of timing, please do let us know. We ask for sole consideration of the project whilst it is under review – or notification from you should you already have submitted this proposal to another publisher. THE PROJECT 1. Proposed Title and Subtitle: The Palgrave Handbook of Embodiment and Learning (working title) 2. Brief Description The essays in this volume bring together a wide range of interdisciplinary scholarly research on children and young adults in school, with a specific focus on the body. In situating the body at the center of educational practices, the authors follow a spectrum of historical, conceptual, empirical and practical educational approaches and traditions. The core argument of the book is as follows: On a superficial level, learning settings in schools appear to have been designed without regard to bodily needs and corporal interactions. However, thorough analysis reveals that schooling is composed of a broad spectrum of bodily expressions, forms of corporeal regulation, processes of adaptation, internal conditions, personal abilities, motivations, subjective perceptions, individual appropriations, and the like. These aspects play a major role in learners’ success. Focusing on bodies as vehicles of learning enhances perspectives that primarily view young adults’ bodies either as obstacles to learning due to factors such as weakness, deviance, deterioration, and risk, or as objects, as in the context of physical training. All pedagogical engagement needs active thoughtfulness and mindful action. Such capacity is referred to as pedagogical tact. Tact is the practical language of the body. Tact and embodied knowledge form a significant component of a teacher’s capability and professionalism. Actively living with children, a pedagogue responds to them tactfully, emotionally, sensitively, and reflectively searching for the right thing to do, the right words to say, improvising in aural, linguistic, spatial, and visual ways, that are as restrained as they are enabled by the body. Today, the familiar and established essentialist and naturalist view of the objectified body is questioned by scholars pursuing diverse discursive lines and utilizing ethnographic, phenomenological, poststructuralist and dialogical approaches. Traditional physicalist and biological trajectories are increasingly being replaced by dynamic conceptualizations that take into account difference, hybridity, dissemination, interaction and multimodality. This foregrounds the socio- political or other forms of diversity, complexity and ambiguity of the settings, which in turn constitute educational realities. One realizes that not only norms, but also objects, spaces, bodies and artefacts render practices and require their modification. Hence, especially in educational situations, the social setting is not seen as merely given, but as constituted by historical and cultural conventions, conceptual approaches, methodological and methodical presuppositions and the like. Most of these influences are tacit. Harry Collins (2012) distinguishes between relational, somatic and collective tacit procedures. Inherited and adopted habitus (Bourdieu, 1972) also comes into play, as do diverse tacit modes of the constitution of practices, such as emergence, reinterpretation, differentiation and consolidation; together, these form social and educational relations and dispositions. In short, corporeality influences the learners’ attention practices, learning and meaning-making. Lesson planning and teaching are thus always combined with a ‘hidden curriculum’ (Jackson, 1968) which is not solely contingent upon the acts performed by the teacher. The book provides an overview of corporeality in school from both theoretical and empirical perspectives. 3. Proposed Content Introduction I. Philosophical and Historical Underpinnings Body and Language A Historical Overview of Relational Tacit Knowledge Prof. Thomas Alkemeyer & Dr. Kristina Bruemmer, University of Oldenburg, Germany In the course of the current shift in scholarly perspectives, attention is being drawn to the mediating role of the body (bodily turn), the embodied knowledge of experience (renaissance of pragmatism), the enforcing character of the social (performative turn), as well as to the educational impacts of spaces (spatial turn) and material settings and artifacts (material turn). Seen from the common perspective of these approaches, all knowledge mediates through practical action. Even thinking is regarded as a part of practice. Epistemologically, this shift to practice replaces the question `who knows something?´ with the question `how is something known at all?´ Viewing from distance alternates with near-sightedness. Through this, the unity of a praxis, as well as its contingent interactive performance is investigated. Normativity of practices refers procedural knowledge to intersubjective recognition. In this contribution describes the historical development of this theory up to the present day. One track of such thought is the identification of practical knowledge with know- how. Know-how suggests evidence and recognizability. Embracing functionalization fosters iteration of the already existing. Then, the conflicting, reflexive and creative-transformative potentials of tacit knowledge are overshadowed. Practical knowledge is foremost tacit knowledge conveyed through corporeality. While tacit knowledge defies from formal-language explication, alternative forms of symbolizing such has gesturing, mimics, forms of showing make this knowledge reflexively accessible. Keywords: bodily turn, pragmatism, performative turn, material turn, spatial turn, know-how, corporeality Dance as Professional Development for Kindergarten Teachers- Bodily Learning within the Kindergarten Teacher Profession Ida Pape Pedersen, Prof. Tone Pernille Østern, NTNU Trondheim/Norway The research question that is elaborated in this chapter is how a dance-based pedagogical development project can be designed and carried out in order to develop bodily professional knowledge in kindergarten teachers. In the chapter, we describe and analyze a researcher- kindergarten teacher educator’s collaboration with a dance teacher in the process of designing and carrying out a dance-based pedagogical development-project for and with kindergarten teachers. Drawing on arts-based and collaborative research methodology within a performative research paradigm, we steadily focus on the interaction between the educational design team, in this case, the dance teacher and the researcher. The aim is to contribute with new perspectives on a) how bodily professional knowledge shows in the meeting between the professions of dance pedagogy and kindergarten pedagogy, a) how such bodily professional knowledge can be developed, and b) how a performative, collaborative and arts-based research project can be carried out in a collaborative team consisting of a researcher-kindergarten teacher educator and a dance teacher. Keywords: phenomenological and post-qualitative methodology, transformation, disability, intertextuality, environment Awareness as Challenge Dr. Mariagrazia Portera, Firenze University, Italy The term attention has a wide spectrum of meanings: Sensualistic and intellectual, it signifies the composition of the contents of consciousness, and it figures as competence, or ability, as a cognitive activity or even as an act of will. It is also understood as disposition. Since the 19th century, attention has been the subject of empirical psychological study and of educational scientific research. Within the framework of empirical approaches, the focus has foremost been on the possibilities of cognitive regulation and the manipulation of attention aiming at controlling nature. Moreover, the study presented in this chapter has its foundations in the phenomenological theory of perception. Perception is regarded as the basic interaction between an organism and its environment, be it a natural environment, or a manmade one: In any case, we all know that it is an environment in risk. However, our experience tells us that there seems to be no simple transition from ‘knowing that’ environments are at risk (cognitive regulation), to ‘knowing how’ to change our environmental attitudes and behaviors. How to explain this? What does it mean to mobilize intellectual awareness for the environment? Perception already evaluates something as quality of experience. Awareness expresses and performs in bodily arrangements, as well as in mimetic processes and as sensuous, creative, inventive performances. In this setting, the role of sensitive insights and active thoughtfulness is most significant
Load more

Recommended publications
  • The Idea of Mimesis: Semblance, Play, and Critique in the Works of Walter Benjamin and Theodor W
    DePaul University Via Sapientiae College of Liberal Arts & Social Sciences Theses and Dissertations College of Liberal Arts and Social Sciences 8-2012 The idea of mimesis: Semblance, play, and critique in the works of Walter Benjamin and Theodor W. Adorno Joseph Weiss DePaul University, [email protected] Follow this and additional works at: https://via.library.depaul.edu/etd Recommended Citation Weiss, Joseph, "The idea of mimesis: Semblance, play, and critique in the works of Walter Benjamin and Theodor W. Adorno" (2012). College of Liberal Arts & Social Sciences Theses and Dissertations. 125. https://via.library.depaul.edu/etd/125 This Dissertation is brought to you for free and open access by the College of Liberal Arts and Social Sciences at Via Sapientiae. It has been accepted for inclusion in College of Liberal Arts & Social Sciences Theses and Dissertations by an authorized administrator of Via Sapientiae. For more information, please contact [email protected]. The Idea of Mimesis: Semblance, Play, and Critique in the Works of Walter Benjamin and Theodor W. Adorno A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy October, 2011 By Joseph Weiss Department of Philosophy College of Liberal Arts and Sciences DePaul University Chicago, Illinois 2 ABSTRACT Joseph Weiss Title: The Idea of Mimesis: Semblance, Play and Critique in the Works of Walter Benjamin and Theodor W. Adorno Critical Theory demands that its forms of critique express resistance to the socially necessary illusions of a given historical period. Yet theorists have seldom discussed just how much it is the case that, for Walter Benjamin and Theodor W.
    [Show full text]
  • Unknowing and Silent Knowledge As a Challenge. Iconic, Performative, and Material Perspectives 2018
    Repositorium für die Medienwissenschaft Christoph Wulf Unknowing and Silent Knowledge as a Challenge. Iconic, Performative, and Material Perspectives 2018 https://doi.org/10.25969/mediarep/1612 Veröffentlichungsversion / published version Sammelbandbeitrag / collection article Empfohlene Zitierung / Suggested Citation: Wulf, Christoph: Unknowing and Silent Knowledge as a Challenge. Iconic, Performative, and Material Perspectives. In: Andreas Bernard, Matthias Koch, Martina Leeker (Hg.): Non-Knowledge and Digital Cultures. Lüneburg: meson press 2018, S. 123–140. DOI: https://doi.org/10.25969/mediarep/1612. Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer Creative Commons - This document is made available under a creative commons - Namensnennung - Weitergabe unter gleichen Bedingungen 4.0 Attribution - Share Alike 4.0 License. For more information see: Lizenz zur Verfügung gestellt. Nähere Auskünfte zu dieser Lizenz https://creativecommons.org/licenses/by-sa/4.0 finden Sie hier: https://creativecommons.org/licenses/by-sa/4.0 [7] Unknowing and Silent Knowledge as a Challenge: Iconic, Performative, and Material Perspectives Christoph Wulf ICONIC TURN Unknowing plays an important role in anthro- pology, philosophy, and cultural studies. Here, unknowing is often not considered negative but is deemed a constitutive condition of knowledge. In historical anthropology, we have picked up on this insight and understanding and, following Helmuth Plessner, assume that the human being must be understood as “homo absconditus,” which itself is never completely recognizable. Following the “lin- guistic turn” in the final quarter of the twentieth century, there have been several “turns” in the cultural sciences (humanities), in which dealing with the limits of knowledge and tacit knowledge play an important role. 124 Unknowing as a Condition of the Humanities Unknowing plays an important role in anthropology, philosophy, and cultural studies.
    [Show full text]
  • Christoph Wulf
    Christoph Wulf Christoph Wulf Christoph Wulf Christoph Wulf is Professor for Anthropology and Education and a member of the Interdisciplinary Center for Historical Anthropology, of the special research area “Cultures of the Performative,” of the “Languages of Emotions” Center of Excellence, and of the “InterArt/Interart Studies” graduate and postgraduate program at the Free University Berlin. Life Wulf spent his childhood in a parsonage in Berlin-Britz. After his school-leaving examination at the Gymnasium Steglitz, he initially enrolled in a master’s program (History, Pedagogy, and Philosophy) at the Free University Berlin. He completed the program in 1968 with the receipt of a Master of Arts degree. During his studies he worked as a student aid for Johannes Flügge. He gave up his half-time assistant’s position with Flügge and went to Wolfgang Klafki in Marburg with a scholarship of the VW Foundation and the request to do his doctorate with him. In 1973 he received his doctorate under the advisorship of Klafki at the Philipp University of Marburg; in 1975 he habilitated there. In one of Klafki’s advanced graduate seminars, Wulf met Dietmar Kamper, with whom he would later work in Berlin. From 1970 to 1975, he was employed at the Deutsches Institut für Internationale Pädagogische Forschung (the German Institute for International Pedagogical Research) in Frankfurt. In 1975 he became a full professor of pedagogy at the University of Siegen, and in 1980 he became a professor of anthropology and education in the Education and Psychology faculty of the Free University Berlin. Work 1 For more than 30 years, Wulf has been working on questions of historical anthropology and pedagogical anthropology.
    [Show full text]
  • Book Proposal Form
    BOOK PROPOSAL FORM This information is important for us before starting a discussion about your proposed book. Please complete the document in as much detail as possible, using separate sheets where necessary. I AUTHOR(S)/ EDITOR(S) 1. Name(s) and Full Postal Address(es) of the Author(s)/Editor(s) Prof. Dr. Christoph Wulf Free University of Berlin FB. Erziehungswissenschaft Habelschwerdter Allee 45 D-14195 Berlin Germany Assoc. Prof. Dr. Anja Kraus Linnaeus University Department of Education and Teachers’ Practice Faculty of Humanities and Social Sciences Universitetsplatsen 1 351 95 Vaxjö Sweden 2. Telephone Number(s) Anja Kraus: +46 (0)470 70 84 02 3. Fax Number(s) 4. Email Address(es) [email protected] [email protected] 5) Brief note about the Author(s)/Editor(s) (including previous publications) Prof. Dr. Christoph Wulf is professor of Anthropology and Education at the Free University of Berlin, where he is a member of the Interdisciplinary Centre for Historical Anthropology. He has also served as a member of the university’s Collaborative Research Center (SFB) »Performing Cultures« (1997-2006), the »Languages of Emotion« cluster (2007-2014) and Graduate School »InterArts« Studies (2006-2015). Wulf has authored, co-authored and edited a large number of books which have been translated into more than 15 languages. He has held many visiting professorship positions and conducted research stays in many parts of the world. He is currently serving as vice-president of the German Commission for UNESCO. Selected books in English: Gil, I. C., & Wulf, C. (Eds.). (2015). Hazardous future: Disaster, representation and the assessment of risk.
    [Show full text]
  • Christoph Wulf Educational Science Hermeneutics, Empirical Research
    Christoph Wulf Educational Science Hermeneutics, Empirical Research, Critical Theory i Waxmann Munster/New York Milnchen/Berlin Table of Contents Introduction 9 Part One: Humanist Pedagogics 13 I. The Historicity of Education and Educational Science 17 II. The Significance of Hermeneutics for Educational Science ... 22 III. The Autonomy of Education and Educational Science 28 IV. The Pedagogical Relationship 31 V. Theory and Practice in Education 34 Summary and Outlook 40 Part Two: Empirical Educational Science 43 VI. The Empirical Approach to Educational Science: Historical Perspectives 48 1. Lay and Meumann's Experimental Pedagogics 48 2. Else and Peter Petersen's Study of Pedagogical Facts 51 3. Aloys Fischer and Rudolf Lochner's Descriptive Pedagogics . 54 4. The "Realistic Turn" in Educational Science (Heinrich Roth) 56 VII. Critical Rationalism in Educational Science 59 1. Educational Science 60 a) Educational Theory 61 b) The Historiography of Education 62 2. Philosophy of Education 64 a) Epistemology of Pedagocial Statements 64 b) Moral Philosophy of Education 64 3. Practical Pedagogics 66 4. Critique 68 Vffl. The Scientific Programme of Critical Rationalism 70 1. Definition and Explication of Concepts 70 2. The Operationalisation of Concepts 72 3. Scientific Affirmations 73 4. The Falsification of Theories and Hypotheses 75 5. Technology as a Field for the Application of Theories 78 6. Value Judgements, Base Values, and Evaluations 79 7. Further Developments in Critical Rationalism 80 IX. Engaged Empirical Research 83 Summary and Outlook 87 Part Three: Critical Educational Science 93 X. Critical Theory: Historical Perspectives 97 1. Traditional and Critical Theory (Horkheimer) 97 2. Horkheimer's and Adorno's Dialectics of Enlightenment ..
    [Show full text]
  • Goehr Curriculum Vitae
    GOEHR 1 CURRICULUM VITAE. Professor LYDIA GOEHR Department of Philosophy, Columbia University, 1150 Amsterdam Ave, New York, NY 10027, USA [email protected] EMPLOYMENT 1995-present. Professor of Philosophy, Columbia University. 1989-95 Associate Professor of Philosophy, Wesleyan University (tenured 1993). 1987-89 Assistant Professor of Philosophy, Boston University (tenure-track). 1986-87 Visiting Assistant Professor of Philosophy, University of Nevada at Reno. 1985-86 Lecturer, Department of Philosophy, University of Maryland at College Park. EDUCATION AND DEGREES 1982-85 King’s College, Cambridge University, PhD in Philosophy, Advisor: Bernard Williams, Dissertation: The Work of Music (awarded 1987). 1980-82 Manchester University; 1st Class Honors, BA in philosophy. 1979-80 Exeter University; 1st yr. BA in philosophy; minor in Psychology. FELLOWSHIPS, HONORS, VISITING PROFESSORSHIPS, etc. 1981 Michael Polanyi Scholarship in Philosophy (Manchester University). 1982 Manchester University (Graduate) Research Studentship in the Faculty of the Arts (declined). 1982 Michael Polanyi Memorial Prize in Philosophy (Manchester University). 1982-85 Dept. of Education and Science Major State Studentship to read for PhD at King’s College, Cambridge. 1983 Bursary from the Austrian Government to study German language in Graz, Austria. 1988 Summer Salary Grant, Boston University. 1989 Boston University Humanities Fellowship (declined). 1990-91 Mellon Fellowship, Harvard University. 1992 Faculty Fellowship at Center for the Humanities, Wesleyan University. 1992 Special Projects Grant from Wesleyan University in support of Aesthetics: Past and Present [see Publications]. 1995 NEH Summer Institute Grant, University of Rochester: Music and Modernism. 1997-8 Visiting Ernest Bloch Professor of Music, University of California at Berkeley [Ernest Bloch Lectures]. 1999-2000 Getty Senior Research Scholar, Getty Research Institute, Los Angeles.
    [Show full text]
  • Prof. Dr. Christoph Wulf Freie Universität Berlin Erziehung Und
    1 Prof. Dr. Christoph Wulf Freie Universität Berlin Erziehung und Anthropologie D-14169 Berlin Arnimallee 11 Germany DOI: 10.24153/2079-5912-2017-8-3-4-12 THE PERFORMATIVITY AND DYNAMICS OF INTANGIBLE CULTURAL HERITAGE ABOUT THE AUTHOR Introduction The practices of intangible cultural heritage are central to the cultural Christoph Wulf is Professor of Anthropology heritage of humanity, which comprises practices from a plethora of different and Education and a member of the cultures as well as monuments listed as world cultural heritage. These oeuvres Interdisciplinary Centre for Historical Anthropology, the Collaborative Research and practices play an important role in the cultural identity of human beings. Centre (SFB) “Cultures of Performance,” the They are an expression of cultural diversity, they can promote inter-human Cluster of Excellence “Languages of processes of mediation and initiate educational development on many Emotion,” and the Graduate School levels which conveys cultural heritage to the next generation. Engaging with “InterArts” at the Freie Universität Berlin. His these practices under the conditions of globalisation permits us to make books have been translated into 15 languages. For his research in anthropology important experiences of heterogeneity and otherness (Wulf/Merkel 2002; and anthropology of education, he received Wulf 2006; Paragrana 2010). the title “professor honoris causa” from the The importance of the monuments listed by UNESCO as world cultural University of Bucharest. He is Vice President of heritage for the cultural self-understanding of man is undisputed – by the German Commission for UNESCO. contrast, the role of the practices of intangible cultural heritage is subject to Research stays and invited professorships have included the following locations, more controversial debate.
    [Show full text]
  • Ambivalence of the Notion of “Mimesis”
    Firenze University Press Aisthesis www.fupress.com/aisthesis Ambivalence of the Notion of “Mimesis”: Between the Opening towards the Other and the Citation: Antonio Valentini (2018) Ambivalence of the Notion of “Mime- Repetition of the Same sis”: Between the Opening towards the Other and the Repetition of the Same. Aisthesis 11(1): 193-205. doi: 10.13128/Aisthesis-23283 Antonio Valentini Copyright: © 2018 Author.This is an (Università “La Sapienza” di Roma) open access, peer-reviewed article [email protected] published by Firenze University Press (http://www.fupress.com/aisthesis) and distribuited under the terms of the Abstract. One of the main characteristics of the contemporary aesthetic debate is the Creative Commons Attribution License, recovery of the concept of mimesis, as a dimension that is originally involved in the which permits unrestricted use, distri- foundation of human culture and the processes of cultural learning. This is evident in bution, and reproduction in any medi- the aesthetic reflection developed by Gunter Gebauer and Christoph Wulf. For these um, provided the original author and two authors, mimesis is never a mere reproduction of the given reality, but always source are credited. implies the production of the New, of the Other, of the different with respect to the empirical world, i.e. to the existing categorical order of the world. In particular, Gebau- Data Availability Statement: All rel- evant data are within the paper and its er and Wulf underline the constitutive ambivalence of the notion of mimesis: on the Supporting Information files. one hand, it favors the processes of reification fueled by capitalist society and, on the other hand, it contributes to the affirmation of a critical and “utopian” instance that Competing Interests: The authors can counter “instrumental reason” and the primacy of identity.
    [Show full text]
  • Anthropology Today. a Study on Family Wellbeing and Transcultural Insights – a German Japanese Study
    Horizontes Antropológicos 49 | 2017 Antropologia, Etnografia e Educação Anthropology today. A study on family wellbeing and transcultural insights – A German Japanese study Christoph Wulf Publisher Universidade Federal do Rio Grande do Sul (UFRGS) Electronic version URL: http://horizontes.revues.org/1714 Printed version ISSN: 1806-9983 Date of publication: 30 September 2017 Number of pages: 21-59 ISSN: 0104-7183 Electronic reference Christoph Wulf, « Anthropology today. A study on family wellbeing and transcultural insights – A German Japanese study », Horizontes Antropológicos [Online], 49 | 2017, Online since 09 October 2017, connection on 09 October 2017. URL : http://horizontes.revues.org/1714 © PPGAS Anthropology today. A study on family wellbeing and transcultural insights... 21 ANTHROPOLOGY TODAY. A STUDY ON FAMILY WELLBEING AND TRANSCULTURAL INSIGHTS – A GERMAN JAPANESE STUDY Christoph Wulf * Freie Universität Berlin – Germany Abstract: This article approaches the development of diverse anthropological move- ments just as well the relevance of the anthropological researches nowadays. It dis- cusses the role of the cultural traditions in the development of the research areas that cross international cultural borders, as a central point in the anthropological re- search. The Anthropological transnational approach composes and powers the spirit of investigation in order to expand knowledge and enable the establishment of new investigation paradigms. This process is evidenced by results of studies on ethno- graphic case with German and Japanese families about family well-being, from an anthropological perspective. Keywords: educational anthropology, emotions, gestures, rituals. Resumo: O presente artigo aborda o desenvolvimento de diferentes correntes antro- pológicas bem como a importância das pesquisas em antropologia nos dias atuais.
    [Show full text]
  • Kaakinen Dissertation Final
    MINDING THE GAP: READING HISTORY WITH JOSEPH CONRAD, PETER WEISS, AND W. G. SEBALD A Dissertation Presented to the Faculty of the Graduate School of Cornell University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy by Kaisa Riitta Kaakinen August 2013 © 2013 Kaisa Riitta Kaakinen MINDING THE GAP: READING HISTORY WITH JOSEPH CONRAD, PETER WEISS, AND W. G. SEBALD Kaisa Riitta Kaakinen, Ph. D. Cornell University 2013 At the beginning of the twenty-first century the discipline of comparative literature faces the challenge of responding to expanding transnational readerships. Increasingly heterogeneous reading contexts not only highlight the need to extend comparative analysis to include formerly marginalized texts; they also challenge traditional analytical categories informing comparative literature as a discipline. This dissertation proposes that the notion of the implied reader, central to reader-response criticism based on hermeneutic conventions, has to be rethought in order to account for readers who cannot engage with a given text in an unimpeded relationship of dialogue; this is especially the case when literary texts revolve around histories of violence. Through an analysis of literary works by three European emigré writers, Joseph Conrad (1857-1924), Peter Weiss (1916-1982), and W. G. Sebald (1944-2001), this study highlights postimperial, postgenocidal and post-Cold War reading positions that challenge the traditional hermeneutic sense of a textual horizon of understanding. The study further argues that comparative analysis of situated reading needs to go beyond constructivist notions of reading, which make it difficult to grasp relationships between literature and history. This analysis proposes instead that historical pressures in the twentieth century require comparative literature to address not only implied but also various unimplied and unwelcome reading positions that engage twentieth-century history in displaced yet material ways that manifest in literary form.
    [Show full text]
  • Why We Play Hau Books
    WHY WE PLAY Hau BOOKS E xecutive Editor Giovanni da Col Managing Editor Sean M. Dowdy Editorial Board Anne-Christine Taylor Carlos Fausto Danilyn Rutherford Ilana Gershon Jason Throop Joel Robbins Jonathan Parry Michael Lempert Stephan Palmié www.haubooks.com WHY WE PLAY AN ANthrOPOLOGICAL STUDY Roberte Hamayon Enlarged Edition Translated by Damien Simon Foreword by Michael Puett Hau Books Chicago English Translation © 2016 Hau Books and Roberte Hamayon Original French Edition, Jouer: Une Étude Anthropologique, © 2012 Éditions La Découverte Cover Image: Detail of M. C. Escher’s (1898–1972), “The Encounter,” © May 1944, 13 7/16 x 18 5/16 in. (34.1 x 46.5 cm) sheet: 16 x 21 7/8 in. (40.6 x 55.6 cm), Lithograph. Cover and layout design: Sheehan Moore Typesetting: Prepress Plus (www.prepressplus.in) ISBN: 978-1-912808-23-6 LCCN: 2016902726 Hau Books Chicago Distribution Center 11030 S. Langley Chicago, IL 60628 www.haubooks.com Hau Books is marketed and distributed by The University of Chicago Press. www.press.uchicago.edu Printed in the United States of America on acid-free paper. Distributed Open Access under a Creative Commons License (CC-BY ND-NC 4.0) Table of Contents Acknowledgments xiii Foreword: “In praise of play” by Michael Puett xv Introduction: “Playing”: A bundle of paradoxes 1 Chronicle of evidence 2 Outline of my approach 6 PART I: FROM games TO play 1. Can play be an object of research? 13 Contemporary anthropology’s curious lack of interest 15 Upstream and downstream 18 Transversal notions 18 First axis: Sport as a regulated activity 18 Second axis: Ritual as an interactional structure 20 Toward cognitive studies 23 From child psychology as a cognitive structure 24 .
    [Show full text]
  • Image and Imagination (New York, 13-15 Oct 05)
    Image and Imagination (New York, 13-15 Oct 05) Bernd Huppauf IMAGE AND IMAGINATINATION International Conference New York University 13-15 October 2005 “What happens when one closes the eyes? One does not stop seeing. What one now sees is not related to the eyes.” (Wittgenstein, Philos. Betr. 103) At present, we are witnessing fundamental changes in the production and dissemination of images. The invention of photography gave rise to a debate about the elimination of subjectivity through its mechanical-chemical process. Has the history of the image now reached a point where the mechanization/imagination relationship is reversed? The large canvas, once the most important arena for representing the world has become marginal whereas imaging technologies have opened up the image to indeterminacy and the image producers’ and viewers’ imagination. Digitalization and new image creating apparatus and techniques require a fundamental reconsideration of our theories of images. The face is a striking case in point. Surveillance techniques concentrate on the human face not because it is the most obvious expression of a unique individual, but only because facial recognition techniques can be read as visual data and electronically translated into numerical patterns that can be stored in an the electronic memory. The electronic image of a face can then be compared to all other images of faces fed into a flow of abstract information. Similarly, images produced through advanced medical technology are no longer based on a concept of mimetic representation. Instead of using light waves or X-Rays they are based on abstract models of cells, molecular structures and atom movements.
    [Show full text]