Description : Lively and authoritative, this study of a widely misunderstood subject skillfully navigates the rough waters of anarchistic concepts—from Taoism to Situationism, ranters to punk rockers, individualists to communists, and anarcho-syndicalists to anarcha-feminists. Exploring key anarchist ideas of society and the state, freedom and equality, authority and power, the record investigates the successes and failures of anarchist movements throughout the world. Presenting a balanced and critical survey, the detailed document covers not only classic anarchist thinkers—such as Godwin, Proudhon, Bakunin, Kropotkin, Reclus, and Emma Goldman—but also other libertarian figures, such as Nietzsche, Camus, Gandhi, Foucault, and Chomsky. Essential reading for anyone wishing to understand what anarchists stand for and what they have achieved, this fascinating account also includes an epilogue that examines the most recent developments, including postanarchism and anarcho-primitivism as well as the anarchist contributions to the peace, green, and global justice movements of the 21st century.
Description : The Impossible Community confronts a critical moment when social and ecological catastrophe loom, the Left seems unable to articulate a response, and the Right is monopolizing public debates. This book offers a reformulation of anarchist social and political theory to develop a communitarian anarchist solution. It argues that a free and just social order requires a radical transformation of the modes of domination exercised through social ideology and institutional structures. Communitarian anarchism unites a universalist concern for social and ecological justice while recognizing the integrity and individuality of the person. In fact, anarchist principles of mutual aid and voluntary cooperation can already be seen in various contexts, from the rebuilding of New Orleans after Katrina to social movements in India. This work offers both a theoretical framework and concrete case studies to show how contemporary anarchist practice continues a long tradition of successfully synthetizing personal and communal liberation. This significant contribution will appeal not only to students in anarchism and political theory, but also to activists and anyone interested in making the world a better place.
Description : The University has lost its way. The world needs the university more than ever but for new reasons. If we are to clarify its new role in the world, we need to find a new vocabulary and a new sense of purpose. This book offers nothing less than a fundamental reworking of the way in which we understand the modern university.
Description : Benjamin Christensen’s Häxan (The Witch, 1922) stands as a singular film within the history of cinema. Deftly weaving contemporary scientific analysis and powerfully staged historical scenes of satanic initiation, confession under torture, possession, and persecution, Häxan creatively blends spectacle and argument to provoke a humanist re-evaluation of witchcraft in European history as well as the contemporary treatment of female “hysterics” and the mentally ill. In Realizing the Witch, Baxstrom and Meyers show how Häxan opens a window onto wider debates in the 1920s regarding the relationship of film to scientific evidence, the evolving study of religion from historical and anthropological perspectives, and the complex relations between popular culture, artistic expression, and concepts in medicine and psychology. Häxan is a film that travels along the winding path of art and science rather than between the narrow division of “documentary” and “fiction.” Baxstrom and Meyers reveal how Christensen’s attempt to tame the irrationality of “the witch” risked validating the very "nonsense" that such an effort sought to master and dispel. Häxan is a notorious, genre-bending, excessive cinematic account of the witch in early modern Europe. Realizing the Witch not only illustrates the underrated importance of the film within the canons of classic cinema, it lays bare the relation of the invisible to that which we cannot prove but nevertheless “know” to be there.
Description : Wael B. Hallaq boldly argues that the ÒIslamic state,Ó judged by any standard definition of what the modern state represents, is both impossible and inherently self-contradictory. Comparing the legal, political, moral, and constitutional histories of premodern Islam and Euro-America, he finds the adoption and practice of the modern state to be highly problematic for modern Muslims. He also critiques more expansively modernityÕs moral predicament, which renders impossible any project resting solely on ethical foundations. The modern state not only suffers from serious legal, political, and constitutional issues, Hallaq argues, but also, by its very nature, fashions a subject inconsistent with what it means to be, or to live as, a Muslim. By Islamic standards, the stateÕs technologies of the self are severely lacking in moral substance, and todayÕs Islamic state, as Hallaq shows, has done little to advance an acceptable form of genuine ShariÕa governance. The IslamistsÕ constitutional battles in Egypt and Pakistan, the Islamic legal and political failures of the Iranian Revolution, and similar disappointments underscore this fact. Nevertheless, the state remains the favored template of the Islamists and the ulama (Muslim clergymen). Providing Muslims with a path toward realizing the good life, Hallaq turns to the rich moral resources of Islamic history. Along the way, he proves political and other Òcrises of IslamÓ are not unique to the Islamic world nor to the Muslim religion. These crises are integral to the modern condition of both East and West, and by acknowledging these parallels, Muslims can engage more productively with their Western counterparts.
Description : Perfect for use in teacher preparation courses and professional learning groups, this book shows what critical pedagogy looks like and identifies the conditions needed for it to emerge in the K–12 classroom. Focusing on and documenting their experiences with one of their most disenfranchised students, six teachers analyze and rethink what they do in the classroom and why they do it. In so doing, each comes to re-imagine who they are as teachers and as individuals. This engaging collection illuminates writing as a powerful tool for thinking deeply about how and why teachers respond to students in particular ways. Book Features: Prompts and suggested writing exercises at the end of each chapter to support teacher-writer groups. Guiding questions at the end of each chapter to support the instructional practices of K-12 teachers. Powerful stories of teachers' and students' experiences with standards, tracking practices, evaluation practices, and life. Helpful appendices, including books for further reading and an essay about the Oral Inquiry Process by Bob Fecho. “This is an important book for all teachers to read—beginners and experienced, as it confronts all of us as teachers to pay attention to the social and political contexts within which we work and consider what we often ignore—our student’s lives outside of school.” —From the Foreword by Ann Lieberman, Senior Scholar at Stanford University “Kudos to Stephanie Jones and her colleagues for making moral sense of the day-to-day craft of education.” —Carl Glickman, educator and author of The Trembling Field: Stories of Wonder, Possibilities, and Downright Craziness Stephanie Jones is associate professor in the department of educational theory and practice at The University of Georgia, and co-director of the Red Clay Writing Project. Her books include The Reading Turn-Around: A Five-Part Framework for Differentiated Instruction.
Description : Like the River Ganges flowing down from the Himalayas, the entire Buddhist tradition flows down to us from the teachings and deeds of the historical Buddha, who lived and taught in India during the fifth century B.C.E. To ensure that his legacy would survive the ravages of time, his direct disciples compiled records of the Buddha's teachings soon after his passing. In the Theravada Buddhist tradition, which prevails in Sri Lanka and Southeast Asia, these records are regarded as the definitive "word of the Buddha." Preserved in Pali, an ancient Indian language closely related to the language that the Buddha spoke, this full compilation of texts is known as the Pali Canon. At the heart of the Buddha's teaching were the suttas (Sanskrit sutras), his discourses and dialogues. If we want to find out what the Buddha himself actually said, these are the most ancient sources available to us. The suttas were compiled into collections called "Nikayas," of which there are four, each organized according to a different principle. The Digha Nikaya consists of longer discourses; the Majjhima Nikaya of middle-length discourses; the Samyutta Nikaya of thematically connected discourses; and the Anguttara Nikaya of numerically patterned discourses. The present volume, which continues Wisdom's famous Teachings of the Buddha series, contains a full translation of the Anguttara Nikaya. The Anguttara arranges the Buddha's discourses in accordance with a numerical scheme intended to promote retention and easy comprehension. In an age when writing was still in its infancy, this proved to be the most effective way to ensure that the disciples could grasp and replicate the structure of a teaching.