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Ideas are embedded in social arrangements, which in turn produce effects. With this simple premise, this radically accessible systems design book makes a compelling case for arrangements as a rich and overlooked terrain for social justice and world building. Unpacking how ideas like racism and sexism remain sturdy by embedding themselves in everything from physical and social infrastructure to everyday speech and thought habits, this book gives readers the tools to sense, intervene in and imagine new arrangements.
This important new book argues that at the root of the contemporary crisis of climate, energy, food, inequality, and meaning is a certain core presupposition that structures the ways in which we live, think, act and design: the assumption of dualism, or the fundamental separateness of things. The authors contend that the key to constructing livable worlds lies in the cultivation of ways of knowing and acting based on a profound awareness of the fundamental interdependence of everything that exists – what they refer to as relationality. This shift in paradigm is necessary for healing our bodies, ecosystems, cities, and the planet at large. The book follows two interwoven threads of argumentation: on the one hand, it explains and exemplifies the modes of operation and the dire consequences of non-relational living; on the other, it elucidates the nature of relationality and explores how it is embodied in transformative practices in multiple spheres of life. The authors provide an instructive account of the philosophical, scientific, social, and political sources of relational theory and action, with the aim of illuminating the transition from living within seemingly ineluctable 'toxic loops' of unrelational living (based on ontological dualism), to living within 'relational weaves' which we might co-create with multiple human and nonhuman others.
A foundational text of the modern conservative movement, this 1948 philosophical treatise argues the decline of Western civilization and offers a remedy. Originally published in 1948, at the height of post–World War II optimism and confidence in collective security, Ideas Have Consequences uses “words hard as cannonballs” to present an unsparing diagnosis of the ills of the modern age. Widely read and debated at the time of its first publication, the book is now seen as one of the foundational texts of the modern conservative movement. In its pages, Richard M. Weaver argues that the decline of Western civilization resulted from the rising acceptance of relativism over absolute reality. In spite of increased knowledge, this retreat from the realist intellectual tradition has weakened the Western capacity to reason, with catastrophic consequences for social order and individual rights. But Weaver also offers a realistic remedy. These difficulties are the product not of necessity, but of intelligent choice. And, today, as decades ago, the remedy lies in the renewed acceptance of absolute reality and the recognition that ideas—like actions—have consequences. This expanded edition of the classic work contains a foreword by New Criterion editor Roger Kimball that offers insight into the rich intellectual and historical contexts of Weaver and his work and an afterword by Ted J. Smith III that relates the remarkable story of the book’s writing and publication. Praise for Ideas Have Consequences “A profound diagnosis of the sickness of our culture.” —Reinhold Niebuhr “Brilliantly written, daring, and radical. . . . It will shock, and philosophical shock is the beginning of wisdom.” —Paul Tillich “This deeply prophetic book not only launched the renaissance of philosophical conservatism in this country, but in the process gave us an armory of insights into the diseases besetting the national community that is as timely today as when it first appeared. [This] is one of the few authentic classics in the American political tradition.” —Robert Nisbet
The chapters in this captivating volume demonstrate the importance and power of design and the ubiquitous and forceful effects it has on human life within the study of anthropology. The scholars explore the interactions between anthropology and design through a cross-disciplinary approach, and while their approaches vary in how they specifically consider design, they are all centered around the design-and-anthropology relationship. The chapters look at anthropology for design, in which anthropological methods and concepts are mobilized in the design process; anthropology of design, in which design is positioned as an object of ethnographic inquiry and critique; and design for anthropology, in which anthropologists borrow concepts and practices from design to enhance traditional ethnographic forms. Collectively, the chapters argue that bringing design and anthropology together can transform both fields in more than one way and that to tease out the implications of using design to reimagine ethnography--and of using ethnography to reimagine design--we need to consider the historical specificity of their entanglements.
Do the first two years of life really determine a child's future development? Are human beings, like other primates, only motivated by pleasure? And do people actually have stable traits, like intelligence, fear, anxiety, and temperament? This book, the product of a lifetime of research by one of the founders of developmental psychology, takes on the powerful assumptions behind these questions--and proves them mistaken. Ranging with impressive ease from cultural history to philosophy to psychological research literature, Jerome Kagan weaves an argument that will rock the social sciences and the foundations of public policy. Scientists, as well as lay people, tend to think of abstract processes--like intelligence or fear--as measurable entities, of which someone might have more or less. This approach, in Kagan's analysis, shows a blindness to the power of context and to the great variability within any individual subject to different emotions and circumstances. "Infant determinism" is another widespread and dearly held conviction that Kagan contests. This theory--with its claim that early relationships determine lifelong patterns--underestimates human resiliency and adaptiveness, both emotional and cognitive (and, of course, fails to account for the happy products of miserable childhoods and vice versa). The last of Kagan's targets is the vastly overrated pleasure principle, which, he argues, can hardly make sense of unselfish behavior impelled by the desire for virtue and self-respect--the wish to do the right thing. Written in a lively style that uses fables and fairy tales, history and science to make philosophical points, this book challenges some of our most cherished notions about human nature.
What are the choices the Asia-Pacific community will face if it proceeds further down the path of developing preferential regional trading arrangements? Fragmentation of the region into preferential trading arrangements on a bilateral or subregional basis promises relatively little economic gain and considerable risk of increased trade conflict. Larger preferential trading blocs, spanning the whole of East Asia, the Western Pacific, or the APEC membership, offer greater potential economic benefits but also face formidable political obstacles. In this study, Scollay and Gilbert weigh the economic consequences of the increased use of preferential trading arrangements in the Asia-Pacific region, whether these develop on the basis of trans-Pacific cooperation or solely within the East Asian or Western Pacific sub-regions. They evaluate the economic effects of both the existing proposals for new bilateral and multilateral agreements and of more far-reaching developments involving the creation of a substantial trading bloc or blocs in the region. Comparisons between the economic effects of establishing such bloc(s) in the region and the effects of achieving APEC's Bogor goals on the basis of "open regionalism" suggest that the latter approach continues to offer a worthwhile alternative. The study demonstrates that the benefits of global free trade dominate those available from establishment of any combination of major blocs or from APEC's "open regionalism".
Broad in scope, Out of Place: Artists, Pedagogy, and Purpose presents an overview of the different paths taken by artists and artist collectives as they navigate their way from formative experiences into pedagogy. Focusing on the realms in- and outside the academy (the places and persons involved in post-secondary education) and the multiple forms and functions of pedagogy (practices of learning and instruction), the contributions in this volume engage individual and collective artistic practices as they adapt to meet the factors and historical conditions of the people and communities they serve through solidarity, equity, and creativity. With this critically, historicist approach in mind, the contributions in Out of Place historicize, study, critique, revise, reframe, and question the academy, its operations and exclusions. The extensive range of contributions, emphasizing community-oriented projects both inside and outside the United States, is grouped into three overarching categories: artists who work in academic institutions but whose social and pedagogical engagement extends beyond the walls of the academy; artists who engage in pedagogical initiatives or forms of institutional critique that were established outside of an art school or university setting; and artist-scholars who are doing transformative and inter/transdisciplinary work within their respective institutions. Collectives and projects represented in Out of Place comprise Art Practical, Axis Lab, BFAMFAPhD, Beta-Local, Black Lunch Table Project, The Black School, The Center for Undisciplined Research, Devening Projects, ds4si, Elsewhere, Ghana ThinkTank, Gudskul, The Icebox Project Space, Las Hermanas Iglesias, The Laundromat Project, Occupy Museums, Peebls, PlantBot Genetics, Queer Conversations on Culture and the Arts, Related Tactics, Side by Side, 'sindikit, Sustainable Native Communities Collaborative, and Tiger Strikes Asteriod.
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.