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Imagined Truths provides a twenty-first-century analysis of stylistic and philosophical manifestations of nineteenth- and twentieth-century Spanish literary realism. Bringing together the work of the foremost specialists in the field of contemporary Spanish letters, this collection offers new approaches to literary and cultural criticism and reveals how Spanish realism, far from imitative of other European movements, engaged in complex and modern concepts of representation and mimesis. Imagined Truths acknowledges the critical importance of women writers and contemporary approaches to questions of gender. The essays address the impact of economics on our perceptions of reality and our constructions of everyday life, and they argue for the importance of emotions in the social construction of individual identity. Most importantly, the essays acknowledge the post-imperial turn in literary studies. Addressing a broad range of authors, works, and topics, including the continued relevance of Cervantes’s Don Quijote and the way Spanish realism moved beyond narrative to inhabit the spaces of both theatre and film, Imagined Truths comprises a series of meditations on new ways of understanding the unique place of realism in Spanish cultural history. Offering insights for specialists in a wide range of disciplines – literature, cultural studies, gender studies, history, philosophy – this collection is equally important for readers just becoming acquainted with realist narrative as a central component of Spanish literary history.
Education is often envisioned as a linear, one-way, cause-and-effect process, with teaching as the cause, learning as the effect. But the relationships are less tidy, less passive, and more cyclical than that. There is a continuous cycle of inquiry, discovery, and integration, leading to further inquiry. Technology facilitates the exchange of information, not just teacher to student, but student to teacher, and student to student. The result is that the nature of the development of learning, knowledge, and even wisdom becomes more transparent. This presents challenges of method and identity for the teacher, but more importantly, it enforces a sense among students of their critical investment in their own education. Teachers and learners need to contemplate why and how they construct knowledge. An essential part of this reflection is questioning the premises that govern our views of the world, as well as the premises of what is presented as knowledge. This demands a new epistemology, and requires that teachers change their conceptual structures and recognize that all theories of knowledge are not founded solely on formal logic using uninterpreted experience as data. Moreover, it demands that new models be considered as ways of making sense and of understanding. As teachers, we realize that learning how to cope with changes of this magnitude requires leadership where relationships are crucial. The rapidly emerging significance of social networks is reshaping our world, a world that isn’t flat but where spiky concentrations of people work together to make things happen creatively. It is more the case that the education we need to provide is to solve problems we can’t conceive. Our cultural narratives, when freed of the bounds of instrumental learning, become powerful tools for an emerging world where questions and answers are not simple, cause and effect equations. Yes, the teacher is a facilitator, but one with the mastery of sufficient material to be able to paint numerous contexts for the learner. We need to be open, attentive, and anticipatory to that which may surprise us, to that which we will not expect. The shape of past knowledge can be discovered by reflecting on the ways in which we make decisions and by asking why questions. These questions frame intentions and focus on the specific process of knowing why and how ideas have changed from the past to the present. By placing the self in the middle, this process becomes a trialectic of relational thought which in turns becomes the dialectic of learning.
Richard Lemm grew up in 1950s Seattle, raised by alcoholic grandparents, with an absent mother and a fabled father who died shortly after he was born. To avoid the draft, he left the land of opportunity and moved to Canada in 1967. Now, more than fifty years later, he uses his poet's sensibility to examine his cultural heritage. Familiar myths--the wild west, the ""greatest country on earth,"" the ""true north strong and free,"" the red-blooded male and others--strongly influenced Lemm's generation on both sides of the border. Lemm explores the ways in which we use imagined truths to justify o.
Blind as a child, Eric Hoffer--one of America's most important thinkers--regained his sight at the age of fifteen and became a voracious reader. At eighteen, fate would take his remaining family, sending him on the road with three hundred dollars and into the life of a Depression Era migrant worker, but his appetite for knowledge--history, science, mankind--remained and became the basis for his insights on human nature. Filled with timeless aphorisms and entertaining stories, Truth Imagined tracks Hoffer's years on the road, which served as the breeding ground for his most fertile thoughts. (Restored to print by noted author Christopher Klim.)
Only Imagine offers a theory of fictional content or, as it is sometimes known, 'fictional truth'. The theory of fictional content Kathleen Stock argues for is known as 'extreme intentionalism'; the idea that the fictional content of a particular work is equivalent to exactly what the author of the work intended the reader to imagine. Historically, this sort of view has been highly unpopular. Literary theorists and philosophers alike have poured scorn upon it. The first half of this book attempts to argue that it should in fact be taken very seriously as an adequate account of fictional truth: better, in fact, than many of its more popular rivals. The second half explores various explanatory benefits of extreme intentionalism for other issues in the philosophy of fiction and imagination. Namely, can fiction give us reliable knowledge? Why do we 'resist' imagining certain fictions? What, in fact, is a fiction? And, how should the imagination be characterised?
The stories we tell in our attempt to make sense of the world—our myths and religion, literature and philosophy, science and art—are the comforting vehicles we use to transmit ideas of order. But beneath the quest for order lies the uneasy dread of fundamental disorder. True chaos is hard to imagine and even harder to represent. In this book, Martin Meisel considers the long effort to conjure, depict, and rationalize extreme disorder, with all the passion, excitement, and compromises the act provokes. Meisel builds a rough history from major social, psychological, and cosmological turning points in the imagining of chaos. He uses examples from literature, philosophy, painting, graphic art, science, linguistics, music, and film, particularly exploring the remarkable shift in the eighteenth and nineteenth centuries from conceiving of chaos as disruptive to celebrating its liberating and energizing potential. Discussions of Sophocles, Plato, Lucretius, Calderon, Milton, Haydn, Blake, Faraday, Chekhov, Faulkner, Wells, and Beckett, among others, are matched with incisive readings of art by Brueghel, Rubens, Goya, Turner, Dix, Dada, and the futurists. Meisel addresses the revolution in mapping energy and entropy and the manifold effect of thermodynamics. He then uses this chaotic frame to elaborate on purpose, mortality, meaning, and mind.
In this provocative and original study, David Price investigates history as a form of poiesis -- the act of making in language -- and suggests that certain novels can provide the best means of engaging in historical interpretation. Contending that the fundamental act of narration itself, including the narration of history, expresses a system of values, Price explores the work of seven contemporary novelists who share a commitment to reexamining history as idea and a refusal to accept history as given. Within a theoretical framework based on Friedrich Nietzsche and Giambattista Vico, Price investigates how these writers -- Carlos Fuentes, Susan Daitch, Salman Rushdie, Michel Tournier, Ishmael Reed, Graham Swift, and Mario Vargas Llosa -- create a discursive space between history and literature, a space within which history can be questioned and the making of history explored. Through their novels, these writers replace the univocal expression of history as a description of "what really happened" with a polyvocality of competing discourses, languages, and points of view. Price's investigation of three modalities of the poietic novel -- the history of forgotten possibilities, the construction of countermemory and cultural critique, and history as myth -- has far-reaching implications for how we read and question the narratives we understand as history. By treating the past as a dynamic flow of values, rather than a fixed collection of facts, History Made, History Imagined fosters a deeper understanding not only of literature and philosophy but also of history and our relationship to it.
Grounded in medical, juridical, and philosophical texts of sixteenth- and seventeenth-century France, this innovative study tells the story of how the idea of woman contributed to the emergence of modern science. Rebecca Wilkin focuses on the contradictory representations of women from roughly the middle of the sixteenth century to the middle of the seventeenth, and depicts this period as one filled with epistemological anxiety and experimentation. She shows how skeptics, including Montaigne, Marie de Gournay, and Agrippa von Nettesheim, subverted gender hierarchies and/or blurred gender difference as a means of questioning the human capacity to find truth; while "positivists" who strove to establish new standards of truth, for example Johann Weyer, Jean Bodin, and Guillaume du Vair, excluded women from the search for truth. The book constitutes a reevaluation of the legacy of Cartesianism for women, as Wilkin argues that Descartes' opening of the search for truth "even to women" was part of his appropriation of skeptical arguments. This book challenges scholars to revise deeply held notions regarding the place of women in the early modern search for truth, their role in the development of rational thought, and the way in which intellectuals of the period dealt with the emergence of an influential female public.