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Melanie Klein Today, Volume 1 is the first of two volumes of collected essays devoted to developments in psychoanalysis based on the work of Melanie Klein. The papers are arranged into four groups: the analysis of psychotic patients, projective identification, on thinking, and pathalogical organisation.
Empires and their aftermaths were massive planning institutions; in the past two hundred years, the natural and social sciences emerged—at least in part—as modes of knowledge production for imperial planning. Yet these connections are frequently under-emphasized in the history of science and its corollary fields. The Planning Moment explores the myriad ways plans and planning practices pervade recent global history. The book is built around twenty-seven brief case studies that explore the centrality of planning in colonial and postcolonial environments, relationships, and contexts, through a range of disciplines: the history of science, science and technology studies, colonial and postcolonial studies, urban studies, and the history of knowledge. If colonialism made certain landscapes, populations, and institutions legible while obscuring others, The Planning Moment reveals the frequently disruptive and violent processes of erasure in imperial planning by examining how “common sense” was produced and how the intransigence of planning persists long after decolonization. In recognizing the resistance and subversion that often met colonial plans, the book makes visible a range of strategies and techniques by which planning was modified and reappropriated, and by which decolonial futures might be imagined. Contributors: Itty Abraham, Benjamin Allen, Sarah Blacker, Emily Brownell, Lino Camprubí, John DiMoia, Mona Fawaz, Lilly Irani, Chihyung Jeon, Robert Kett, Monika Kirloskar-Steinbach, Karen McAllister, Laura Mitchell, Gregg Mitman, Aaron Moore (†), Nada Moumtaz, Tahani Nadim, Anindita Nag, Raúl Necochea López, Tamar Novick, Benjamin Peters, Juno Salazar Parreñas, Martina Schlünder, Sarah Van Beurden, Helen Verran, Ana Carolina Vimieiro Gomes, Alexandra Widmer, and Alden Young
Written by a renowned Oxford historian, this fascinating volume presents a global history of truth. Sharp and authoritative, Truth manages to touch every period of human experience; it leaps from truth-telling technologies of "primitive" societies to the private mental worlds of great philosophers; from spiritualism to science and from New York to New Guinea. In clear, lucid prose, this little book takes on an enormous subject and makes it understandable to anyone.
This reader explores the nature of interactions between children and their teachers in the classroom. It emphasises the importance of such relationships for children's learning and for educational practice. Part 1 looks at different cultural conceptions of the teacher-learner relationship, and how this relates to schooling, cognitive development and the aquisition of knowledge. Part 2 takes a closer look at the role of language and dialogue in interactions between adults and children in classrooms. Part 3 describes research by developmental psychologists on peer interaction and collaborative learning, and discusses how it has advanced our understanding of how children learn from each other. Part 4 considers the implications of classroom-based collaborative learning initiatives and the potential for creating 'communities of enquiry' which change how we think about knowledge acquisition.
The seminal work of Russian theorist Lev Vygotsky (1896–1934) has exerted a deep influence on psychology over the past 30 years. Vygotsky was an educator turned psychologist, and his writings clearly reflected his pedagogical concerns. For Vygotsky, schools and other informal educational situations represent the best cultural laboratories to study thinking. He emphasized the social organization of instruction, writing about the 'unique form of cooperation between the child and the adult that is the central element of the educational process'. Vygotsky's emphasis on the social context of thinking represents the reorganization of a key social system and associated modes of discourse, with potential consequences for developing new forms of thinking. This volume is devoted to analyzing Vygotsky's ideas as a means of bringing to light the relevance of his concepts to education. What does Vygotsky's approach have to offer education? Distinguished scholars from various countries and representing several disciplines discuss the essence and significance of Vygotsky's work, analyze the educational implications of his thoughts, and present applications in practice, addressing educational issues such as school organization, teacher training, educational achievement, literacy learning and development, uses of technology, community-based education, and special education.
The second edition of this seminal text illustrates the development and implementation of Yrjö Engeström's expansive learning activity theory.
The contributors to this volume investigate the ways in which religious experience is shaped by the new ethnic, national, and global contexts. Contents: Ethnicity and Nationality as Contexts for Religious Experience; 'Love the Stranger; Remember when you were Strangers in Egypt'; The Historical Relativity of Jesus' Experience of God; One Woman's Body: Repression and Expression in the Passio Perpetuae; Method in the Cur Deus Scandal: Shaking the Foundations?; Toward an Understanding of Prejudice: Contributions from Paul Ricoeur's Theory of Narrative; Ethnicity and Religious Experience in the Social Ethics of Gibson Winter; Philippine National Sovereignty and the U.S. Bases: An Ethical Analysis Rooted in Catholic Social Teaching; Parallels in Cultural and Individual Development; No Generic Spirituality: Ethnicity and the Spiritual Journey; Woman as Mediator of the Divine: Sor Juana's Celebration of Mary; Popular Religiosity and Sacramentality: Learning from Hispanics a Deeper Sense of Symbol, Ritual, and Sacrament; Ethnicity, Experience and Theology: An Asian Liberation Perspective; The Death of National Symbols: Roman Catholicism in Quebec; Being Church Today: Reflections on the Journey of the Church in Holland. Co-published with the College Theology Society.
This book offers, for the first time, a detailed comparative study of how speakers of different languages express memory concepts. While there is a robust body of psycholinguistic research that bears on how memory and language are related, there is no comparative study of how speakers themselves conceptualize memory as reflected in their use of language to talk about memory. This book addresses a key question: how do speakers of different languages talk about the experience of having prior experiences coming to mind (‘remembering’) or failing to come to mind (‘forgetting’)? A complex array of answers is provided through detailed grammatical and semantic investigation of different languages, including English, German, Polish, Russian and also a number of non-Indo-European languages, Amharic, Cree, Dalabon, Korean, and Mandarin. In addition, the book calls for a broader interdisciplinary engagement by urging that cognitive semantics be integrated with other sciences of memory.
Jerrold E. Levy's masterly analysis of Navajo creation and origin myths shows what other interpretations often overlook: that the Navajo religion is as complete and nuanced an attempt to answer humanity's big questions as the religions brought to North America by Europeans. Looking first at the historical context of the Navajo narratives, Levy points out that Navajo society has never during its known history been either homogeneous or unchanging, and he goes on to identify in the myths persisting traditions that represent differing points of view within the society. The major transformations of the Navajo people, from a northern hunting and gathering society to a farming, then herding, then wage-earning society in the American Southwest, were accompanied by changes not only in social organization but also in religion. Levy sees evidence of internal historical conflicts in the varying versions of the creation myth and their reflection in the origin myths associated with healing rituals. Levy also compares Navajo answers to the perennial questions about the creation of the cosmos and why people are the way they are with the answers provided by Judaism and Christianity. And, without suggesting that they are equivalent, Levy discusses certain parallels between Navajo religious ideas and contemporary scientific cosmology. The possibility that in the future Navajo religion will be as much altered by changing conditions as it has been in the past makes this fascinating account all the more timely. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1998. Jerrold E. Levy's masterly analysis of Navajo creation and origin myths shows what other interpretations often overlook: that the Navajo religion is as complete and nuanced an attempt to answer humanity's big questions as the religions brought to North Am