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This book argues that poetry is compatible with systematic knowledge including science, and indeed inherent in it; it also discusses particular poems that engage with such knowledge, including those of Lucretius, Vergil, and Vita Sackville-West. The book argues that there are substantial similarities between knowledge-making and poetry-making, for example in their being shaped by language, including metaphor, and in their seeking unity in the world, under the impulse of eros and pleasure. The book also discusses some of the obstacles to a ‘poetry of knowledge’, including scientific objectivism, the Kantian tradition in philosophy, and the separation of the ‘two cultures’ in our academic and intellectual institutions. The book is designed to be accessible to all those interested in the issue of the ‘two cultures’, or in the role of poetry and of science in contemporary culture.
The importance of science and technology and future of education and research are just some of the subjects discussed here.
The Poetry and Music of Science examines aspects of science and art that bear close comparison - for example the art of the novel and the art of scientific experimentation. The book eavesdrops on conversations between scientists on how new theories arise, and listens to artists' and composers' witness of their own creative processes.
Margarita is a girl from two worlds. Her heart lies in Cuba, her mother s tropical island country, a place so lush with vibrant life that it seems like a fairy tale kingdom. But most of the time she lives in Los Angeles, lonely in the noisy city and dreaming of the summers when she can take a plane through the enchanted air to her beloved island. Words and images are her constant companions, friendly and comforting when the children at school are not.
This volume challenges the widespread belief that scientific knowledge as such is international. Employing case studies from Austria, Poland, the Czech lands, and Hungary, the authors show how scientists in the late Habsburg Monarchy simultaneously nationalized and internationalized their knowledge.
In 1969, Bill Pinar was privileged to study with Dwayne Huebner at Teachers College. In a large room with 70 others, he watched an extraordinary figure in the distance--speaking a tongue few of them grasped--whom they all found compelling. They knew they were in the presence of a most remarkable and learned man. Huebner helped create the world which contemporary curriculum scholars now inhabit and labor to recreate as educators and theoreticians. His generative influence has been evident in many discourses, including the political, the phenomenological, the aesthetic, and the theological. This volume situates Huebner's work historically, emphasizing the ways it foreshadowed the reconceptualization of the field in the 1970s.
We live in ‘knowledge societies’ and work in ‘knowledge economies’, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’. By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to essentialism or relativism. Through detailed studies of pressing issues in education, the book sets out the multi-dimensional conceptual toolkit of LCT and shows how it can be used in research. Chapters introduce concepts by exploring topics across the disciplinary and institutional maps of education: -how to enable cumulative learning at school and university -the unfounded popularity of ‘student-centred learning’ and constructivism -the rise and demise of British cultural studies in higher education -the positive role of canons -proclaimed ‘revolutions’ in social science -the ‘two cultures’ debate between science and humanities -how to build cumulative knowledge in research -the unpopularity of school Music -how current debates in economics and physics are creating major schisms in those fields. LCT is a rapidly growing approach to the study of education, knowledge and practice, and this landmark book is the first to systematically set out key aspects of this theory. It offers an explanatory framework for empirical research, applicable to a wide range of practices and social fields, and will be essential reading for all serious students and scholars of education and sociology.
The Poetics of the Common Knowledge focuses on Descartes, Hegel, Freud, and the information theorists, on the one hand, and the poets of the American avant-garde, on the other. This book is a call literally for a new poetry, a new making that manifests the possibility for sense-making in a postmodern condition without universals or absolutes. In such a poetry, fragmentation bespeaks not brokenness but the richness of the world apprehended without the habits of recognition.
In Feeling as a Foreign Language, Alice Fulton considers poetry's uncanny ability to access and recreate emotions so wayward they go unnamed. Fulton contemplates topics ranging from the intricacies of a rare genetic syndrome to fractals from the aesthetics of complexity theory to the need for "cultural incorrectness." Along the way, she falls in love with an outrageous 17th century poet, argues for a Dickinsonian tradition in American letters, and calls for a courageous poetics of inconvenient knowledge.