Download Free Thinking In Dialogue With Humanities Book in PDF and EPUB Free Download. You can read online Thinking In Dialogue With Humanities and write the review.

Humanists, scientists, and artists collaborate to address the disjunctive temporalities of ecological crisis In 2016, Antarctica’s Totten Glacier, formed some 34 million years ago, detached from its bedrock, melted from the bottom by warming ocean waters. For the editors of Timescales, this event captures the disjunctive temporalities of our era’s—the Anthropocene’s—ecological crises: the rapid and accelerating degradation of our planet’s life-supporting environment established slowly over millennia. They contend that, to represent and respond to these crises (i.e., climate change, rising sea levels, ocean acidification, species extinction, and biodiversity loss) requires reframing time itself, making more visible the relationship between past, present, and future, and between a human life span and the planet’s. Timescales’ collection of lively and thought-provoking essays puts oceanographers, geophysicists, geologists, and anthropologists into conversation with literary scholars, art historians, and archaeologists. Together forging new intellectual spaces, they explore the relationship between geological deep time and historical particularity, between ecological crises and cultural expression, between environmental policy and social constructions, between restoration ecology and future imaginaries, and between constructive pessimism and radical (and actionable) hope. Interspersed among these essays are three complementary “etudes,” in which artists describe experimental works that explore the various timescales of ecological crisis. Contributors: Jason Bell, Harvard Law School; Iemanjá Brown, College of Wooster; Beatriz Cortez, California State U, Northridge; Wai Chee Dimock, Yale U; Jane E. Dmochowski, U of Pennsylvania; David A. D. Evans, Yale U; Kate Farquhar; Marcia Ferguson, U of Pennsylvania; Ömür Harmanşah, U of Illinois at Chicago; Troy Herion; Mimi Lien; Mary Mattingly; Paul Mitchell, U of Pennsylvania; Frank Pavia, California Institute of Technology; Dan Rothenberg; Jennifer E. Telesca, Pratt Institute; Charles M. Tung, Seattle U.
Exploring the relations between the concepts of peace and violence with aesthetics, nature, the body, and environmental issues, The Poesis of Peace applies a multidisciplinary approach to case studies in both Western and non-Western contexts including Islam, Chinese philosophy, Buddhist and Hindu traditions. Established and renowned theologians and philosophers, such as Kevin Hart, Eduardo Mendieta, and Clemens Sedmak, as well as upcoming and talented young academics look at peace and non-violence through the lens of recent scholarly advances on the subject achieved in the fields of theology, philosophy, political theory, and environmentalism.
'Intellectual Entertainments' consists of eight philosophical dialogues, each with five participants, some living, some imaginary and some dead. The dialogues take place either in Elysium or in an imaginary Oxford Common Room. Each historical figure speaks in his own idiom with a distinctive turn of phrase. The imaginary figures speak in the accent and idiom of their respective countries (English, Scottish, American, Australian). The themes are the nature of the mind and the relation between mind and body; the nature of consciousness and its demystification; the nature of thought and its relation to speech; and the objectivity or subjectivity of perceptual qualities such as colour, sound, smell, taste and warmth. Each participant presents a different point of view and defends his position against the arguments of the others. No philosophical knowledge is presupposed.
Adapts rhetorical exercises such as paraphrase and precis to give students a range of strategies for making sense of texts, and encourages the development of practical, critical skills in a wide range of humanities students.
An introduction to text analysis using computer-assisted interpretive practices, accompanied by example essays that illustrate the use of these computational tools. The image of the scholar as a solitary thinker dates back at least to Descartes' Discourse on Method. But scholarly practices in the humanities are changing as older forms of communal inquiry are combined with modern research methods enabled by the Internet, accessible computing, data availability, and new media. Hermeneutica introduces text analysis using computer-assisted interpretive practices. It offers theoretical chapters about text analysis, presents a set of analytical tools (called Voyant) that instantiate the theory, and provides example essays that illustrate the use of these tools. Voyant allows users to integrate interpretation into texts by creating hermeneutica—small embeddable “toys” that can be woven into essays published online or into such online writing environments as blogs or wikis. The book's companion website, Hermeneuti.ca, offers the example essays with both text and embedded interactive panels. The panels show results and allow readers to experiment with the toys themselves. The use of these analytical tools results in a hybrid essay: an interpretive work embedded with hermeneutical toys that can be explored for technique. The hermeneutica draw on and develop such common interactive analytics as word clouds and complex data journalism interactives. Embedded in scholarly texts, they create a more engaging argument. Moving between tool and text becomes another thread in a dynamic dialogue.
Thinking beyond the absolutes Christians and other religious persons increasingly find "deabsolutized" in our modern thought world, Swidler reflects on the ways we humans think about the world and its meaning now that increasingly we notice that there are other ways of understanding the world than the way we grew up in. In this new situation we need to develop a common language we can use together both to appreciate our neighbors and enrich ourselves, what the author calls Ecumenical Esperanto, because it should serve as a common language without replacing any of the living languages of our religious and ideological traditions. Of course, such thinking anew about the world and its meaning must necessarily mean thinking anew about all of our religious beliefs--but this time, in dialogue.
In today's society characterized by pluralism and transition, theology is increasingly being done in conversation with other disciplines - a process that is challenging narrow conceptions of God's work in the world.
"Think of this as 'The Thinking Man's Bloom' or 'The Thinking Woman's Closing of the American Mind.' It takes up debates about education and reasons about them, where Bloom often only blasted away. . . . This is one of the more helpful recent statements of the case for the classics, accompanied by rather venturesome curricular suggestions." —Christian Century "His exciting readable book calls for a return to a study of the classics—and of the Renaissance poets and scholars, like Petrarch, who rediscovered the classics." —Michael Dirda, Washington Post Book World " . . . a splendid statement bringing together in a careful and coherent way the prospects for a solid humanities curriculum." —Ernest L. Boyer Ten years ago when this book was first published it was called Education's Great Amnesia: Reconsidering the Humanities from Petrarch to Freud. It is being reissued now in a second edition with a different title for a new generation of readers who cannot have forgotten what they never knew. What are the humanities? Can we agree on a core curriculum of humanistic studies? Robert Proctor answers these questions in a provocative, readable book.
Does technology change who we are, and if so, in what ways? Can humanity transcend physical bodies and spaces? Will AI and genetic engineering help us reach new heights or will they unleash dystopias? How do we face mortality, our own and that of our warming planet? Questions like these—which are only growing more urgent—can be answered only by drawing on different kinds of knowledge and ways of knowing. They challenge us to bridge the divide between the sciences and the humanities and bring together perspectives that are too often kept apart. Great Minds Don’t Think Alike presents conversations among leading scientists, philosophers, historians, and public intellectuals that exemplify openness to diverse viewpoints and the productive exchange of ideas. Pulitzer and Templeton Prize winners, MacArthur “genius” grant awardees, and other acclaimed writers and thinkers debate the big questions: who we are, the nature of reality, science and religion, consciousness and materialism, and the mysteries of time. In so doing, they also inquire into how uniting experts from different areas of study to consider these topics might help us address the existential risks we face today. Convened and moderated by the physicist and author Marcelo Gleiser, these public dialogues model constructive engagement between the sciences and the humanities—and show why intellectual cooperation is necessary to shape our collective future. Contributors include David Chalmers and Antonio Damasio; Sean Carroll and B. Alan Wallace; Patricia Churchland and Jill Tarter; Rebecca Goldstein and Alan Lightman; Jimena Canales and Paul Davies; Ed Boyden and Mark O’Connell; Elizabeth Kolbert and Siddhartha Mukherjee; Jeremy DeSilva, David Grinspoon, and Tasneem Zehra Husain.