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Why pause and study this particular painting among so many others ranged on a gallery wall? Wonder, which Descartes called the first of the passions, is at play; it couples surprise with a wish to know more, the pleasurable promise that what is novel or rare may become familiar. This is a book about the aesthetics of wonder, about wonder as it figures in our relation to the visual world and to rare or new experiences. In three instructive instances--a pair of paintings by Cy Twombly, the famous problem of doubling the area of a square, and the history of attempts to explain rainbows--Philip Fisher examines the experience of wonder as it draws together pleasure, thinking, and the aesthetic features of thought. Through these examples he places wonder in relation to the ordinary and the everyday as well as to its opposite, fear. The remarkable story of how rainbows came to be explained, fraught with errors, half-knowledge, and incomplete understanding, suggests that certain knowledge cannot be what we expect when wonder engages us. Instead, Fisher argues, a detailed familiarity, similar to knowing our way around a building or a painting, is the ultimate meeting point for aesthetic and scientific encounters with novelty, rare experiences, and the genuinely new.
Cinema and Secularism is the first collection to make the relationship between cinema and secularism thematic, utilizing a number of different methodological approaches to examine their identification and differentiation across film theory, film aesthetics, film history, and throughout global cinema. The emergence of moving images and the history of cinema historically coincide with the emergence of secularism as a concept and discourse. More than historically coinciding, however, cinema and secularism would seem to have-and many contemporary theorists and critics seem to assume-a more intrinsic, almost ontological connection to each other. While early film theorists and critics explicitly addressed questions about secularism, religion, and cinema, once the study of film was professionalized and secularized in the Western academy in both film studies and religious studies, explicit and critical attention to the relationship between cinema and secularism rapidly declined. Indeed, if one canvases film scholarship today, one will find barely any works dedicated to thinking critically about the relationship between cinema and secularism. Extending the recent “secular turn” in the humanities and social sciences, Cinema and Secularism provokes critical reflection on its titular concepts. Making contributions to theory, philosophy, criticism, and history, the chapters in this pioneering volume collectively interrogate the assumption that cinema is secular, how secularism is conceived and related to cinema differently in different film cultures, and whether the world is disenchanted or enchanted in cinema. Coming from intellectually diverse backgrounds in film studies, religious studies, and philosophy, the interdisciplinary contributors to this book cover films and traditions of thought from America, Europe, Africa, the Middle East, South Asia, and East Asia. In these ways, Cinema and Secularism opens new areas of inquiry in the study of film and contributes to the ongoing interrogation of secularism more broadly.
For many children much of the time their experience in classrooms can be rather dull, and yet the world the school is supposed to initiate children into is full of wonder. This book offers a rich understanding of the nature and roles of wonder in general and provides multiple suggestions for to how to revive wonder in adults (teachers and curriculum makers) and how to keep it alive in children. Its aim is to show that adequate education needs to take seriously the task of evoking wonder about the content of the curriculum and to show how this can routinely be done in everyday classrooms. The authors do not wax flowery; they present strong arguments based on either research or precisely described experience, and demonstrate how this argument can be seen to work itself out in daily practice. The emphasis is not on ways of evoking wonder that might require virtuoso teaching, but rather on how wonder can be evoked about the everyday features of the math or science or social studies curriculum in regular classrooms.
"Learning from Las Vegas, originally published by the MIT Press in 1972, was one of the most influential and controversial architectural books of its era. Thirty-five years later, it remains a perennial bestseller and a definitive theoretical text. Its authorsاarchitects Robert Venturi, Denise Scott Brown, and Steven Izenourاfamously used the Las Vegas Strip to argue the virtues of the "ordinary and ugly" above the "heroic and original" qualities of architectural modernism. Learning from Las Vegas not only moved architecture to the center of cultural debates, it changed our ideas about what architecture was and could be. In this provocative rereading of an iconic text, Aron Vinegar argues that Learning from Las Vegas is not only of historical interest but of absolute relevance to current critical debates in architectural and visual culture. Vinegar argues that to read Learning from Las Vegas only as an exemplary postmodernist textاto understand it, for example, as a call for pastiche or as ironic provocationاis to underestimate its deeper critical and ethical meaning, and to miss the underlying dialectic between skepticism and the ordinary, expression and the deadpan, that runs through the text. Vinegar's close attention to the graphic design of Learning from Las Vegas, and his fresh interpretations of now canonical images from the book such as the Duck, the Decorated Shed, and the "recommendation for a monument," make his book unique. Perhaps most revealing is his close analysis of the differences between the first 1972 edition, designed for the MIT Press by Muriel Cooper, and the "revised" edition of 1977, which was radically stripped down and largely redesigned by Denise Scott Brown. The dialogue between the two editions continues with this book, where for the first time the two versions of Learning from Las Vegas are read comparatively."--Publisher's website.
Iconoclastic in spirit, Magical Realism and the History of the Emotions in LatinAmerica is the first study of affect and emotion in magical realist literature. Against the grain of a vast body of scholarship, it argues that magical realism is neither exotic commodity nor postcolonial resistance, but an art form fueled by a search for spaces of wonder in a disenchanted world. Linking the rise and fall of magical realism and kindred narrative forms to the shifting value of wonder as an emotional experience, this thought-provoking study proposes a radical new approach to canonical novels such as One Hundred Years of Solitude. Received as “one of the most convincing manifestations of the ‘turn to affect’ in contemporary Latin American critical thought,” Magical Realism and the History of the Emotions draws on affect theory, the history of emotions, and new materialism to reframe key questions in Latin American literature and culture.
This book traces the aesthetic of wonder from the romantic period through contemporary philosophy and literature, arguing for its relevance to ecological consciousness. Most ecocritical scholarship tends to overshadow discussions of wonder with the sublime, failing to treat these two aesthetic categories as distinct. As a result, contemporary scholarship has conflated wonder and the sublime and ultimately lost the nuances that these two concepts conjure for readers and thinkers. Economides illuminates important differences between these aesthetics, particularly their negotiation of issues relevant to gender-based and environmental politics. In turn, readers can utilize the concept of wonder as an open-ended, non-violent framework in contrast to the ethos of domination that often surrounds the sublime.
Many people, whether educators or not, will agree that an education that does not inspire wonder is barren. Wonder is commonly perceived as akin to curiosity, as stimulating inquiry, and as something that enhances pleasure in learning, but there are many experiences of wonder that do not have an obvious place in education. In Wonder and Education, Anders Schinkel theorises a kind of wonder with less obvious yet fundamental educational importance which he calls 'contemplative wonder'. Contemplative wonder disrupts frameworks of understanding that are taken for granted and perceived as natural and draws our attention to the world behind our constructions, sparking our interest in the world as something worth attending to for its own sake rather than for our purposes. It opens up space for the consideration of (radical) alternatives wherever it occurs, and in many cases is linked with deep experiences of value; therefore, it is not just important for education in general, but also, more specifically, for moral and political education.
This work develops the ethical attitude of courageous vulnerability through the integration of Marcel Proust's novel In Search of Lost Time and the philosophies of Henri Bergson, William James, and Gabriel Marcel. Central to the discussion is the phenomenon of involuntary memory, taken from common experience but “discovered” and made visible by Proust. Through the connection between a variety of themes from both Continental and American schools of thought such as Bergson's phenomenological account of the artist, James' "will to believe," and Marcel's "creative fidelity," the courageously vulnerable individual is shown to take seriously the ethical implications of the knowledge gained from involuntary memories and similar "privileged moments," and do justice to the "something more" which, though part of our experience of ourselves and others, escapes rigid philosophical analysis.
Wonder has often occupied a place of unique importance across a variety of human practices and intellectual activities. At different times and historical periods, it has been hailed as the beginning of philosophy and as the end that philosophy should aspire to pursue; as the motive force of scientific quests and their fruit; as the aim of art and the means art uses to accomplish its aims; and as the religious experience par excellence and the hallmark of a deeper spiritual life. Yet despite thespecial relationship it has borne to many of our most highly valued intellectual and spiritual practices, wonder remains a neglected and understudied notion. This volume aims to redress this neglect, bringing together a collection of essays drawn from different disciplines to consider the sense of wonder from a number of complementary perspectives. What is wonder? What role has it historically played in philosophy, science, art and aesthetics, and the religious or spiritual life? Can wonder be dangerous? Is wonder an experience in which we should, or indeed could, aspire to dwell? Why, among human experiences, should it be prized?
A provocative new way of accounting for the spirit of literary tradition, Still the New World makes a persuasive argument against the reduction of literature to identity questions of race, gender, and ethnicity.