These are troubling days for the humanities. In response, a recent proliferation of works defending the humanities has emerged. But, taken together, what are these works really saying, and how persuasive do they prove? The Battle of the Classics demonstrates the crucial downsides of contemporary apologetics for the humanities and presents in its place a historically informed case for a different approach to rescuing the humanistic disciplines in higher education. It reopens the passionate debates about the classics that took place in late nineteenth- and early twentieth-century America as a springboard for crafting a novel foundation for the humanistic tradition. Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities, even as it steers clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education.

These are troubling days for the humanities. In response, a recent proliferation of works defending the humanities has emerged. But, taken together, what are these works really saying, and how persuasive do they prove? The Battle of the Classics demonstrates the crucial downsides of contemporary apologetics for the humanities and presents in its place a historically informed case for a different approach to rescuing the humanistic disciplines in higher education. It reopens the passionate debates about the classics that took place in late nineteenth- and early twentieth-century America as a springboard for crafting a novel foundation for the humanistic tradition.Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities, even as it steers clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education.

These are troubling days for the humanities. In response, a recent proliferation of works defending the humanities has emerged. But, taken together, what are these works really saying, and how persuasive do they prove? The Battle of the Classics demonstrates the crucial downsides of contemporary apologetics for the humanities and presents in its place a historically informed case for a different approach to rescuing the humanistic disciplines in higher education. It reopens the passionate debates about the classics that took place in late nineteenth- and early twentieth-century America as a springboard for crafting a novel foundation for the humanistic tradition.Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities, even as it steers clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education.

These are troubling days for the humanities. In response, a recent proliferation of works defending the humanities has emerged. But, taken together, what are these works really saying, and how persuasive do they prove? The Battle of the Classics demonstrates the crucial downsides of contemporary apologetics for the humanities and presents in its place a historically informed case for a different approach to rescuing the humanistic disciplines in higher education. It reopens the passionate debates about the classics that took place in late nineteenth- and early twentieth-century America as a springboard for crafting a novel foundation for the humanistic tradition.Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities, even as it steers clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education.

With the growth of postcolonial theory in recent decades, scholarly views of Roman imperialism and colonialism have been evolving and shifting. Much recent discussion of the topic has centered on the ways in which ancient Roman historians consciously or unconsciously denigrated non-Romans. Similarly, contemporary scholars have downplayed Roman elite anxiety about their empire's expansion.In this groundbreaking new work, Eric Adler explores the degree to which ancient historians of Rome were capable of valorizing foreigners and presenting criticisms of their own society. By examining speeches put into the mouths of barbarian leaders by a variety of writers, he investigates how critical of the empire these historians could be.Adler examines pairs of speeches purportedly delivered by non-Roman leaders so that the contrast between them might elucidate each writer's sense of imperialism. Analyses of Sallust's and Trogus's treatments of the Eastern ruler Mithradates, Polybius's and Livy's speeches from Carthage's Hannibal, and Tacitus's and Cassius Dio's accounts of the oratory of the Celtic warrior queen Boudica form the core of this study. Adler supplements these with examinations of speeches from other characters, as well as contextual narrative from the historians. Throughout, Adler wrestles with broader issues of Roman imperialism and historiography, including administrative greed and corruption in the provinces, the treatment of gender and sexuality, and ethnic stereotyping.

Beginning with a short intellectual history of the academic culture wars, Eric Adler’s book examines popular polemics including those by Allan Bloom and Dinesh D’Souza, and considers the oddly marginal role of classical studies in these conflicts. In presenting a brief history of classics in American education, the volume sheds light on the position of the humanities in general. Adler dissects three significant controversies from the era: the so-called AJP affair, which supposedly pitted a conservative journal editor against his feminist detractors; the brouhaha surrounding Martin Bernal’s contentious Black Athena project; and the dustup associated with Victor Davis Hanson and John Heath’s fire-breathing jeremiad, Who Killed Homer? He concludes by considering these controversies as a means to end the crisis for classical studies in American education. How can the study of antiquity—and the humanities—thrive in the contemporary academy? This book provides workable solutions to end the crisis for classics and for the humanities as well. This major work also includes findings from a Web survey of American classical scholars, offering the first broadly representative impression of what they think about their discipline and its prospects for the future. Adler also conducted numerous in-depth interviews with participants in the controversies discussed, allowing readers to gain the most reliable information possible about these controversies. Those concerned about the liberal arts and the best way to educate young Americans should read this book. Accessible and jargon-free, this narrative of scholarly scandals and their context makes for both enjoyable and thought-provoking reading.  

Folke Leander (1910-1981) was a prolific and internationally known Swedish philosopher. He is best known in the United States as an explicator of the New Humanism, an informal movement of literary and cultural criticism founded by Paul Elmer More (1864-1937) and Irving Babbitt (1865-1933). Leander’s manuscript for The Philosophy of Paul Elmer More was completed in the early 1970s, but because of the academic environment at the time and the book’s special philosophical focus, Leander was unable to find a publisher. Since then, the work existed only as a typescript, a copy of which he left with Claes G. Ryn, his former student and collaborator, in the hope that one day in more favorable intellectual circumstances it might be published. Leander is rare among the scholars of the New Humanism for his first-rate philosophical training, depth of insight, and clarity of expression. In The Philosophy of Paul Elmer More he grapples carefully and precisely with the most fundamental tenets of the New Humanism. Although very supportive of the movement, Leander provides essential critiques of its contentions—and even improves upon some of them in crucial respects. In a series of concise, limpid chapters, he explains and assesses such fundamental—but often hazily understood—Humanist concepts as the “inner check,” “naturalism,” and “the higher will.” The result is a book essential for anyone who wants to understand the New Humanism.

This book provides a comprehensive practical guide to the plethora of devices that have been developed to support the failing heart. It features easy to follow clinically relevant guidance on mechanical devices used for improving cardiac electrical conduction and cardiac output. Chapters cover indications and implant considerations for the implantable cardioverter defibrillator and cardiac resynchronization therapy devices and hemodynamic monitoring in the intensive care unit.   Case-Based Device Therapy for Heart Failure describes how to properly use a range of available devices to treat heart failure. Thanks to its multidisciplinary authorship, it is a valuable resource for practising and trainee heart failure cardiologists, electrophysiologists and cardiac surgeons.

This book provides a comprehensive practical guide to the plethora of devices that have been developed to support the failing heart. It features easy to follow clinically relevant guidance on mechanical devices used for improving cardiac electrical conduction and cardiac output. Chapters cover indications and implant considerations for the implantable cardioverter defibrillator and cardiac resynchronization therapy devices and hemodynamic monitoring in the intensive care unit.   Case-Based Device Therapy for Heart Failure describes how to properly use a range of available devices to treat heart failure. Thanks to its multidisciplinary authorship, it is a valuable resource for practising and trainee heart failure cardiologists, electrophysiologists and cardiac surgeons.

This book provides a comprehensive practical guide to the plethora of devices that have been developed to support the failing heart. It features easy to follow clinically relevant guidance on mechanical devices used for improving cardiac electrical conduction and cardiac output. Chapters cover indications and implant considerations for the implantable cardioverter defibrillator and cardiac resynchronization therapy devices and hemodynamic monitoring in the intensive care unit.   Case-Based Device Therapy for Heart Failure describes how to properly use a range of available devices to treat heart failure. Thanks to its multidisciplinary authorship, it is a valuable resource for practising and trainee heart failure cardiologists, electrophysiologists and cardiac surgeons.

These are troubling days for the humanities. In response, a recent proliferation of works defending the humanities has emerged. But, taken together, what are these works really saying, and how persuasive do they prove? The Battle of the Classics demonstrates the crucial downsides of contemporary apologetics for the humanities and presents in its place a historically informed case for a different approach to rescuing the humanistic disciplines in higher education. It reopens the passionate debates about the classics that took place in late nineteenth- and early twentieth-century America as a springboard for crafting a novel foundation for the humanistic tradition. Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities, even as it steers clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education.

These are troubling days for the humanities. In response, a recent proliferation of works defending the humanities has emerged. But, taken together, what are these works really saying, and how persuasive do they prove? The Battle of the Classics demonstrates the crucial downsides of contemporary apologetics for the humanities and presents in its place a historically informed case for a different approach to rescuing the humanistic disciplines in higher education. It reopens the passionate debates about the classics that took place in late nineteenth- and early twentieth-century America as a springboard for crafting a novel foundation for the humanistic tradition.Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities, even as it steers clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education.

These are troubling days for the humanities. In response, a recent proliferation of works defending the humanities has emerged. But, taken together, what are these works really saying, and how persuasive do they prove? The Battle of the Classics demonstrates the crucial downsides of contemporary apologetics for the humanities and presents in its place a historically informed case for a different approach to rescuing the humanistic disciplines in higher education. It reopens the passionate debates about the classics that took place in late nineteenth- and early twentieth-century America as a springboard for crafting a novel foundation for the humanistic tradition.Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities, even as it steers clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education.

These are troubling days for the humanities. In response, a recent proliferation of works defending the humanities has emerged. But, taken together, what are these works really saying, and how persuasive do they prove? The Battle of the Classics demonstrates the crucial downsides of contemporary apologetics for the humanities and presents in its place a historically informed case for a different approach to rescuing the humanistic disciplines in higher education. It reopens the passionate debates about the classics that took place in late nineteenth- and early twentieth-century America as a springboard for crafting a novel foundation for the humanistic tradition.Eric Adler demonstrates that current defenses of the humanities rely on the humanistic disciplines as inculcators of certain poorly defined skills such as "critical thinking." It criticizes this conventional approach, contending that humanists cannot hope to save their disciplines without arguing in favor of particular humanities content. As the uninspired defenses of the classical humanities in the late nineteenth century prove, instrumental apologetics are bound to fail. All the same, the book shows that proponents of the Great Books favor a curriculum that is too intellectually narrow for the twenty-first century. The Battle of the Classics thus lays out a substance-based approach to undergraduate education that will revive the humanities, even as it steers clear of overreliance on the Western canon. The book envisions a global humanities based on the examination of masterworks from manifold cultures as the heart of an intellectually and morally sound education.

With the growth of postcolonial theory in recent decades, scholarly views of Roman imperialism and colonialism have been evolving and shifting. Much recent discussion of the topic has centered on the ways in which ancient Roman historians consciously or unconsciously denigrated non-Romans. Similarly, contemporary scholars have downplayed Roman elite anxiety about their empire's expansion.In this groundbreaking new work, Eric Adler explores the degree to which ancient historians of Rome were capable of valorizing foreigners and presenting criticisms of their own society. By examining speeches put into the mouths of barbarian leaders by a variety of writers, he investigates how critical of the empire these historians could be.Adler examines pairs of speeches purportedly delivered by non-Roman leaders so that the contrast between them might elucidate each writer's sense of imperialism. Analyses of Sallust's and Trogus's treatments of the Eastern ruler Mithradates, Polybius's and Livy's speeches from Carthage's Hannibal, and Tacitus's and Cassius Dio's accounts of the oratory of the Celtic warrior queen Boudica form the core of this study. Adler supplements these with examinations of speeches from other characters, as well as contextual narrative from the historians. Throughout, Adler wrestles with broader issues of Roman imperialism and historiography, including administrative greed and corruption in the provinces, the treatment of gender and sexuality, and ethnic stereotyping.

Beginning with a short intellectual history of the academic culture wars, Eric Adler’s book examines popular polemics including those by Allan Bloom and Dinesh D’Souza, and considers the oddly marginal role of classical studies in these conflicts. In presenting a brief history of classics in American education, the volume sheds light on the position of the humanities in general. Adler dissects three significant controversies from the era: the so-called AJP affair, which supposedly pitted a conservative journal editor against his feminist detractors; the brouhaha surrounding Martin Bernal’s contentious Black Athena project; and the dustup associated with Victor Davis Hanson and John Heath’s fire-breathing jeremiad, Who Killed Homer? He concludes by considering these controversies as a means to end the crisis for classical studies in American education. How can the study of antiquity—and the humanities—thrive in the contemporary academy? This book provides workable solutions to end the crisis for classics and for the humanities as well. This major work also includes findings from a Web survey of American classical scholars, offering the first broadly representative impression of what they think about their discipline and its prospects for the future. Adler also conducted numerous in-depth interviews with participants in the controversies discussed, allowing readers to gain the most reliable information possible about these controversies. Those concerned about the liberal arts and the best way to educate young Americans should read this book. Accessible and jargon-free, this narrative of scholarly scandals and their context makes for both enjoyable and thought-provoking reading.  

Folke Leander (1910-1981) was a prolific and internationally known Swedish philosopher. He is best known in the United States as an explicator of the New Humanism, an informal movement of literary and cultural criticism founded by Paul Elmer More (1864-1937) and Irving Babbitt (1865-1933). Leander’s manuscript for The Philosophy of Paul Elmer More was completed in the early 1970s, but because of the academic environment at the time and the book’s special philosophical focus, Leander was unable to find a publisher. Since then, the work existed only as a typescript, a copy of which he left with Claes G. Ryn, his former student and collaborator, in the hope that one day in more favorable intellectual circumstances it might be published. Leander is rare among the scholars of the New Humanism for his first-rate philosophical training, depth of insight, and clarity of expression. In The Philosophy of Paul Elmer More he grapples carefully and precisely with the most fundamental tenets of the New Humanism. Although very supportive of the movement, Leander provides essential critiques of its contentions—and even improves upon some of them in crucial respects. In a series of concise, limpid chapters, he explains and assesses such fundamental—but often hazily understood—Humanist concepts as the “inner check,” “naturalism,” and “the higher will.” The result is a book essential for anyone who wants to understand the New Humanism.

This book provides a comprehensive practical guide to the plethora of devices that have been developed to support the failing heart. It features easy to follow clinically relevant guidance on mechanical devices used for improving cardiac electrical conduction and cardiac output. Chapters cover indications and implant considerations for the implantable cardioverter defibrillator and cardiac resynchronization therapy devices and hemodynamic monitoring in the intensive care unit.   Case-Based Device Therapy for Heart Failure describes how to properly use a range of available devices to treat heart failure. Thanks to its multidisciplinary authorship, it is a valuable resource for practising and trainee heart failure cardiologists, electrophysiologists and cardiac surgeons.

This book provides a comprehensive practical guide to the plethora of devices that have been developed to support the failing heart. It features easy to follow clinically relevant guidance on mechanical devices used for improving cardiac electrical conduction and cardiac output. Chapters cover indications and implant considerations for the implantable cardioverter defibrillator and cardiac resynchronization therapy devices and hemodynamic monitoring in the intensive care unit.   Case-Based Device Therapy for Heart Failure describes how to properly use a range of available devices to treat heart failure. Thanks to its multidisciplinary authorship, it is a valuable resource for practising and trainee heart failure cardiologists, electrophysiologists and cardiac surgeons.

This book provides a comprehensive practical guide to the plethora of devices that have been developed to support the failing heart. It features easy to follow clinically relevant guidance on mechanical devices used for improving cardiac electrical conduction and cardiac output. Chapters cover indications and implant considerations for the implantable cardioverter defibrillator and cardiac resynchronization therapy devices and hemodynamic monitoring in the intensive care unit.   Case-Based Device Therapy for Heart Failure describes how to properly use a range of available devices to treat heart failure. Thanks to its multidisciplinary authorship, it is a valuable resource for practising and trainee heart failure cardiologists, electrophysiologists and cardiac surgeons.