J. Marsden – författare

This text explores the imaginative possibilities for philosophy created by Nietzsche's sustained reflection on the phenomenon of "ecstasy". From "The Birth of Tragedy" to his experimental "physiology of art", Nietzsche examines the aesthetic, erotic and sacred dimensions of rapture, hinting at how an ecstatic philosophy is realized in his elusive doctrine of Eternal Return. Jill Marsden pursues the implications of this legacy for contemporary continental thought via analyses of such voyages in ecstasy as Kant, Schopenhauer, Schreber and Bataille.

From "The Birth of Tragedy" to his experimental "physiology of art", Nietzsche examines the aesthetic, erotic and sacred dimensions of rapture, hinting at how an ecstatic philosophy is realized in his elusive doctrine of Eternal Return. Jill Marsden pursues the implications of this legacy.

It concludes by outlining a logical next step in efforts to democratize technology: social activism. A guide to training the new ICT professional at a time of significant inequality in access to ICTs would be seriously inadequate if it ignored social responsibility. The book is intended for faculty of undergraduate and graduate-level courses in information technology, business and management.

From "The Birth of Tragedy" to his experimental "physiology of art", Nietzsche examines the aesthetic, erotic and sacred dimensions of rapture, hinting at how an ecstatic philosophy is realized in his elusive doctrine of Eternal Return. Jill Marsden pursues the implications of this legacy.

Many of the titles on active/experiential learning concepts are focused on the K-12 setting. They are often how-to books, rather than theory-based. Learning-in-Community extends Kolb''s experiential learning theory to community-based projects. It takes a conceptually-grounded approach to active learning through technology-based projects. The book traces the conceptual and operational development of learning-in-community over the decade that we have used it in our teaching. It concludes by outlining a logical next step in efforts to democratize technology: social activism. Training the new ICT professional at a time of significant inequality in access to ICTs would be seriously inadequate if it ignored social responsibility. This book is intended for faculty of undergraduate and graduate-level courses in information technology, business and management.

Many of the titles on active/experiential learning concepts are focused on the K-12 setting. They are often how-to books, rather than theory-based. Learning-in-Community extends Kolb's experiential learning theory to community-based projects. It takes a conceptually-grounded approach to active learning through technology-based projects. The book traces the conceptual and operational development of learning-in-community over the decade that we have used it in our teaching. It concludes by outlining a logical next step in efforts to democratize technology: social activism. Training the new ICT professional at a time of significant inequality in access to ICTs would be seriously inadequate if it ignored social responsibility. This book is intended for faculty of undergraduate and graduate-level courses in information technology, business and management.