Michael Gardiner – författare
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In a lively introduction Gardiner and Bell discuss Bakhtin's significance as a major intellectual figure and situate his ideas within current trends and developments in social theory.
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This book takes the works of Mikhail Bakhtin as its inspiration in the contemplation of the potential of dialogic scholarship for philosophy of education. While Bakhtin’s work has been widely received in educational studies in recent years, the academic literature does not sufficiently convey the sophistication of his cultural-historical works.
Selected works on the limits and perspectives of Mikhail Bakhtin are presented in the book. In doing so, the contributors seek to interpret the work of the Bakhtin Circle in a complex contemporary world. Layering and drawing from the many ideas explored by the Circle during their collective lifetimes and those that influenced their work, each chapter offers a different dimension of thought concerning issues facing societies remote (or perhaps not so remote) from the world of post-revolutionary Russia.
In the post-2008 era, during which financial crises have morphed into global recession and which characterise growing social inequities, widespread political instabilities and further environmental decline and resource depletion, what is needed more than ever is a twenty-first century Bakhtin, one that is occupied with the distinct challenges our times present to all of us. The individual contributors to Bakhtin in the Fullness of Time aim to contribute to a revisioning and reassessment of Bakhtin, through a diverse series of engagements with both his legacy and future promise. In contemplating Bakhtin in the fullness of time, historical perspectives and contributions must be encountered in a contemporary understanding that will contribute to philosophy of education today.
The chapters in this book were originally published in the journal Educational Philosophy and Theory.
730 kr
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This book takes the works of Mikhail Bakhtin as its inspiration in the contemplation of the potential of dialogic scholarship for philosophy of education. While Bakhtin’s work has been widely received in educational studies in recent years, the academic literature does not sufficiently convey the sophistication of his cultural-historical works.
Selected works on the limits and perspectives of Mikhail Bakhtin are presented in the book. In doing so, the contributors seek to interpret the work of the Bakhtin Circle in a complex contemporary world. Layering and drawing from the many ideas explored by the Circle during their collective lifetimes and those that influenced their work, each chapter offers a different dimension of thought concerning issues facing societies remote (or perhaps not so remote) from the world of post-revolutionary Russia.
In the post-2008 era, during which financial crises have morphed into global recession and which characterise growing social inequities, widespread political instabilities and further environmental decline and resource depletion, what is needed more than ever is a twenty-first century Bakhtin, one that is occupied with the distinct challenges our times present to all of us. The individual contributors to Bakhtin in the Fullness of Time aim to contribute to a revisioning and reassessment of Bakhtin, through a diverse series of engagements with both his legacy and future promise. In contemplating Bakhtin in the fullness of time, historical perspectives and contributions must be encountered in a contemporary understanding that will contribute to philosophy of education today.
The chapters in this book were originally published in the journal Educational Philosophy and Theory.
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Boredom Studies is an increasingly rich and vital area of contemporary research that examines the experience of boredom as an importan – even quintessential – condition of modern life. This anthology of newly commissioned essays focuses on the historical and theoretical potential of this modern condition, connecting boredom studies with parallel discourses such as affect theory and highlighting possible avenues of future research. Spanning sociology, history, art, philosophy and cultural studies, the book considers boredom as a mass response to the atrophy of experience characteristic of a highly mechanised and urbanised social life.
833 kr
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Boredom Studies is an increasingly rich and vital area of contemporary research that examines the experience of boredom as an importan – even quintessential – condition of modern life. This anthology of newly commissioned essays focuses on the historical and theoretical potential of this modern condition, connecting boredom studies with parallel discourses such as affect theory and highlighting possible avenues of future research. Spanning sociology, history, art, philosophy and cultural studies, the book considers boredom as a mass response to the atrophy of experience characteristic of a highly mechanised and urbanised social life.
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This book describes firstly a Japanese modernity which is readable not only as a modernising, but also as a Britishing, and secondly modernist attempts to overhaul this British universalism in some well-known and some less-known Japanese texts. From the mid-nineteenth century, and particularly as hastened by the spectre of China in the First Opium War, Japan’s modernity was bound up with a convergence with British Newtonian cosmology, something underscored by the British presence in Meiji Japan and the British education of key Meiji state-makers. Moreover the thinking behind Britain’s own unification in the long eighteenth century, particularly the Scottish Enlightenment, is echoed strikingly faithfully in the 1860s-70s work of Fukuzawa Yukichi, Nakamura Masanao, and other writers in the ‘Japanese Enlightenment’. However, from around the end of the Meiji era, we can see a concerted and pointed response to this British universalism, its historiography, its basis in the sovereign individual subject, and its spatial mapping of the world. Elements of this response can be read in texts including Natsume Sōseki’s Kokoro, Watsuji Tetsurō’s Fūdo (Climate and Culture), Tanizaki Jun’ichirō’s In’ei Raisan (In Praise of Shadows), Kawabata Yasunari’s Yukiguni (Snow Country), and various work of the mid-period Kyoto School. Rarely understood in terms of its British specificity, this response should have something to say to modernist studies more generally, since it aimed at a pluralism and de-universalisation that was difficult for mainstream British modernism itself. Indeed the strength of this de-universalisation may be precisely why these ‘native’ Japanese modernist tendencies have not much been accepted as modernism within the Anglophone academy, despite this field’s apparent widening of its ground in the twenty-first century.