Paul Stob – författare

Changes to the landscape of higher education in the United States over the past decades have urged scholars grappling with issues of privilege, inequality, and social immobility to think differently about how we learn and deliberate. Thinking Together is a multidisciplinary conversation about how people approached similar questions of learning and difference in the nineteenth century.In the open air, in homes, in public halls, and even in prisons, people pondered recurring issues: justice, equality, careers, entertainment, war and peace, life and death, heaven and hell, the role of education, and the nature of humanity itself. Paying special attention to the dynamics of race and gender in intellectual settings, the contributors to this volume consider how myriad groups and individuals—many of whom lived on the margins of society and had limited access to formal education—developed and deployed knowledge useful for public participation and public advocacy around these concerns. Essays examine examples such as the women and men who engaged lecture culture during the Civil War; Irish immigrants who gathered to assess their relationship to the politics and society of the New World; African American women and men who used music and theater to challenge the white gaze; and settler-colonists in Liberia who created forums for envisioning a new existence in Africa and their relationship to a U.S. homeland. Taken together, this interdisciplinary exploration shows how learning functioned not only as an instrument for public action but also as a way to forge meaningful ties with others and to affirm the value of an intellectual life.By highlighting people, places, and purposes that diversified public discourse, Thinking Together offers scholars across the humanities new insights and perspectives on how difference enhances the human project of thinking together.

Changes to the landscape of higher education in the United States over the past decades have urged scholars grappling with issues of privilege, inequality, and social immobility to think differently about how we learn and deliberate. Thinking Together is a multidisciplinary conversation about how people approached similar questions of learning and difference in the nineteenth century.In the open air, in homes, in public halls, and even in prisons, people pondered recurring issues: justice, equality, careers, entertainment, war and peace, life and death, heaven and hell, the role of education, and the nature of humanity itself. Paying special attention to the dynamics of race and gender in intellectual settings, the contributors to this volume consider how myriad groups and individuals—many of whom lived on the margins of society and had limited access to formal education—developed and deployed knowledge useful for public participation and public advocacy around these concerns. Essays examine examples such as the women and men who engaged lecture culture during the Civil War; Irish immigrants who gathered to assess their relationship to the politics and society of the New World; African American women and men who used music and theater to challenge the white gaze; and settler-colonists in Liberia who created forums for envisioning a new existence in Africa and their relationship to a U.S. homeland. Taken together, this interdisciplinary exploration shows how learning functioned not only as an instrument for public action but also as a way to forge meaningful ties with others and to affirm the value of an intellectual life.By highlighting people, places, and purposes that diversified public discourse, Thinking Together offers scholars across the humanities new insights and perspectives on how difference enhances the human project of thinking together.

The award-winning The Art of Public Speaking offers a time-tested approach that has made it the most widely used college textbook on its subject in the world. Seamlessly coordinated with Connect, McGraw Hill's path-breaking online program, it supplies a proven set of teaching and learning tools that is without parallel among public speaking books.For experienced instructors, The Art of Public Speaking presents a solid, fully customizable foundation and an abundance of teaching aids from which to choose, allowing for complete teaching flexibility in the course.  For novice instructors, its wisdom, steady hand, and unmatched ancillary package instill confidence and build success in the classroom from day one. This product is Evergreen: updated and relevant with new content and tools delivered directly to your existing Connect course. Engage students and freshen up assignments with up-to-date coverage of select topics and new questions, all without having to switch editions or build a new course. These updates will include:• Expanded chapter on presenting online speeches • NEW full student speeches • Fresh real-world examples • Enhanced discussion of presentation technology • Updated MLA and APA citation models

At the turn of the twentieth century, no other public intellectual was as celebrated in America as the influential philosopher and psychologist William James. Sought after around the country, James developed his ideas in lecture halls and via essays and books intended for general audiences. Reaching out to and connecting with these audiences was crucial to James—so crucial that in 1903 he identified “popular statement,” or speaking and writing in a way that animated the thought of popular audiences, as the “highest form of art.” Paul Stob’s thought-provoking history traces James’s art of popular statement through pivotal lectures, essays, and books, including his 1878 lectures in Baltimore and Boston, “Talks to Teachers on Psychology,” “The Varieties of Religious Experience,” and “Pragmatism.” The book explores James’s unique approach to public address, which involved crafting lectures in science, religion, and philosophy around ordinary people and their experiences. With democratic bravado, James confronted those who had accumulated power through various systems of academic and professional authority, and argued that intellectual power should be returned to the people. Stob argues that James gave those he addressed a central role in the pursuit of knowledge and fostered in them a new intellectual curiosity unlike few scholars before or since.

In response to denunciations of populism as undemocratic and anti-intellectual, Intellectual Populism argues that populism has contributed to a distinct and democratic intellectual tradition in which ordinary people assume leading roles in the pursuit of knowledge. Focusing on the Gilded Age and Progressive Era, the decades that saw the birth of populism in the United States, this book uses case studies of certain intellectual figures to trace the key rhetorical appeals that proved capable of resisting the status quo and building alternative communities of inquiry. As this book shows, Robert Ingersoll (1833–1899), Mary Baker Eddy (1821–1910), Thomas Davidson (1840–1900), Booker T. Washington (1856–1915), and Zitkála-Šá (1876–1938) deployed populist rhetoric to rally ordinary people as thinkers in new intellectual efforts. Through these case studies, Intellectual Populism demonstrates how orators and advocates can channel the frustrations and energies of the American people toward productive, democratic, intellectual ends.