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    The Metahistory of Western Knowledge in the Modern Era: Four Evolving Metaparadigms, 1648 to Present
    School Journey as a Third Place: Theories, Methods and Experiences Around The World
    Philosophical Meta-Reflections on Literary Studies: Why Do Things with Texts, and What to Do with Them?
    Ebook series3 titles

    Anthem Series on Thresholds and Transformations

    By Jibu Mathew George, Mark E. Blum, Inge Brokerhof and

    ()

    About this series

    Journeys to school are important time and space transitions between homes and schools for children worldwide. This book comprises various chapters providing insights into children’s experiences of this essential aspect of their lives and schooling experience. From an interdisciplinary and intercultural perspective, leading international scholars focus on how children from very different contexts travel between their homes and their schools and how this transitional space impacts their daily lives and interactions with their environment. The way to and from school becomes a third place for some children who develop meaningful social and environmental relationships, mix up with children who belong to different groups, learn, relax, and so on. Studies from a wide range of disciplines and using different methods have highlighted benefits and risks related to children’s journey to school, providing insightful data regarding modes of transportation, health and wellbeing issues, school organisation and legislation, safety or urban development, and so on.

    LanguageEnglish
    PublisherAnthem Press
    Release dateNov 29, 2019
    The Metahistory of Western Knowledge in the Modern Era: Four Evolving Metaparadigms, 1648 to Present
    School Journey as a Third Place: Theories, Methods and Experiences Around The World
    Philosophical Meta-Reflections on Literary Studies: Why Do Things with Texts, and What to Do with Them?

    Titles in the series (3)

    • Philosophical Meta-Reflections on Literary Studies: Why Do Things with Texts, and What to Do with Them?
      Philosophical Meta-Reflections on Literary Studies: Why Do Things with Texts, and What to Do with Them?

      Philosophical Meta-Reflections on Literary Studies: Why Do Things with Texts, and What to Do with Them?

      Jibu Mathew George
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      'Philosophical Meta-Reflections on Literary Studies' takes up key meta-questions in the humanities, with focus on contemporary literary studies, philosophically examines the nature of knowledge therein as well as the implications of certain popular critical approaches, and addresses the effervescent question of ‘relevance’. In contrast to usual works on literary theory, or on philosophy of literature for that matter, this book presents an integrated meta-reasoning on the foundational questions of literary studies from an interdisciplinary perspective – in a manner of intertextual informality. It endeavours to articulate a rationale for the humanities in general and literary studies in particular. It philosophically examines the implications of, and assumptions behind, three popular tendencies in contemporary literary criticism – textual deconstruction, ideological criticism and constructivism. It also introduces the reader to possibilities of non-reductive reasoning with regard to the relation between the aesthetic and the political. With his multidisciplinary background, doctoral degree on an encyclopedic author (James Joyce) and past engagements with vital issues in the humanities/literature, Jibu George is in a position to deal with foundational questions therein.

      'Philosophical Meta-Reflections on Literary Studies' takes up key meta-questions in the humanities, with focus on contemporary literary studies, philosophically examines the nature of knowledge therein as well as the implications of certain popular critical approaches, and addresses the effervescent question of ‘relevance’. In contrast to usual works on literary theory, or on philosophy of literature for that matter, this book presents an integrated meta-reasoning on the foundational questions of literary studies from an interdisciplinary perspective – in a manner of intertextual informality. It endeavours to articulate a rationale for the humanities in general and literary studies in particular. It philosophically examines the implications of, and assumptions behind, three popular tendencies in contemporary literary criticism – textual deconstruction, ideological criticism and constructivism. It also introduces the reader to possibilities of non-reductive reasoning with regard to the relation between the aesthetic and the political. With his multidisciplinary background, doctoral degree on an encyclopedic author (James Joyce) and past engagements with vital issues in the humanities/literature, Jibu George is in a position to deal with foundational questions therein.

    • The Metahistory of Western Knowledge in the Modern Era: Four Evolving Metaparadigms, 1648 to Present
      The Metahistory of Western Knowledge in the Modern Era: Four Evolving Metaparadigms, 1648 to Present

      The Metahistory of Western Knowledge in the Modern Era: Four Evolving Metaparadigms, 1648 to Present

      Mark E. Blum
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      The book is a study of the evolving history of knowledge in the arts and sciences in the modern era – from 1648 through the present. Modernism is treated as an epoch with evolving disciplines whose articulated problems of a time and the inquiry methods to address them, develop in a coordinated manner, given a mutual awareness.  When one organizes the development of knowledge over periods of years, and gives it an appellation such as “Modernism,” the organization of facts is guided by concepts and values discerned throughout these periods. These facts of knowledge development share sufficient understandings to be called an “era,” or an “epoch,” or other terms that insist on the shared aspects of those years. One can call such an effort a “metahistory,” in that what is tracked is not merely a knowledge that is political, economic, ideological, sociological, or scientific, but an overview that tracks the respective conceptual developments of the fields in how they have changed and augmented their problem formulations, inquiry methods, and explanatory conceptions over time.

      The book is a study of the evolving history of knowledge in the arts and sciences in the modern era – from 1648 through the present. Modernism is treated as an epoch with evolving disciplines whose articulated problems of a time and the inquiry methods to address them, develop in a coordinated manner, given a mutual awareness.  When one organizes the development of knowledge over periods of years, and gives it an appellation such as “Modernism,” the organization of facts is guided by concepts and values discerned throughout these periods. These facts of knowledge development share sufficient understandings to be called an “era,” or an “epoch,” or other terms that insist on the shared aspects of those years. One can call such an effort a “metahistory,” in that what is tracked is not merely a knowledge that is political, economic, ideological, sociological, or scientific, but an overview that tracks the respective conceptual developments of the fields in how they have changed and augmented their problem formulations, inquiry methods, and explanatory conceptions over time.

    • School Journey as a Third Place: Theories, Methods and Experiences Around The World
      School Journey as a Third Place: Theories, Methods and Experiences Around The World

      School Journey as a Third Place: Theories, Methods and Experiences Around The World

      Zoe Moody
      0 ratings
      0 ratings

      Journeys to school are important time and space transitions between homes and schools for children worldwide. This book comprises various chapters providing insights into children’s experiences of this essential aspect of their lives and schooling experience. From an interdisciplinary and intercultural perspective, leading international scholars focus on how children from very different contexts travel between their homes and their schools and how this transitional space impacts their daily lives and interactions with their environment. The way to and from school becomes a third place for some children who develop meaningful social and environmental relationships, mix up with children who belong to different groups, learn, relax, and so on. Studies from a wide range of disciplines and using different methods have highlighted benefits and risks related to children’s journey to school, providing insightful data regarding modes of transportation, health and wellbeing issues, school organisation and legislation, safety or urban development, and so on.

      Journeys to school are important time and space transitions between homes and schools for children worldwide. This book comprises various chapters providing insights into children’s experiences of this essential aspect of their lives and schooling experience. From an interdisciplinary and intercultural perspective, leading international scholars focus on how children from very different contexts travel between their homes and their schools and how this transitional space impacts their daily lives and interactions with their environment. The way to and from school becomes a third place for some children who develop meaningful social and environmental relationships, mix up with children who belong to different groups, learn, relax, and so on. Studies from a wide range of disciplines and using different methods have highlighted benefits and risks related to children’s journey to school, providing insightful data regarding modes of transportation, health and wellbeing issues, school organisation and legislation, safety or urban development, and so on.

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