Fresh new perspectives on the study of religion, ranging from a church-architecture mecca of Southeast Indiana to what an atheist parent believes
American Examples: New Conversations about Religion, Volume One is the first in a series of annual anthologies published in partnership with the Department of Religious Studies at The University of Alabama. The American Examples initiative gathers scholars from around the world for a series of workshops designed to generate big questions about the study of religion in America. Bypassing traditional white Protestant narratives in favor of new perspectives on belief, social formation, and identity, American Examples fellows offer dynamic perspectives on American faith that challenge our understandings of both America and religion as categories.
In the first volume of this exciting academic project, five topically and methodologically diverse scholars vividly reimagine the potential applications of religious history. The five chapters of this inaugural volume use case studies from America, broadly conceived, to ask larger theoretical questions that are of interest to scholars beyond the subfield of American religious history.
Prea Persaud’s chapter explores the place of Hinduism among the “creole religions” of the Caribbean, while Hannah Scheidt captures what atheist parents say to each other about value systems. Travis Warren Cooper explains how the modernist church architecture of Columbus, Indiana, became central to that city’s identity. Samah Choudhury dissects how Muslim American comedians navigate Western ideas of knowledge and self to make their jokes, and their own selves legible, and Emily D. Crews uses ethnographic fieldwork to read the female reproductive body among Nigerian Pentecostal congregations. Editor Michael J. Altman also provides a brief, rich introduction assessing the state of the discipline of religious history and how the American Examples project can lead the field forward.
Visit americanexamples.ua.edu for more information on the group and news about upcoming projects.
The University of Alabama, established in 1831, has survived poverty, riots, political interference, wartime destruction, attacks by clergy and laymen, and internal feuds to develop from a boarding school for planters’ sons to a modern and thriving state university. Using official records and state newspapers as well as letters and diaries of presidents, students, teachers, and alumni, this comprehensive volume that covers 1818 to 1902 reveals the hardships and achievements of the men and women who made the university during its early years.
The History of the University of Alabama, first published in 1953, details the educational progress in spite of meager funds, primitive buildings and equipment, unruly students, and interruption by the Civil War. Interwoven with the accounts of campus life, extracurricular activities, early intercollegiate athletics, and building programs is the history of a long-sustained effort by many devoted presidents, faculty, and citizens to raise educational standards and to improve the instruction provided for the youth of the state.
This hilarious send-up of outlandish Southern characters includes a beautician, a luncheonette waitress, a radio evangelist, the widow of a gas and oil distributror and the residents of a fictional mobile home park in Arkansas as they find uproarious ways to enjoy life, needle each other, and remember the dear-departed.
The culmination of de Certeau's lifelong engagement with the human sciences, this volume is both an analysis of Christian mysticism during the sixteenth and seventeenth centuries and an application of this influential scholar's transdisciplinary historiography.
In the fall of 2015, a collection of faculty at liberal arts colleges began a conversation about the challenges we faced as instructors: Why were there so few course materials accessible to undergraduates and lay readers that reflected current scholarly debate? How can we convey the relevance of studying music history to current and future generations of students? And how might we represent and reflect the myriad, often conflicting perspectives, positions, and identities that make up both music’s history and the writers of history?
Here we offer one response to those questions. Open Access Musicology is a collection of essays, written in an accessible style and with a focus on modes of inquiry rather than content coverage. Our authors draw from their experience as scholars but also as teachers. They have been asked to describe why they became musicologists in the first place and how their individual paths led to the topics they explore and the questions they pose. Like most scholarly literature, the essays have all been reviewed by experts in the field. Unlike all scholarly literature, the essays have also been reviewed by students at a variety of institutions for clarity and relevance.
These essays are intended for undergraduates, graduate students, and interested readers without any particular expertise. They can be incorporated into courses on a range of topics as standalone readings or used to supplement textbooks. The topics introduce and explore a variety of subjects, practices, and methods but, above all, seek to stimulate classroom discussion on music history’s relevance to performers, listeners, and citizens.
"Philosophy as . . . a rigorous science . . . the dream is over," Edward Husserl once declared. Heidegger (Husserl's successor), Derrida, and Rorty have propounded versions of "the end of philosophy." Cumming argues that what would count as philosophy's coming to an end can only be determined with some attention to disruptions which have previously punctuated the history of philosophy. He arrives at categories for interpreting what is at issue in such disruptions by analyzing Heidegger's and Husserl's break with each other, Heidegger's break with Sartre, and Merleau-Ponty's break with Sartre.
In this analysis Cumming deals with how a philosophy can be vulgarized (as Heidegger's was by Nazism but in Heidegger's own view by Sartre), with problems of periodization, with how the history of philosophy can be disinguished as a philosophical discipline from intellectual history. Cumming also elaborates an analogy between a philosophical method and style.
This landmark two-volume translation from Russian of The Philosophy of Hegel as a Doctrine of the Concreteness of God and Humanity marks the first appearance in English of any of the works of Russian philosopher Ivan Aleksandrovich Il’in (Ilyin). Originally published in 1918, on the eve of the Russian civil war, Il'in's commentary on Hegel marked both an apogee of Russian Silver Age philosophy and a significant manifestation of the resurgence of interest in Hegel that began in the early twentieth century.
A. F. Losev accurately observed in the same year it appeared: “Neither the study of Hegel nor the study of contemporary Russian philosophical thought is any longer thinkable without this book of I. A. Il’in’s.” Some Hegel scholars may know this work through the abridged translation into German that Il’in produced himself in 1946. However, that edition omitted most of the original volume two. Noted Hegel scholar Philip T. Grier’s edition—with an introduction setting Il’in’s work in its proper historical, cultural, and philosophical contexts and annotation throughout—represents the first opportunity for non-Russian-speaking readers to acquaint themselves with the full scope of Il’in’s still provocative interpretation of Hegel.
Volume 1 is "The Doctrine of God." Volume 2 is "The Doctrine of Humanity."
Teaching Artist Handbook is based on the premise that teaching artists have the unique ability to engage students as fellow artists. In their schools and communities, teaching artists put high quality art-making at the center of their practice and open doors to powerful learning across disciplines.
This book is a collection of essays, stories, lists, examples, dialogues, and ideas, all offered with the aim of helping artists create and implement effective teaching based on their own expertise and strengths. The Handbook addresses three core questions: “What will I teach?” “How will I teach it?” and “How will I know if my teaching is working?” It also recognizes that teaching is a dynamic process that requires critical reflection and thoughtful adjustment in order to foster a supportive artistic environment.
Instead of offering rigid formulas, this book is centered on practice—the actual doing and making of teaching artist work. Experience-based and full of heart, the Teaching Artist Handbook will encourage artists of every experience level to create an original and innovative practice that inspires students and the artist.
The art of furniture making flourished in Texas during the mid-nineteenth century. To document this rich heritage of locally made furniture, Miss Ima Hogg, the well-known philanthropist and collector of American decorative arts, enlisted Lonn Taylor and David B. Warren to research early Texas Furniture and its makers. They spent more than a decade working with museums and private collectors throughout the state to examine and photograph representative examples. They also combed census records, newspapers, and archives for information about cabinetmakers. These efforts resulted in the 1975 publication of Texas Furniture, which quickly became the authoritative reference on this subject.
Now updated with an expanded Index of Texas Cabinetmakers that includes information that has come to light since the original publication and corrects errors, Texas Furniture presents a catalog of more than two hundred pieces of furniture, each superbly photographed and accompanied by detailed descriptions of the piece’s maker, date, materials, measurements, history, and owner, as well as an analysis by the authors. The book also includes chapters on the material culture of nineteenth-century Texas and on the tools and techniques of nineteenth-century Texas cabinetmakers, with a special emphasis on the German immigrant cabinetmakers of the Hill Country and Central Texas. The index of Texas cabinetmakers contains biographical information on approximately nine hundred men who made furniture in Texas, and appendices list information on the state’s largest cabinet shops taken from the United States census records.
Almost from the time of its publication early in 1846, Melville's first book, based on his own travels in the South Seas, has been recognized as a classic in the literature of travel and adventure. From the beginning, however, there have been problems with the text. Due to disparities between the American and English editions, and revisions Melville had to make at his publisher's request concerning its racy style and attitude toward missionaries, the book has circulated in two versions.
This scholarly edition is based on collations of all editions published during his lifetime, incorporating many authorial readings that have often been omitted and some that have been misprinted in all previous editions. This edition is an Approved Text of the Center for Editions of American Authors (Modern Language Association of America).
The literature on women enslaved around the world has grown rapidly in the last ten years, evidencing strong interest in the subject across a range of academic disciplines. Until Women and Slavery, no single collection has focused on female slaves who—as these two volumes reveal—probably constituted the considerable majority of those enslaved in Africa, Asia, and Europe over several millennia and who accounted for a greater proportion of the enslaved in the Americas than is customarily acknowledged.
Women enslaved in the Americas came to bear highly gendered reputations among whites—as “scheming Jezebels,” ample and devoted “mammies,” or suffering victims of white male brutality and sexual abuse—that revealed more about the psychology of enslaving than about the courage and creativity of the women enslaved. These strong images of modern New World slavery contrast with the equally expressive virtual invisibility of the women enslaved in the Old—concealed in harems, represented to meddling colonial rulers as “wives” and “nieces,” taken into African families and kin-groups in subtlely nuanced fashion.
Women and Slavery presents papers developed from an international conference organized by Gwyn Campbell.
Volume 1 Contributors
Richard B. Allen
Philip J. Havik
Elizabeth Grzymala Jordan
Martin A. Klein
George Michael La Rue
Paul E. Lovejoy
Kirsten A. Seaver
This inaugural issue is devoted to studies of Taliesin I. Designed and constructed in 1911 upon Wright’s return to Wisconsin from Europe, Taliesin I burned in August 1914. It thus became the most difficult Wright residence for Wright scholars to examine.
In this volume’s critical essays, Neil Levine offers a view of the different layers of meaning of Taliesin I; Scott Gartner explains the legend of the Welsh bard Taliesin and its meaning for Wright; Anthony Alofsin considers the influence of the playwright Richard Hovey and the feminist Ellen Key on Wright’s and Cheney’s thought of the period; and Narciso G. Menocal suggests that the Gilmore and O’Shea houses in Madison, Wisconsin, are a collective antecedent to Taliesin I.
To conclude the volume, Anthony Alofsin has written what amounts to a catalogue raisonné of the drawings and photographs of Taliesin I. Surprisingly, he finds no photographs of the living area and argues that those that have been published are in fact of Taliesin II.