New York-based artist Peggy Preheim is known for her minutely detailed, miniscule graphite drawings on otherwise blank sheets of paper, creating a mood and atmosphere specific to her work. Her drawings are influenced by the small sixteenth century panel paintings of the Low Countries, while their lush black-and-white tonalities evoke early found photographs on which they are often based. Published on the occasion of Preheim's first retrospective, which originates at The Aldrich Contemporary Art Museum in Connecticut, this monograph is the artist's first and features rich reproductions of works from throughout her 20-year career, including sculpture and photography. Noted designer Daphne Geismar's elegant design perfectly captures the uncanny qualities of Preheim's style. The volume includes essays by curator Carter Foster and critic Gregory Volk, as well as a collection of poems and imaginary letters written in response to selected works by Aldrich Director Harry Philbrick. Published in collaboration with The Aldrich.
An illustrated monography on artist Lisa Sigal, with texts by Nico Israel, Gregory Volk, Jessica Hough. The book covers the artist's work from 2004 to 2007.
The Fundacion Cisneros's CONVERSACIONES/CONVERSATIONS series is dedicated to preserving firsthand testimonies of leading artists and intellectuals from Latin America. In this in-depth conversation with Ines Katzenstein, Liliana Porter describes with simplicity and humor the ways in which her work blends the real with the representational, often in hypothetical yet convincing mini-dramas using mass-produced, kitsch objects that elicit both our compassion and laughter."--from back cover
Based on extensive research that proves that children actively make sense of literacy outside the official schooling and parental tuition they receive, this book examines how young children take literacy learning into their own hands.
“An extraordinary account of a young boy caught up in the middle of a war . . . frank and even funny at times . . . utterly absorbing” (Books Monthly). This is the wartime memoir of a boy named Will, who happened to be the nephew of the head of Nazi Germany’s intelligence agency. The author, only ten years old when the war began, became a helper at the local Luftwaffe flak battery, fetching ammunition. It was exciting work for Will, a member of the “Jungvolk,” and by the end of the war, he had become expert at judging attacks. As fighter raids increased in frequency, he noted that the pilots became less skilled. Gehlen’s town was repeatedly bombed, and he often had to help with the wreckage or to pull survivors from basements. He witnessed more death than a child ever should; nevertheless, his flak battery continued firing until US tanks were almost on top of the position. In this book, Gehlen provides an intimate glimpse of the chaos, horror, and black humor of life just behind the front lines. As seen through the eyes of a child who was expert in aircraft identification and bomb weights, food-rationing and tank types, one encounters a view of life inside Hitler’s wartime Reich that is both fascinating and rare. “Although the memories Gehlen shares are narrow, and offer little insight into the Reich itself, they’re remarkable for the child’s perspective they bring to bear on a warring country’s ferocious struggle.” —Publishers Weekly “A real gem, a quiet tour de force . . . Despite its serious subject matter the book reads as an adventure story from start to finish.” —Military Modelling
These essays propose “a new and richly detailed engagement between Judaism and the political” (Jewish Book World). Judaism, Liberalism, and Political Theology provides the first broad encounter between modern Jewish thought and recent developments in political theology, arguing in opposition to impetuous associations of Judaism and liberalism and charges that Judaism cannot engender a universal political order. The vexed status of liberalism in Jewish thought and Judaism in political theology is interrogated with recourse to thinking from across the Continental tradition. “This collection of essays, which examines political theology from the distinct perspective of Jewish philosophy, could not be timelier or more useful for scholars and students navigating what is often viewed as very dense and difficult material.”—Claire Elise Katz, Texas A&M University
This book investigates the anti-Semitic foundations of Nazi curricula for elementary schools, with a focus on the subjects of biology, history, and literature. Gregory Paul Wegner argues that any study of Nazi society and its values must probe the education provided by the regime. Schools, according to Wegner, play a major role in advancing ideological justifications for mass murder, and in legitimizing a culture of ethnic and racial hatred. Using a variety of primary sources, Wegner provides a vivid account of the development of Nazi education.
Gregory Fried offers in this book a careful investigation of Martin Heidegger’s understanding of politics. Disturbing issues surround Heidegger’s commitment to National Socialism, his disdain for liberal democracy, and his rejection of the Enlightenment. Fried confronts these issues, focusing not on the historical debate over Heidegger’s personal involvement with Nazism, but on whether and how the formulation of Heidegger’s ontology relates to his political thinking as expressed in his philosophical works. The inquiry begins with Heidegger’s interpretation of Heraclitus, particularly the term polemos (“war,” or, in Heidegger’s usage, “confrontation”). Fried contends that Heidegger invests polemos with broad ontological significance and that his appropriation of the word provides important insights into major strands of his thinking—his conception of the human being, understanding of truth, and interpretation of history—as well as the meaning of the so-called turn in his thought. Although Fried finds that Heidegger’s politics are continuous with his thought, he also argues that Heidegger’s work raises important questions about contemporary identity politics. Fried also shows that many postmodernists, despite attempts to distance themselves from Heidegger, fail to avoid some of the same political pitfalls his thinking entailed.
Nietzsche and Heidegger, Smith argues, have made possible a far more revolutionary critique of modernity than even their most ardent postmodern admirers have realized.
′[This book] is a helpful edition to a field where there is a limited amount of good literature to support teachers dealing with second language acquisition in the classroom′ - ESCalate `Gregory′s book is an important and timely contribution to the literature on literacy, biliteracy, second language learning and early childhood education, synthesizing cutting-edge research, perspectives and teaching approaches in a clear and accessible way. Overall, it is a terrific resource′ - Dinah Volk Across the world, an increasing number of young children are learning to read in languages different from their mother tongue, and there is a clear need for a book which addresses the ways in which these children should be taught. Eve Gregory′s book is unique in doing so. Building upon the ideas proposed in Making Sense of a New World, this second edition widens its scope, arguing for the limitations of policies designed for ′monolingual minds′ in favour of methodologies which put plurilingualism at the centre of literacy tuition. This book offers a practical reading programme -- an ′Inside-Out′ (starting from experience) and ′Outside-In′ (starting from literature) approach to teaching which can be used with individuals, small groups and whole classes. It uses current sociocultural theory, while drawing on examples of children from America, Australia, Britain, China, France, Singapore, South Africa and Thailand who are engaged in learning to read nursery rhymes and songs, storybooks, letters, the Bible and the Qur′an as well as school texts, in languages they do not speak fluently. Gregory argues that, in order for literacy tuition to be successful, reading must make sense -- children must feel part of a community of readers. There is no common method which they use to learn, but rather a shared aim to which they aspire: making sense of a new world through new words. Eve Gregory is Professor of Language and Culture in Education at Goldsmiths, University of London.
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