By using critical ethnographic research to explore the practices and policies that sustain a residential outdoor school in the United States, this book problematizes the relationship between science education and climate change politics in the United States. Weaving together empirical data from fieldwork with theoretical resources spanning the sciences and humanities, this book demonstrates how community activism, political alliances, and policy changes have guaranteed the survival of an outdoor school in Oregon. This example enables artful reexamination of the relationship between science education, politics, and policy more broadly, as well as the relation of science education to climate change politics in particular. Gleason ultimately reconstructs science education towards epistemic and ontological pluralism, and illustrates how critical ethnographic research can instigate a reimagining of the relationship between curriculum and how we relate to the world. This book will benefit researchers, academics, and educators in higher education with an interest in the philosophical underpinnings and implications of science education, environmental education, and educational policy more broadly. Those specifically interested in critical ethnographic research will also benefit from this book.
The intimacy of the one-ring circus produced the classic clown routines that flourished until the mid-twentieth century and then disappeared with the rise of the grand circus. They have been lost until now. By seeking out the little band of surviving clowns who worked in the old tradition and setting down their scenes, Tristan Rémy, the eminent circus historian, has rescued a theatrical treasure. Thanks to Rémy's persistence, the forty-eight scenes presented here contain not only the spoken words but the manner of line delivery and the physical turns. So they remain superbly suitable for performance. Most of them are written for just three actors—the white-faced clown, August the stooge, and the supercilious ringmaster. Sets are unnecessary. And their combination of the verbal with the physical has timeless appeal. Bernard Sahlins's translation is masterfully attuned to present-day audiences. In his foreword, Mr. Sahlins notes that these scenes have been continually remounted in Europe, attesting to their fundamental vitality and universality. “Clearly there is a debt, witting and unwitting, owed to the clown of the ring by the great comedians of our century. With this book these scenes and the clowns who invented and played them now take their honored place in our theatrical legacy.”
This book is about the idea that some true statements would have been true no matter how the world had turned out, while others could have been false. It develops and defends a version of the idea that we tell the difference between these two types of truths in part by reflecting on the meanings of words. It has often been thought that modal issues—issues about possibility and necessity—are related to issues about meaning. In this book, the author defends the view that the analysis of meaning is not just a preliminary to answering modal questions in philosophy; it is not merely that before we can find out whether something is possible, we need to get clear on what we are talking about. Rather, clarity about meaning often brings with it answers to modal questions. In service of this view, the author analyzes the notion of necessity and develops ideas about linguistic meaning, applying them to several puzzles and problems in philosophy of language. Meaning and Metaphysical Necessity will be of interest to scholars and advanced students working in metaphysics, philosophy of language, and philosophical logic.
Organic synthesis is a vibrant and rapidly evolving field; chemists can now cyclize alkenes directly onto enones. Like the first five books in this series, Organic Synthesis: State of the Art 2013-2015 will lead readers quickly to the most important recent developments in a research area. This series offers chemists a way to stay abreast of what's new and exciting in organic synthesis. The cumulative reaction/transformation index of 2013-2015 outlines all significant new organic transformations over the past twelve years. Future volumes will continue to come out every two years. The 2013-2015 volume features the best new methods in subspecialties such as C-O, C-N and C-C ring construction, catalytic asymmetric synthesis, selective C-H functionalization, and enantioselective epoxidation. This text consolidates two years of Douglass Taber's popular weekly online column, "Organic Chemistry Highlights" as featured on the organic-chemistry.org website and also features cumulative indices of all six volumes in this series, going back twelve years.
By using critical ethnographic research to explore the practices and policies that sustain a residential outdoor school in the United States, this book problematizes the relationship between science education and climate change politics in the United States. Weaving together empirical data from fieldwork with theoretical resources spanning the sciences and humanities, this book demonstrates how community activism, political alliances, and policy changes have guaranteed the survival of an outdoor school in Oregon. This example enables artful reexamination of the relationship between science education, politics, and policy more broadly, as well as the relation of science education to climate change politics in particular. Gleason ultimately reconstructs science education towards epistemic and ontological pluralism, and illustrates how critical ethnographic research can instigate a reimagining of the relationship between curriculum and how we relate to the world. This book will benefit researchers, academics, and educators in higher education with an interest in the philosophical underpinnings and implications of science education, environmental education, and educational policy more broadly. Those specifically interested in critical ethnographic research will also benefit from this book.
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