Beyond The Subject

An original reading of Nietzsche and Heidegger that paved the way for Vattimo's conception of weak thought. In Beyond the Subject Gianni Vattimo offers a reading of Nietzsche and Heidegger that shows how the premises to overcome the metaphysical Subject were already embedded in their thought. Vattimo makes a case for a Nietzsche who is not concerned with the structure and glorification of the Overman, but rather with its opposite, by showing how it is the single individual who must see and accept his/her potential and then excel and develop an inner strength and ethic. He reads Heidegger as concerned with the inevitable distortion present in every interpretation, which, when confronted and accepted, humbles us to deal with a less overarching telos or Grund, and makes us more attuned to contingency and interpersonal communication—what Vattimo calls a “weakened” notion of being. These original readings of Nietzsche and Heidegger pave the way for Vattimo’s concept of weak thought and open up to a future social ethic that is less agonistic and more community oriented. This edition includes two supplementary essays from 1986 and 1988 that expand on the same themes, providing a deeper look at an important decade in the development of Vattimo’s thought. Gianni Vattimo is Professor Emeritus of Theoretical Philosophy at the University of Turin, Italy. He is the author of several books, including The End of Modernity: Nihilism and Hermeneutics in Postmodern Culture and Nietzsche: An Introduction. Peter Carravetta is Professor of Philosophy at Stony Brook University, State University of New York. He is the author of several books, including After Identity: Migration, Critique, Italian American Culture, and the translator of Vattimo and Pier Aldo Rovatti’s coedited book Weak Thought, also published by SUNY Press.

This first volume focuses on a collection of texts from the latter twenty years of Educational Philosophy and Theory, selected for their critical status as turning points or important awakenings in post-structural theory. In the last twenty years, the applications of the postmodern and poststructuralist perspectives have become less mono-focused, less narrowly concerned with technical questions and also less interested in epistemology, and more interested in ethics. This book covers questions of genealogy, ontology, the body and the institution, giving examples of theoretical applications of post-structural theory that testify to the generative and endlessly applicable potential of this work to different fields and avenues of thought. While informed by Foucault’s thinking of the political subjugation of docile bodies to individuals as self-determining beings, the chapters in this book culminate in amalgamations of different schools of educational philosophy, which explore poststructuralist approaches to education. Beyond the Philosophy of the Subject will be key reading for academics, researchers and postgraduate students in the fields of philosophy of education, philosophy, education, educational theory, post-structural theory, the policy and politics of education, and the pedagogy of education.

“A pathbreaking meditation . . . shifts the discussion . . . from . . . notions of guilt and innocence to the complexities of responsibility and accountability.” —Amir Eshel, Stanford University When it comes to historical violence and contemporary inequality, none of us are completely innocent. We may not be direct agents of harm, but we may still contribute to, inhabit, or benefit from regimes of domination that we neither set up nor control. Arguing that the familiar categories of victim, perpetrator, and bystander do not adequately account for our connection to injustices past and present, Michael Rothberg offers a new theory of political responsibility through the figure of the implicated subject. The Implicated Subject builds on the comparative, transnational framework of Rothberg's influential work on memory to engage in reflection and analysis of cultural texts, archives, and activist movements from such contested zones as transitional South Africa, contemporary Israel/Palestine, post-Holocaust Europe, and a transatlantic realm marked by the afterlives of slavery. An array of globally prominent artists, writers, and thinkers—from William Kentridge, Hito Steyerl, and Jamaica Kincaid, to Hannah Arendt, Primo Levi, Judith Butler, and the Combahee River Collective—speak show how confronting our own implication in difficult histories can lead to new forms of internationalism and long-distance solidarity. “A significant work by a major scholar . . . .While drawing on a global range of histories and texts, the book never loses focus on the contemporary moment.” —Robert Eaglestone, Royal Holloway, University of London “Offer[s] a fresh vocabulary to confront our personal and collective responsibility in the face of massive political violence, past and present.” —Marianne Hirsch, Columbia University

In Turning Emotion Inside Out, Edward S. Casey challenges the commonplace assumption that our emotions are to be located inside our minds, brains, hearts, or bodies. Instead, he invites us to rethink our emotions as fundamentally, although not entirely, emerging from outside and around the self, redirecting our attention from felt interiority to the emotions located in the world around us, beyond the confines of subjectivity. This book begins with a brief critique of internalist views of emotion that hold that feelings are sequestered within a subject. Casey affirms that while certain emotions are felt as resonating within our subjectivity, many others are experienced as occurring outside any such subjectivity. These include intentional or expressive feelings that transpire between ourselves and others, such as an angry exchange between two people, as well as emotions or affects that come to us from beyond ourselves. Casey claims that such far‐out emotions must be recognized in a full picture of affective life. In this way, the book proposes to “turn emotion inside out.”

Punctuated by beautiful local food photographs, interviews with and recipes from some of our top local chefs, each of these short pieces will shock, comfort, praise, entice, or invite reconciliation, all while illuminating our living history through the lens of food. A portion of sales from every book will go towards providing a refugee or low-income family with fresh, locally grown produce, and at the same time will support BC farmers, fishers, beekeepers, and gardeners. Residence: Vancouver, B.C. 256 pages.

For over thirty years, discursive psychology has offered a robust challenge to cognitivist approaches to psychology, demonstrating the relevance of discursive practices for understanding psychological topics and social interaction. Matters of embodiment – the visceral, sensory, physical aspects of psychology – have, however, so far received much less attention. This book is the first text to address the theoretical and analytical challenges raised by bodies in interaction for discursive psychology. The book brings together international experts, each of which tackles a different topic area and interactional setting to examine embodiment as a social object. The authors consider the issue of subject-object relations and how ‘inner’ psychological subject-side states are constructed and enacted in relation to object-side states through embodied discursive practices. How do bodily processes become particular kinds of embodiment through and within social interaction? How are bodies psychologised as social objects? Moving beyond dualisms of the subject/object that construct an ‘inner’ and ‘outer’ psychological state, the book pushes forward contemporary theory and analysis within discursive psychology. Discursive Psychology and Embodiment is therefore an essential resource for researchers across the social sciences working within discourse, social interaction, and the ‘turn to the body’.

The success of school reform measures greatly depends on thesupport and commitment of teachers. This book examines therealities of educational change from the frontline perspective ofreform-minded teachers. It charts the perceptions and experiencesof twenty-nine teachers in grades 7 and 8 from four schooldistricts--showing how they grappled with such initiatives asintegrated curriculum, common learning standards, and alternativemodes of assessment. This book moves beyond the bandwagons of rhetorical change andexamines how these changes work in practice for better and forworse. Authors Andy Hargreaves and Lorna Earl focus on how reformproposals have brought new complexities to teaching practice andwhy major investments of time and support are required if teachinginnovations are to become lasting and effective. Most importantly,they highlight the intense emotional demands that school changeimposes on teachers, and they outline practical strategies forhelping teachers through the difficult transition process--thusensuring that worthwhile reforms flourish and endure.