Humor Scholarship

Revised edition of: Oxford handbook of positive psychology and work / edited by P. Alex Linley, Susan Harrington, Nicola Garcea. -- Oxford; New York: Oxford University Press, 2010.

Humor in the Classroom provides practical, research-based answers to questions that educational researchers and language teachers might have about the social and cognitive benefits that humor and language play afford in classroom discourse and additional language learning. The book considers the ways in which humor, language play, and creativity can construct new possibilities for classroom identity, critique prevailing norms, and reconfigure particular relations of power. Humor in the Classroom encourages educational researchers and language teachers to take a fresh look at the workings of humor in today’s linguistically diverse classrooms and makes the argument for its role in building a stronger foundation for studies of classroom discourse, theories of additional language development, and approaches to language pedagogy.

Few people associate law books with humor. Yet the legal world--in particular the American legal system--is itself frequently funny. Indeed, jokes about the profession are staples of American comedy. And there is actually humor within the world of law too: both lawyers and judges occasionally strive to be funny to deal with the drudgery of their duties. Just as importantly, though, our legal system is a strong regulator of humor. It encourages some types of humor while muzzling or punishing others. In a sense, law and humor engage a two-way feedback loop: humor provides the raw material for legal regulation and legal regulation inspires humor. In Guilty Pleasures, legal scholar Laura Little provides a multi-faceted account of American law and humor, looking at constraints on humor (and humor's effect on law), humor about law, and humor in law. In addition to interspersing amusing episodes from the legal world throughout the book, the book contains 75 New Yorker cartoons about lawyers and a preface by Bob Mankoff, the cartoon editor for the New Yorker.

By exploring the works of both Anthony Ashley Cooper, Third Earl of Shaftesbury, and Søren Kierkegaard, Lydia B. Amir finds a rich tapestry of ideas about the comic, the tragic, humor, and related concepts such as irony, ridicule, and wit. Amir focuses chiefly on these two thinkers, but she also includes Johann Georg Hamann, an influence of Kierkegaard's who was himself influenced by Shaftesbury. All three thinkers were devout Christians but were intensely critical of the organized Christianity of their milieux, and humor played an important role in their responses. The author examines the epistemological, ethical, and religious roles of humor in their philosophies and proposes a secular philosophy of humor in which humor helps attain the philosophic ideals of self-knowledge, truth, rationality, virtue, and wisdom.

The De Gruyter Handbook of Humor Studies consolidates the cumulative contributions in theory and research on humor from 57 international scholars representing 21 different countries in the widest possible diversity of disciplines. It organizes research in a unique conceptual framework addressing two broad themes: the Essence of Humor and the Functions of Humor. Furthermore, scholars of humor have recognized that humor is not only a universal human experience, it is also inherently social, shared among people and woven into the fabric of nearly every type of interpersonal relationship. Scholars across all academic disciplines have addressed questions about the essence and functions of humor at different "levels of analysis" relating to how narrowly or broadly they conceptualize the social context of humor. Accordingly, the editors have organized each broad thematic section into four subsections defined by "level of analysis." The book first addresses questions about individual psychological processes and text properties, then moves to questions involving broader conceptualizations of the social context addressing humor and social relations, and humor and culture. By providing a comprehensive review of foundational work as well as new research and theoretical advancements across academic disciplines, the De Gruyter Handbook of Humor Studies will serve as the foremost authoritative research handbook for experienced humor scholars as well as an essential starting point for newcomers to the field, such as graduate students seeking to conduct their own research on humor. Further, by highlighting the interdisciplinary interest of new and emerging areas of research the book identifies and defines directions for future research for scholars from every discipline that contributes to our understanding of humor.

In this innovative book, David E. Low examines the multifaceted role of humor in critical literacy studies. Talking about how teachers and students negotiate understandings of humor and social critique vis-à-vis school-based critical literacy curriculums, the book co-examines teachers’ and students’ understandings of humor and critique in schools. Critical literacy centers discussions on power and social roles but often overlooks how students use transgressive humor as a means to interrogate power. Through examples of classroom interactions and anecdotes, Low analyzes the role of humor in classroom settings to uncover how humor interplays with critical inquiry, sensemaking, and nonsense-making. Articulated across the fields of literacy studies and humor studies, the book uses ethnographic data from three Central California high schools to establish linkages and dissonances between critical literacy education and adolescents’ joking practices. Adopting the dialectic of punching up and punching down as a conceptual framework, the book argues that developing more nuanced understandings of transgressive humor presents educators with opportunities to cultivate deeper critical literacy pedagogies and that doing so is a matter of social justice. Essential for scholars and students in literacy education, this book adds to the scholarship on critical literacy by exploring the subversive power of humor in the classroom.

So this English professor comes into class and starts talking about the textual organization of jokes, the taxonomy of puns, the relations between the linguistic form and the content of humorous texts, and other past and current topics in language- based research into humor. At the end he stuffs all the various approaches to verbal humor into linguistic theory as a whole. Nobody gets it, see, so he tells them to buy the book.

This is the first edited volume dedicated specifically to exploring humor in the academic world. It is a rich collection of essays by an international array of scholars representing various theoretical perspectives and practical orientations in the disciplines of Linguistics, Literature, Cultural Studies, and Translation, but all concerned with the interactional aspects of humor. The two main reasons behind the publication of this volume are, first, to continue the journey along the path towards full recognition of humor as a discipline worthy of research and assessment, and, second, to offer a new and integrating perspective on hu¬mor to showcase the wide range of dimensions that it offers. This book is sure to become an important reference and source of inspiration for scholars in the various subfields of Humor Studies: Linguistics, Literature, Cultural Studies, and Translation.