Reflections On Crisis

This pocket-sized book brings together academic essays originally delivered at a Royal Irish Academy symposium held in 2008. This was the year the global financial crisis hit. This book reflects a bewilderment at the heart of Irish society as the public looked to journalists and academics for explanations and solutions to what went wrong. Broken into five essays by economists, social scientists and historians, the short volume teases out questions such as: can we think our way out of a crisis? At a time of economic collapse, do intellectuals have something to offer? Are the views of economists, novelists, playwrights, sociologists, historians, political scientists and civil servants dismissed and ignored? Is Irish society anti-intellectual? The emergence of the figure of the public intellectual in American society is considered in some detail, as the book makes a case for shared critical thinking, imagination and ideas as a basis for recovery.

Leads scholars and anyone who cares about the humanities into more effectively analyzing the fate of the humanities and digging into the very idea of the humanities as a way to find meaning and coherence in the world. The humanities, considered by many as irrelevant for modern careers and hopelessly devoid of funding, seem to be in a perpetual state of crisis, at the mercy of modernizing and technological forces that are driving universities towards academic pursuits that pull in grant money and direct students to lucrative careers. But as Paul Reitter and Chad Wellmon show, this crisis isn’t new—in fact, it’s as old as the humanities themselves. Today’s humanities scholars experience and react to basic pressures in ways that are strikingly similar to their nineteenth-century German counterparts. The humanities came into their own as scholars framed their work as a unique resource for resolving crises of meaning and value that threatened other cultural or social goods. The self-understanding of the modern humanities didn’t merely take shape in response to a perceived crisis; it also made crisis a core part of its project. Through this critical, historical perspective, Permanent Crisis can take scholars and anyone who cares about the humanities beyond the usual scolding, exhorting, and hand-wringing into clearer, more effective thinking about the fate of the humanities. Building on ideas from Max Weber and Friedrich Nietzsche to Helen Small and Danielle Allen, Reitter and Wellmon dig into the very idea of the humanities as a way to find meaning and coherence in the world. ,

New York Times Bestseller Washington Post Bestseller Los Angeles Times Bestseller Stress Test is the story of Tim Geithner’s education in financial crises. As president of the Federal Reserve Bank of New York and then as President Barack Obama’s secretary of the Treasury, Timothy F. Geithner helped the United States navigate the worst financial crisis since the Great Depression, from boom to bust to rescue to recovery. In a candid, riveting, and historically illuminating memoir, he takes readers behind the scenes of the crisis, explaining the hard choices and politically unpalatable decisions he made to repair a broken financial system and prevent the collapse of the Main Street economy. This is the inside story of how a small group of policy makers—in a thick fog of uncertainty, with unimaginably high stakes—helped avoid a second depression but lost the American people doing it. Stress Test is also a valuable guide to how governments can better manage financial crises, because this one won’t be the last. Stress Test reveals a side of Secretary Geithner the public has never seen, starting with his childhood as an American abroad. He recounts his early days as a young Treasury official helping to fight the international financial crises of the 1990s, then describes what he saw, what he did, and what he missed at the New York Fed before the Wall Street boom went bust. He takes readers inside the room as the crisis began, intensified, and burned out of control, discussing the most controversial episodes of his tenures at the New York Fed and the Treasury, including the rescue of Bear Stearns; the harrowing weekend when Lehman Brothers failed; the searing crucible of the AIG rescue as well as the furor over the firm’s lavish bonuses; the battles inside the Obama administration over his widely criticized but ultimately successful plan to end the crisis; and the bracing fight for the most sweeping financial reforms in more than seventy years. Secretary Geithner also describes the aftershocks of the crisis, including the administration’s efforts to address high unemployment, a series of brutal political battles over deficits and debt, and the drama over Europe’s repeated flirtations with the economic abyss. Secretary Geithner is not a politician, but he has things to say about politics—the silliness, the nastiness, the toll it took on his family. But in the end, Stress Test is a hopeful story about public service. In this revealing memoir, Tim Geithner explains how America withstood the ultimate stress test of its political and financial systems.

This book offers a unique collection of narrative case studies that capture the responses of mental health professionals to tragedies in schools and are designed to connect key concepts and skills with real life application. By citing evidence-based theories and interventions with vivid real world accounts, this volume aims to highlight the multi-phased, multi-disciplinary nature of school crisis response while emphasizing the need for effective coordination and collaboration. It provides a powerful professional development resource for school crisis teams, psychologists, counselors, social workers, nurses, resource officers, administrators and teachers, and training university students, who will face similar situations.

In his last work, "Crisis of the European Sciences and Transcendental Phenomenology", Edmund Husserl formulated a radical new approach to phenomenological philosophy. Unlike his previous works, in the "Crisis" Husserl embedded this formulation in an ambitious reflection on the essence and value of the idea of rational thought and culture, a reflection that he considered to be an urgent necessity in light of the political, social, and intellectual crisis of the interwar period. In this book, James Dodd pursues an interpretation of Husserl's text that emphasizes the importance of the problem of the origin of philosophy, as well as advances the thesis that, for Husserl, the "crisis of reason" is not a contingent historical event, but a permanent feature of a life in reason generally.

This book takes a sharply critical view of contemporary society with a searing indictment of our morally and intellectually bankrupt educational system. Uniquely, the book contains both the original version of David Purpel's highly influential Moral and Spiritual Crisis in Education, first published in 1989, as well as an updated critique of that work - reflections from our current times of growing despair about the directions of education and the nation. Reflections on the Moral and Spiritual Crisis in Education focuses on the possibility - and necessity - of generating hope through the redemptive and energizing power of the human spirit.

School Crisis Response introduces a unique educational approach that provides compelling scenarios for the development of school crisis responders. There are many books describing the how-to of school crisis response, but few describe the thoughts and emotions to help guide the application of skills learned. This book provides narratives about traumatic events to supplement concepts with lessons from actual crises. The author documents the perspective of a team leader, vividly illustrating real events to confront the challenges, decisions, and problem-solving demanded to effectively stabilize emotional reactions, ameliorate trauma, and support resilience and recovery. While encouraging reflection, educating, and strengthening new and experienced responders, this book celebrates the vital work of school psychologists, counselors, administrators, teachers, social workers, and nurses who provide extraordinary service under the most difficult circumstances. It combines an intellectual, evidence-based "in the head" understanding of how to do crisis response with an emotional, empathetic "in the heart" understanding of how it feels to do it.