The Claims Of Experience

Why have so many figures throughout American history proclaimed their life stories when confronted by great political problems? The Claims of Experience provides a new theory for what makes autobiography political throughout the history of the United States and today. Across five chapters, Nolan Bennett examines the democratic challenges that encouraged a diverse cast of figures to bear their stories: Benjamin Franklin amid the revolutionary era, Frederick Douglass in the antebellum and abolitionist movements, Henry Adams in the Gilded Age and its anxieties of industrial change, Emma Goldman among the first Red Scare and state opposition to radical speech, and Whittaker Chambers amid the second Red Scare that initiated the anticommunist turn of modern conservatism. These historical figures made what Bennett calls a "claim of experience." By proclaiming their life stories, these authors took back authority over their experiences from prevailing political powers, and called to new community among their audiences. Their claims sought to restore to readers the power to remake and make meaning of their own lives. Whereas political theorists and activists have often seen autobiography to be too individualist or a mere documentary source of evidence, this theory reveals the democratic power that life narratives have offered those on the margins and in the mainstream. If they are successful, claims of experience summon new popular authority to surpass what their authors see as the injustices of prevailing American institutions and identity. Bennett shows through historical study and theorization how this renewed appreciation for the politics of life writing elevates these authors' distinct democratic visions while drawing common themes across them. This book offers both a method for understanding the politics of life narrative and a call to anticipate claims of experience as they appear today.

"Why have so many figures throughout American history proclaimed their life stories when confronted by great political problems? The Claims of Experience provides a new theory for what makes autobiography political throughout the history of the United States and today. Across five chapters, Nolan Bennett examines the democratic crises that encouraged a diverse cast of figures to bear their stories: Benjamin Franklin amid the revolutionary era and its aftermath, Frederick Douglass in the antebellum and abolitionist movements, Henry Adams in the Gilded Age and its anxieties of industrial change, Emma Goldman among the first Red Scare and state opposition to radical speech, and Whittaker Chambers amid the second Red Scare that initiated the anticommunist turn of modern conservatism. These authors made what Bennett calls a "claim of experience": a life narrative that offers its audience new community by restoring to readers and author alike from prevailing political authorities the power to remake and make meaning of their lives. Whereas political theorists and activists have often seen autobiography to be too individualist or a mere documentary source of evidence, this theory reveals the democratic power that life narratives both written and spoken have offered those on the margins and in the mainstream. When successful, claims of experience redistribute popular authority from unsettled institutions and identities to new democratic visions. This book offers both a method for understanding the politics of life narrative and a call to anticipate claims of experience as they appear today. American politics, democracy, authority, life writing, autobiography, Benjamin Franklin, Frederick Douglass, Henry Adams, Emma Goldman, Whittaker Chambers"--

"A Stanford psychologist offers a bold new understanding of empathy, revealing it to be a skill, not a fixed trait, and showing, through science and stories, how we can all become more empathetic"--

Many sociological, historical and cultural stories can be and have already been told about why it is that parents in post-industrial, western societies face an often overwhelming array of advice on how to bring up their children. At the same time, there have been several philosophical treatments of the legal, moral and political issues surrounding issues of procreation, the rights of children and the duties of parents, as well as some philosophical accounts of the shifts in our underlying conceptualization of childhood and adult-child relationships. While this book partly builds on the insights of this literature, it is significantly different in that it offers a philosophically-informed discussion of the actual practical experience of being a parent, with its deliberations, judgements and dilemmas. In probing the ethical and conceptual questions suggested by the parent-child relationship, this unique volume demonstrates the irreducible philosophical richness of this relationship and thus provides an important counter-balance to the overly empirical and largely psychological focus of a great deal of “parenting” literature. Unlike other analytic work on the parent-child relationship and the educational role of parents, this work draws on first-person accounts of the day-to-day experience of being a parent in order to explore the ethical and epistemological aspects of this experience. In so doing it exposes the limitations of some of the languages within which contemporary “parenting” is conceptualized and discussed, and opens up a space for thinking about childrearing and the parent-child relationship beyond and other than in terms of the languages which dominate the ways in which we generally think about it today.

Prevailing stories about law and religion place great faith in the capacity of legal multiculturalism, rights-based toleration, and conceptions of the secular to manage issues raised by religious difference. Yet the relationship between law and religion consistently proves more fraught than such accounts suggest. In Law’s Religion, Benjamin L. Berger knocks law from its perch above culture, arguing that liberal constitutionalism is an aspect of, not an answer to, the challenges of cultural pluralism. Berger urges an approach to the study of law and religion that focuses on the experience of law as a potent cultural force. Based on a close reading of Canadian jurisprudence, but relevant to all liberal legal orders, this book explores the nature and limits of legal tolerance and shows how constitutional law’s understanding of religion shapes religious freedom. Rather than calling for legal reform, Law’s Religion invites us to rethink the ethics, virtues, and practices of adjudication in matters of religious difference.

"While there have been books dealing with the rules of Small Claims Court, there hasn't been a comprehensive handbook that teaches readers how to litigate a small claims case - from start to finish. Written by an experienced Toronto Small Claims Court judge and college legal educator, this "how to" book takes the mystery out of the Small Claims Court process. This much-needed guidebook teaches the reader about every major step that's followed in Small Claims Court, from bringing a claim, to defending a suit, to enforcing a judgment."--Pub. desc.

Experience and Education is the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

Kant famously argues that our experience of the empirical world is shaped by our cognitive faculties. But an important part of this story is yet to be told. This book explores the final instalment of Kant's transcendental undertaking, tying closely together his elusive discussions of natural beauty and teleology.