Thinking The Limits Of The Body

This collection maps the very best efforts to think the body at its limits. Because the body encompasses communities (social and political bodies), territories (geographical bodies), and historical texts and ideas (a body of literature, a body of work), Cohen and Weiss seek trans-disciplinary points of resonance and divergence to examine how disciplinary metaphors materialize specific bodies, and where these bodies break down and/or refuse prescribed paths. Whereas postmodern theorizations of the body often neglect its corporeality in favor of its cultural construction, this book demonstrates the inseparability of textuality, materiality, and history in any discussion of the body.

Bodies and their role in cultural discourse have been a constant focus in the humanities and social sciences in recent years, but comparatively few studies exist about Old Norse-Icelandic or early Irish literature. This study aims to redress this imbalance and presents carefully contextualised close readings of medieval texts. The chapters focus on the role of bodies in mediality discourse in various contexts: that of identity in relation to ideas about self and other, of inscribed and marked skin and of natural bodily matters such as defecation, urination and menstruation. By carefully discussing the sources in their cultural contexts, it becomes apparent that medieval Scandinavian and early Irish texts present their very own ideas about bodies and their role in structuring the narrated worlds of the texts. The study presents one of the first systematic examinations of bodies in these two literary traditions in terms of body criticism and emphasises the ingenuity and complexity of medieval texts.

There is no denying that thinking comes naturally to human beings. But what are thoughts? How is thought realized in the brain? Does thinking occur in public or is it a purely private affair? Do young children and non-human animals think? Is human thought the same everywhere, or are there culturally specific modes of thought? What is the relationship between thought and language? What kind of responsibility do we have for our thoughts? In this compelling Very Short Introduction, Tim Bayne looks at the nature of thought. Beginning with questions about what thought is and what distinguishes it from other kinds of mental states, he goes on to examine various interpretations of thought from philosophy, psychology, neuroscience, and anthropology. By exploring the logical structures of thought and the relationship between thought and other mental phenomena, as well as the mechanisms that make thought possible and the cultural variations that may exist in our thought processes, Bayne looks at what we know - and don't know - about our great capacity for thought. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.

Originally published by Viking Penguin, 2014.

This study explores the significance of art in Jean-Luc Nancy's philosophy. The main object of the work is to discuss the notion of art and its contribution to some of Nancy's central ontological ideas. Art's importance is considered in its own right - the main questions being whether art does have ontological significance, and if so, how one should describe this with respect to the theme of presentation. According to the work's central argument, with his thinking on art Nancy attempts to give one viewpoint to what is called the metaphysics of presence and to its deconstruction. On which grounds may one say that art is not reducible to philosophy? These topics are examined by highlighting the differentiation between the notions of «presentation» and «representation» with regard to the influence of Martin Heidegger and Jacques Derrida on Nancy's thought.

Thinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children’s experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt’s notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. The contributors explore childhood as a philosophical concept in children, adults, and even beyond human beings—Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an “exodus of childhood,” but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful.

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