What S The Use

In What’s the Use? Sara Ahmed continues the work she began in The Promise of Happiness and Willful Subjects by taking up a single word—in this case, use—and following it around. She shows how use became associated with life and strength in nineteenth-century biological and social thought and considers how utilitarianism offered a set of educational techniques for shaping individuals by directing them toward useful ends. Ahmed also explores how spaces become restricted to some uses and users, with specific reference to universities. She notes, however, the potential for queer use: how things can be used in ways that were not intended or by those for whom they were not intended. Ahmed posits queer use as a way of reanimating the project of diversity work as the ordinary and painstaking task of opening up institutions to those who have historically been excluded.

'Stewart is Britain's most brilliant and prolific populariser of maths' Alex Bellos 'The instructive equivalent of a Michelin-starred tasting menu' Tim Radford Many people think mathematics is useless. They're wrong. In the UK, the 2.8 million people employed in mathematical science occupations contributed £208 billion to the economy in a single year - that's 10 per cent of the workforce contributing 16 per cent of the economy. What's the Use? asks why there is such a vast gulf between public perceptions of mathematics and reality. It shows how mathematics is vital, often in surprising ways, behind the scenes of daily life. How politicians pick their voters. How an absurd little puzzle solved 300 years ago leads to efficient methods for kidney transplants. And how a bizarre, infinitely wiggly curve helps to optimise deliveries to your door.

"What's the Use of Philosophy? aims to answer the question posed in its title, whether the questioner intends to dismiss philosophy, or seeks a positive answer. The first three chapters explore the grounds for dismissal. Chapter 1 expresses skepticism about the value of much professional Anglophone philosophy, while recognizing virtues in work often viewed as peripheral. Chapter 2 studies a philosophical subfield, the philosophy of science, arguing that, while its condition may be better than the norm, it is far from perfect. In Chapter 3, a more systematic critique is offered, in the form of a pathology report. Its diagnosis identifies six justifiable philosophical impulses that, when pursued obsessively, generate distortions and diseases: clarity becomes a fetish, formalism becomes obfuscation, "intuition" is given burdens it cannot bear, appeals to the a priori sprinkle fairy dust on controversial claims, ideas grabbed from other fields are used in cartoon forms, and questions no longer relevant are treated as if they were "timeless." Chapter 4 attempts to identify the legitimate goals of philosophy. It sees value in attempts to respond to questions arising from the difficulties of the age, in attempts to reform methods of inquiry, and, above all, in the construction of syntheses capable of helping people as they struggle to make sense of their lives. Philosophy is renewed when these traditional goals once again become central to its discussions. The final chapter responds to a frequently voiced worry in a letter to young philosophers who wonder how they can align their aspirations with the hyper-professionalism expected of them"--

"A comprehensive guide to the uses and possible abuses of thelecture method. Supported by copious research, Bligh offers awealth of practical suggestions for making lectures more engagingand effective. Written in an accessible and helpful style, What'sthe Use of Lectures? should be required reading for all collegeteachers who use this method." --Stephen Brookfield, Distinguished Professor, University of St.Thomas, St. Paul, Minnesota "A rewarding read for anyone who lectures--experienced or not. Iwish we had a book this engaging and this informative on everyelement of the teaching art." --Michele Marincovich, assistant vice provost and director, Centerfor Teaching and Learning, Stanford University "A source of great insight for people who teach.... Bligh has spentmore time and energy than anyone else in coming to terms with atask that bothers many teachers and trainers.... His research isimpeccable and his conclusions are immensely practical. The newedition will be much welcomed." --Alex Main, founding coordinator of Academic Staff Development forthe British Universities, Murdoch University, Australia In this first American edition of a best-selling classic, DonaldBligh draws from decades of research and hands-on experience tohelp college and university teachers develop and use lectureseffectively. What's the Use of Lectures? is an indispensable guidefor anyone who aspires to be a skilled lecturer and teacher. Itexamines the nature of teaching and learning in a classroomlecture--describing how students learn, how much knowledge theyretain, and how to enhance their attention and motivation. Blighbuilds on this information to share strategies for creatingorganized, thoughtful, and effective lectures. Topics includetaking notes, using handouts, practicing different formats andstyles, obtaining feedback, overcoming difficulties, evaluating thelecture, and testing alternative methods when lecturing is notadequate. Also included are tables and diagrams to illustratedifferent approaches to lecturing.

In What’s the Use? Sara Ahmed continues the work she began in The Promise of Happiness and Willful Subjects by taking up a single word—in this case, use—and following it around. She shows how use became associated with life and strength in nineteenth-century biological and social thought and considers how utilitarianism offered a set of educational techniques for shaping individuals by directing them toward useful ends. Ahmed also explores how spaces become restricted to some uses and users, with specific reference to universities. She notes, however, the potential for queer use: how things can be used in ways that were not intended or by those for whom they were not intended. Ahmed posits queer use as a way of reanimating the project of diversity work as the ordinary and painstaking task of opening up institutions to those who have historically been excluded.

Post-Enlightenment notions of culture, which have been naturalized in the West for centuries, require that art be autonomously beautiful, universal, and devoid of any practical purpose. The authors of this multidisciplinary volume seek to complicate this understanding of art by examining art objects from across Asia with attention to their functional, ritual, and everyday contexts. From tea bowls used in the Japanese tea ceremony to television broadcasts of Javanese puppet theater; from Indian wedding chamber paintings to art looted by the British army from the Chinese emperor’s palace; from the adventures of a Balinese magical dagger to the political functions of classical Khmer images—the authors challenge prevailing notions of artistic value by introducing new ways of thinking about culture. The chapters consider art objects as they are involved in the world: how they operate and are experienced in specific sites, collections, rituals, performances, political and religious events and imagination, and in individual peoples’ lives; how they move from one context to another and change meaning and value in the process (for example, when they are collected, traded, and looted or when their images appear in art history textbooks); how their memories and pasts are or are not part of their meaning and experience. Rather than lead to a single universalizing definition of art, the essays offer multiple, divergent, and case-specific answers to the question "What is the use of art?" and argue for the need to study art as it is used and experienced. Contributors: Cynthea J. Bogel, Louise Cort, Richard H. Davis, Robert DeCaroli, James L. Hevia, Janet Hoskins, Kaja McGowan, Jan Mrázek, Lene Pedersen, Morgan Pitelka, Ashley Thompson.