This broad-ranging text offers a comprehensive outline of how visual images, language and discourse work as `systems of representation'. Individual chapters explore: representation as a signifying practice in a rich diversity of social contexts and institutional sites; the use of photography in the construction of national identity and culture; other cultures in ethnographic museums; fantasies of the racialized `Other' in popular media, film and image; the construction of masculine identities in discourses of consumer culture and advertising; and the gendering of (...) narratives in television soap operas. (shrink)

Since the publication of Wahrheit und Methode in 1960 (Tfibingen), Gadamer's hermeneutics has called forth a varied and fruitful response from the Continent, without receiving anything near the same attention from the English-speaking world. Though E. D. Hirsch thought Gadamer sufficiently important in 1965 to merit an early rebuttal and rehabilitation (Validity in Interpretation [New Haven, Conn., 1967], pp. 245-64), Wahrheit und Methode remained unread in England and America, partly because a translation was not available until 1975 (Truth and Method, (...) ed. Garrett Barden and John Cumming [New York]). Even after that date, Gadamer's influence on Anglo-American debate has been largely secondhand, filtering in through such figures as Paul Ricoeur and Jiurgen Habermas. But a renewed interest in the question of what we are to make of tradition, no doubt spurred in large measure by deconstruction's effort to unmake it, has lent Gadamer a new pertinence. One sign that his stock is on the rise is the publication of Joel Weinsheimer's Gadamer's Hermeneutics, a much needed and admirably written introduction to Truth and Method that should push its value even higher. -- JSTOR (June 12, 2012.). (shrink)

Written in the 1960s, TRUTH AND METHOD is Gadamer's magnum opus. Looking behind the self-consciousness of science, he discusses the tense relationship between truth and methodology. In examining the different experiences of truth, he aims to "present the hermeneutic phenomenon in its fullest extent.

A study of the interface between philosophical hermeneutics and the philosophical theory of education, yielding a hermeneutical approach to education--an approach that calls into question the current models of educational experience and ...

Making Social Science Matter presents an exciting new approach to the social and behavioral sciences including theoretical argument, methodological guidelines, and examples of practical application. Why has social science failed in attempts to emulate natural science and produce normal theory? Bent Flyvbjerg argues that the strength of social sciences lies in its rich, reflexive analysis of values and power, essential to the social and economic development of any society. Richly informed, powerfully argued, and clearly written, this book opens up a (...) new future for the social sciences. Its empowering message will make it required reading for students and academics across the social and behavioral sciences. (shrink)

This translation of four of Plato's dialogues brings these classic texts alive for modern readers. Allen introduces and comments on the dialogues in an accessible way, inviting the reader to re-examine the issues Plato continually raises.

Klaus Peter Mortensen; The Double Call: on Bildung in a Literary and Reflective Perspective, Journal of Philosophy of Education, Volume 36, Issue 3, 16 December.

Much light has been shed on important features of teaching and learning by Alasdair MacIntyre's writings. Yet there are experiences that are crucial to teaching and learning that are unaddressed in MacIntyre's arguments; experiences that reveal education as a distinctive kind of practice. This paper examines one kind of such experience: an experience I call ‘being pulled up short’. Drawing on the work of Hans-Georg Gadamer and Gerald L. Bruns, I analyse an example of teaching King Lear to argue that (...) being pulled up short is a unique experience of disorientation that cannot be taught merely by pedagogical skill, including the modern tools and approaches provided by constructivist learning theory and meta-cognition. The paper concludes by identifying challenges that being pulled up short poses for the education of disposition, and for the aims and activities of teaching. (shrink)