This book explores the radical reconceptions of knowledge and science emerging from constructivist epistemology, social studies of science, and contemporary cognitive science. Smith reviews the key issues involved in the twentieth-century critiques of traditional views of human knowledge and scientific truth and gives an extensively informed explanation of the alternative accounts developed by Fleck, Kuhn, Foucault, Latour, and others. She also addresses the various anxieties (e.g., over 'relativism') and 'wars' occasioned by these developments, placing them in their historical contexts and arguing that they are largely misplaced or spurious. Smith then examines the currently perplexed relations between the natural and human sciences, the grandiose claims and dubious methods of evolutionary psychology, and the complex play of naturalist, humanist, and posthumanist ideologies in contemporary views of the relation between humans and animals.

In "Poetic Closure," distinguished literary scholar Barbara Herrnstein Smith explores the provocative question: How do poems end? To answer it, Smith examines numerous individual poems and examples of common poetic forms in order to reveal the relationship between closure and the overall structure and integrity of a poem. First published in 1968, Smith's book remains essential reading in poetic theory.
"Ranging from Elizabethan lyric through free and syllabic verse and concrete poetry, "Poetic Closure" is a learned, witty, and richly illustrated study of the behavior of poems. . . . It can be read, enjoyed, studied by people who like reading poetry, including--I would suspect--poets."--Richard M. Elman, "New York Times Book Review"

How should we live? What do we owe to other people? In "Goodness and Advice," the eminent philosopher Judith Jarvis Thomson explores how we should go about answering such fundamental questions. In doing so, she makes major advances in moral philosophy, pointing to some deep problems for influential moral theories and describing the structure of a new and much more promising theory.

Thomson begins by lamenting the prevalence of the idea that there is an unbridgeable gap between fact and value--that to say something is good, for example, is not to state a fact, but to do something more like expressing an attitude or feeling. She sets out to challenge this view, first by assessing the apparently powerful claims of Consequentialism. Thomson makes the striking argument that this familiar theory must ultimately fail because its basic requirement--that people should act to bring about the "most good"--is meaningless. It rests on an incoherent conception of goodness, and supplies, not mistaken advice, but no advice at all.

Thomson then outlines the theory that she thinks we should opt for instead. This theory says that no acts are, simply, good: an act can at most be good in one or another way--as, for example, good for Smith or for Jones. What we ought to do is, most importantly, to avoid injustice; and whether an act is unjust is a function both of the rights of those affected, including the agent, and of how good or bad the act is for them. The book, which originated in the Tanner lectures that Thomson delivered at Princeton University's Center for Human Values in 1999, includes two chapters by Thomson ("Goodness" and "Advice"), provocative comments by four prominent scholars--Martha Nussbaum, Jerome Schneewind, Philip Fisher, and Barbara Herrnstein Smith--and replies by Thomson to those comments.

In this important and original book, eminent scholar Barbara Herrnstein Smith describes, assesses, and reflects upon a set of contemporary intellectual projects involving science, religion, and human cognition. One, which Smith calls "the New Naturalism," is the effort to explain religion on the basis of cognitive science. Another, which she calls "the New Natural Theology," is the attempt to reconcile natural-scientific accounts of the world with traditional religious belief. These two projects, she suggests, are in many ways mirror images--or "natural reflections"--of each other. Examining these and related efforts from the perspective of a constructivist-pragmatist epistemology, Smith argues that crucial aspects of belief--religious and other--that remain elusive or invisible under dominant rationalist and computational models are illuminated by views of human cognition that stress its dynamic, embodied, and interactive features. She also demonstrates how constructivist understandings of the formation and stabilization of knowledge--scientific and other--alert us to similarities in the springs of science and religion that are elsewhere seen largely in terms of difference and contrast. In "Natural Reflections, "Smith develops a sophisticated approach to issues often framed only polemically. Recognizing science and religion as complex, distinct domains of human practice, she also insists on their significant historical connections and cognitive continuities and offers important new modes of engagement with each of them.

Mathematics, Science, and Postclassical Theory is a unique collection of essays dealing with the intersections between science and mathematics and the radical reconceptions of knowledge, language, proof, truth, and reality currently emerging from poststructuralist literary theory, constructivist history and sociology of science, and related work in contemporary philosophy. Featuring a distinguished group of international contributors, this volume engages themes and issues central to current theoretical debates in virtually all disciplines: agency, causality, determinacy, representation, and the social dynamics of knowledge. In a substantive introductory essay, the editors explain the notion of "postclassical theory" and discuss the significance of ideas such as emergence and undecidability in current work in and on science and mathematics. Other essays include a witty examination of the relations among mathematical thinking, writing, and the technologies of virtual reality; an essay that reconstructs the conceptual practices that led to a crucial mathematical discovery-or construction-in the 19th century; a discussion of the implications of Bohr's complementarity principle for classical ideas of reality; an examination of scientific laboratories as "hybrid" communities of humans and nonhumans; an analysis of metaphors of control, purpose, and necessity in contemporary biology; an exploration of truth and lies, and the play of words and numbers in Shakespeare, Frege, Wittgenstein, and Beckett; and a final chapter on recent engagements, or nonengagements, between rationalist/realist philosophy of science and contemporary science studies. Contributors. Malcolm Ashmore, Michel Callon, Owen Flanagan, John Law, Susan Oyama, Andrew Pickering, Arkady Plotnitsky, Brian Rotman, Barbara Herrnstein Smith, John Vignaux Smyth, E. Roy Weintraub

Controversy over what role "the great books" should play in college curricula and questions about who defines "the literary canon" are at the forefront of debates in higher education. The Politics of Liberal Education enters this discussion with a sophisticated defense of educational reform in response to attacks by academic traditionalists. The authors here-themselves distinguished scholars and educators-share the belief that American schools, colleges, and universities can do a far better job of educating the nation's increasingly diverse population and that the liberal arts must play a central role in providing students with the resources they need to meet the challenges of a rapidly changing world. Within this area of consensus, however, the contributors display a wide range of approaches, illuminating the issues from the perspectives of their particular disciplines-classics, education, English, history, and philosophy, among others-and their individual experiences as teachers. Among the topics they discuss are canon-formation in the ancient world, the idea of a "common culture," and the educational implications of such social movements as feminism, technological changes including computers and television, and intellectual developments such as "theory." Readers interested in the controversies over American education will find this volume an informed alternative to sensationalized treatments of these issues.Contributors. Stanley Fish, Phyllis Franklin, Henry Louis Gates Jr., Henry A. Giroux, Darryl J. Gless, Gerald Graff, Barbara Herrnstein Smith, George A. Kennedy, Bruce Kuklick, Richard A. Lanham, Elizabeth Kamarck Minnich, Alexander Nehamas, Mary Louise Pratt, Richard Rorty, Eve Kosofsky Sedgwick

Charges of abandoned standards issue from government offices; laments for the loss of the best that has been thought and said resound through university corridors. While revisionists are perplexed by questions of value, critical theory--haunted by the heresy of relativism--remains captive to classical formulas. Barbara Herrnstein Smith's book confronts the conceptual problems and sociopolitical conflicts at the heart of these issues and raises their discussion to a new level of sophistication. Polemical without being rancorous, Contingencies of Value mounts a powerful critique of traditional conceptions of value, taste, judgment, and justification. Through incisive discussions of works by, among others, David Hume, Immanuel Kant, Northrop Frye, Georges Bataille, Jacques Derrida, Richard Rorty, and Jurgen Habermas, Smith develops an illuminating alternative framework for the explanation of these topics. All value, she argues, is radically contingent. Neither an objective property of things nor merely a subjective response to them, it is the variable effect of numerous interacting economies that is, systems of apportionment and circulation of goods. Aesthetic value, moral value, and the truth-value of judgments are no exceptions, though traditional critical theory, ethics, and philosophy of language have always tried to prove otherwise. Smith deals in an original way with a wide variety of contemporary issues--from the relation between popular and high culture to the conflicting conception of human motives and actions in economic theory and classical humanism. In an important final chapter, she addresses directly the crucial problem of relativism and explains why a denial of the objectivity of value does not--as commonly feared and charged--produce either a fatuous egalitarianism or moral and political paralysis.

Truth, reason, and objectivity--can we survive without them? What happens to law, science, and the pursuit of social justice when such ideas and ideals are rejected? These questions are at the heart of the controversies between traditionalists and "postmodernists" that Barbara Herrnstein Smith examines in her wide-ranging book, which also offers an original perspective on the perennial--perhaps eternal--clash of belief and skepticism, on our need for intellectual stability and our experience of its inevitable disruption.

Focusing on the mutually frustrating impasses to which these controversies often lead and on the charges--"absurdity," "irrationalism," "complicity," "blindness," "stubbornness"--that typically accompany them, Smith stresses our tendency to give self-flattering reasons for our own beliefs and to discount or demonize the motives of those who disagree with us. Her account of the resulting cognitive and rhetorical dynamics of intellectual conflict draws on recent research and theory in evolutionary biology, neuroscience, developmental psychology, and the history and sociology of science, as well as on contemporary philosophy and language theory.

Smith's analyses take her into important ongoing debates over the possibility of an objective grounding of legal and political judgments, the continuing value of Enlightenment rationalism, significant challenges to dominant ideas of scientific truth, and proper responses to denials of the factuality of the Holocaust. As she explores these and other controversies, Smith develops fresh ways to understand their motives and energies, and more positive ways to see the operations of intellectual conflict more generally.

Controversy over what role "the great books" should play in college curricula and questions about who defines "the literary canon" are at the forefront of debates in higher education. The Politics of Liberal Education enters this discussion with a sophisticated defense of educational reform in response to attacks by academic traditionalists. The authors here-themselves distinguished scholars and educators-share the belief that American schools, colleges, and universities can do a far better job of educating the nation's increasingly diverse population and that the liberal arts must play a central role in providing students with the resources they need to meet the challenges of a rapidly changing world. Within this area of consensus, however, the contributors display a wide range of approaches, illuminating the issues from the perspectives of their particular disciplines-classics, education, English, history, and philosophy, among others-and their individual experiences as teachers. Among the topics they discuss are canon-formation in the ancient world, the idea of a "common culture," and the educational implications of such social movements as feminism, technological changes including computers and television, and intellectual developments such as "theory." Readers interested in the controversies over American education will find this volume an informed alternative to sensationalized treatments of these issues.Contributors. Stanley Fish, Phyllis Franklin, Henry Louis Gates Jr., Henry A. Giroux, Darryl J. Gless, Gerald Graff, Barbara Herrnstein Smith, George A. Kennedy, Bruce Kuklick, Richard A. Lanham, Elizabeth Kamarck Minnich, Alexander Nehamas, Mary Louise Pratt, Richard Rorty, Eve Kosofsky Sedgwick

Throughout the recent culture and science "wars," the radically new conceptions of knowledge and science emerging from such fields as the history and sociology of science have been denounced by various journalists, scientists, and academics as irresponsible attacks on science, absurd denials of objective reality, or a cynical abandonment of truth itself. In "Scandalous Knowledge," Barbara Herrnstein Smith explores and illuminates the intellectual contexts of these crude denunciations. A preeminent scholar, theorist, and analyst of intellectual history, Smith begins by looking closely at the epistemological developments at issue. She presents a clear, historically informed, and philosophically sophisticated overview of important twentieth-century critiques of traditional--rationalist, realist, positivist--accounts of human knowledge and scientific truth, and discusses in detail the alternative accounts produced by Ludwik Fleck, Thomas Kuhn, Michel Foucault, Bruno Latour, and others.

With keen wit, Smith demonstrates that the familiar charges involved in these scandals--including the recurrent invocation of "postmodern relativism"--protect intellectual orthodoxy by falsely associating important intellectual developments with logically absurd and morally or politically disabling positions. She goes on to offer bold, original, and insightful perspectives on the currently strained relations between the natural sciences and the humanities; on the grandiose but dubious claims of evolutionary psychology to explain human behavior, cognition, and culture; and on contemporary controversies over the psychology, biology, and ethics of animal-human relations. "Scandalous Knowledge "is a provocative and compelling intervention into controversies that continue to roil through journalism, pulpits, laboratories, and classrooms throughout the United States and Europe.