Written by internationally acclaimed scholars on futures of critical theory, this book attempts to renew and reinvigorate critical theory by extending its range and its intellectual trajectories through strategies of inclusiveness that respect and build on parallel traditions. The authors reinterpret the work of Nietzsche, Wittgenstein, and Heidegger in relation to central figures (Kant, Marcuse, Foucault) and themes of critical theory-the critique of modernity, theory of the self, and the question concerning technology. Key chapters address the critical significance of the work of the French theorists Levinas, Deleuze, Derrida, Lyotard, Irigaray, and Bourdieu and while other chapters focus on thinkers as diverse as Zizek, Giddens, Said, and Guattari, and deal with contemporary topics such as cyberfeminism and antiglobalization.

Taking as a starting point the most enduring insights to emerge from acclaimed researcher Arthur Applebee's scholarship, this volume brings together leading experts to fully examine his work for its explanatory power and its potential to shape current and future research agendas. Focused on the ways in which students learn, schools teach, and assessors evaluate the forms and uses of language needed to flourish and grow, Applebee's work reconceptualized how educators view language development and use in relation to schooling. Organized around three themes-Considering Curriculum as Conversation; Writing as a Tool for Learning; Talking it Out: Class Discussion and Literary Understanding-the 14 fascinating chapters in this book extend and challenge Applebee's insights.

Richard Rorty's neopragmatist philosophy marks him as one of the most gifted and controversial thinkers of his time. Antifoundationalism and antirepresentationalism are the guiding motifs in his thought. He wants to jettison a set of philosophical distinctions appearance/reality, mind/body, morality/prudence that have dominated and shaped the history of Western philosophy since the time of Plato. It is a position that has propelled him into a series of heated debates with philosophers who are the most influential of their generation analytic philosophers such as Quine, Davidson, Rawls, and Putnam; as well as Continental philosophers, including Habermas, Derrida, Foucault, and Lyotard. At the same time, Rorty's work has helped to break down the artificial separation between these two wings of Western philosophy by acting as an intellectual bridge between them. This distinctive collection by scholars from around the world focuses upon the cultural, educational, and political significance of his thought. The nine essays which comprise the collection examine a variety of related themes: Rorty's neopragmatism, his view of philosophy, his philosophy of education and culture, Rorty's comparison between Dewey and Foucault, his relation to postmodern theory, and, also his form of political liberalism."

Taking as a starting point the most enduring insights to emerge from acclaimed researcher Arthur Applebee's scholarship, this volume brings together leading experts to fully examine his work for its explanatory power and its potential to shape current and future research agendas. Focused on the ways in which students learn, schools teach, and assessors evaluate the forms and uses of language needed to flourish and grow, Applebee's work reconceptualized how educators view language development and use in relation to schooling. Organized around three themes-Considering Curriculum as Conversation; Writing as a Tool for Learning; Talking it Out: Class Discussion and Literary Understanding-the 14 fascinating chapters in this book extend and challenge Applebee's insights.