In The Ideology of Conduct, first published in 1987, scholars from various fields, from the medieval period to the present day, discuss literature in which the sole purpose is to instruct women in how to make themselves desirable. This collection investigates how middle-class writers who had long emulated the behaviour of the aristocracy began to criticise that behaviour by formulating an alternative object of desire. They did so without appearing to breed political controversy because it seemed to concern only the female. But writing for and about women in fact became a powerful instrument of hegemony as it introduced a whole new vocabulary for social relations, induced certain forms of economic behaviour as desirable in men and women respectively, and insured the reproduction of the nuclear family. It is argued, therefore, that the literature of conduct not only recorded but also assisted the production of our contemporary gender-based culture.

In The Ideology of Conduct, first published in 1987, scholars from various fields, from the medieval period to the present day, discuss literature in which the sole purpose is to instruct women in how to make themselves desirable. This collection investigates how middle-class writers who had long emulated the behaviour of the aristocracy began to criticise that behaviour by formulating an alternative object of desire. They did so without appearing to breed political controversy because it seemed to concern only the female. But writing for and about women in fact became a powerful instrument of hegemony as it introduced a whole new vocabulary for social relations, induced certain forms of economic behaviour as desirable in men and women respectively, and insured the reproduction of the nuclear family. It is argued, therefore, that the literature of conduct not only recorded but also assisted the production of our contemporary gender-based culture.

First published in 1989, this collection of essays brings into focus the history of a specific form of violence - that of representation. The contributors identify representations of self and other that empower a particular class, gender, nation, or race, constructing a history of the west as the history of changing modes of subjugation. The essays bring together a wide range of literary and historical work to show how writing became an increasingly important mode of domination during the modern period as ruling ideas became a form of violence in their own right. This reissue will be of particular value to literature students with an interest in the concept of violence, and the boundaries and capacity of discourse.

This book will introduce fourteen of the most important soft skills in the field of education. It will explain how each skill is used in teaching as well as ideas for how to model and explain them in college classrooms, field experiences, and student teaching. The chapters also contain ideas for administrators and mentor teachers who are working with beginning teachers. Hopefully, by learning the soft skills of teaching, pre-service education students and beginning teachers will become successful instructors and models of good citizenship in future classrooms.

Children today are going through a lot-they are busy with school, involved in extracurricular activities, and trying to navigate the world of COVID and other concerns. Teachers and parents are busy too-with work, school, and parenting activities. How will they have the time to teach valuable skills such as manners and respect to children? These are "soft skills"; the skills necessary to work with others and be a respected and valuable citizen in the workplace of tomorrow. Soft Skills for Kids: In Schools, at Home, and Online, 2nd Edition, focuses on ways that teachers and parents can work together to teach soft skills to the children in their lives. This book is not a curriculum program or set of lessons to help children, but rather a series of "teachable moments" in which adults teach strategies to children as they happen. Finally, as the education of children has changed recently due to the pandemic with an increased number of children learning online, this book will be a great resource for how adults can work together to help children learn soft skills-in schools, at home, and online.

This book will introduce fourteen of the most important soft skills in the field of education. It will explain how each skill is used in teaching as well as ideas for how to model and explain them in college classrooms, field experiences, and student teaching. The chapters also contain ideas for administrators and mentor teachers who are working with beginning teachers. Hopefully, by learning the soft skills of teaching, pre-service education students and beginning teachers will become successful instructors and models of good citizenship in future classrooms.

Individualism: The Cultural Logic of Modernity explores ideas of the modern sovereign individual in the western cultural tradition. Divided into two sections, this volume surveys the history of western individualism in both its early and later forms: chiefly from the sixteenth to the eighteenth centuries, and then individualism in the twentieth century. These essays boldly challenge not only the exclusionary framework and self-assured teleology, but also the metaphysical certainty of that remarkably tenacious narrative on "the rise of the individual." Some essays question the correlation of realist characterization to the eighteenth-century British novel, while others champion the continuing political relevance of selfhood in modernist fiction over and against postmodern nihilism. Yet others move to the foreground underappreciated topics, such as the role of courtly cultures in the development of individualism. Taken together, the essays provocatively revise and enrich our understanding of individualism as the generative premise of modernity itself. Authors especially considered include Locke, Defoe, Freud, and Adorno. The essays in this volume first began as papers presented at a conference of the American Comparative Literature Association held at Princeton University. Among the contributors are Nancy Armstrong, Deborah Cook, James Cruise, David Jenemann, Lucy McNeece, Vivasvan Soni, Frederick Turner, and Philip Weinstein.

"Today we are awash in computerized Bible games, pastoral care software, and church management systems with members personal information and giving records," observe authors Spiegel, Armstrong, and Bill, but "too often we blindly accept and use technology without asking the big questions. Questions like, is it appropriate to our mission and ministry?" 40 Days and 40 Bytes will help your congregation explore technology so you can decide, from a ministry and culture standpoint, what you need to do. The goal: godly service not technological glitz. The authors are uniquely qualified to help you think about the role of technology in your congregation. All three are staff members with the Indianapolis Center for Congregations, which launched the innovative Computers and Ministry Grants Initiative in 1998 to help congregations address the challenges they face when using computer technology in their ministries. In this book, they share what they have learned in their work with 102 congregations. There s no question your congregation is going to use computer technology. The only question is, "How?" 40 Days and 40 Bytes will help you design technology that fits your ministry and mission."

First published in 1989, this collection of essays brings into focus the history of a specific form of violence - that of representation. The contributors identify representations of self and other that empower a particular class, gender, nation, or race, constructing a history of the west as the history of changing modes of subjugation. The essays bring together a wide range of literary and historical work to show how writing became an increasingly important mode of domination during the modern period as ruling ideas became a form of violence in their own right. This reissue will be of particular value to literature students with an interest in the concept of violence, and the boundaries and capacity of discourse.

How has the form of the novel responded to the conditions now grouped under the term "neoliberalism"? These conditions have generated an explosion of narrative forms that make the past two decades one of the two or three most significant periods in the history of the novel. The contributors ask whether these formal innovations can be understood as an unprecedented break from the past or the latest chapter in a process that has been playing out over the past three centuries. In response to this question, they use a range of contemporary novels to consider whether conditions of multinational capitalism limit the novel's ability to imagine a future beyond the limits of that world. Do novels that reject the option of an alternative world nevertheless reimagine the limits of multinational capitalism as the precondition for such a future? With these concerns in mind, contributors demonstrate how major contemporary novelists challenge national traditions of the novel both in the Anglophone West and across the Global South. This collective inquiry begins with a new essay by and interview with British novelist Tom McCarthy. Contributors Nancy Armstrong, Jane Elliott, Matthew Hart, Nathan Hensley, Nicholas Huber, Jeanne-Marie Jackson, John Marx, Tom McCarthy, Vaughn Rasberry, Deisdra Reber, Lily Saint, Emilio Sauri, Rachel Greenwald Smith, Paul Stasi

Nancy Armstrong argues that the history of the novel and the history of the modern individual are, quite literally, one and the same. She suggests that certain works of fiction created a subject, one displaying wit, will, or energy capable of shifting the social order to grant the exceptional person a place commensurate with his or her individual worth. Once the novel had created this figure, readers understood themselves in terms of a narrative that produced a self-governing subject.

In the decades following the revolutions in British North America and France, the major novelists distinguished themselves as authors by questioning the fantasy of a self-made individual. To show how novels by Defoe, Austen, Scott, Bront?, Dickens, Eliot, Hardy, Haggard, and Stoker participated in the process of making, updating, and perpetuating the figure of the individual, Armstrong puts them in dialogue with the writings of Locke, Hume, Rousseau, Malthus, Darwin, Kant, and Freud. Such theorists as Althusser, Balibar, Foucault, and Deleuze help her make the point that the individual was not one but several different figures. The delineation and potential of the modern subject depended as much upon what it had to incorporate as what alternatives it had to keep at bay to address the conflicts raging in and around the British novel.

Desire and Domestic Fiction argues that far from being removed from historical events, novels by writers from Richardson to Woolf were themselves agents of the rise of the middle class. Drawing on texts that range from 18th-century female conduct books and contract theory to modern psychoanalytic case histories and theories of reading, Armstrong shows that the emergence of a particular form of female subjectivity capable of reigning over the household paved the way for the establishment of institutions which today are accepted centers of political power. Neither passive subjects nor embattled rebels, the middle-class women who were authors and subjects of the major tradition of British fiction were among the forgers of a new form of power that worked in, and through, their writing to replace prevailing notions of "identity" with a gender-determined subjectivity. Examining the works of such novelists as Samuel Richardson, Jane Austen, and the Brontes, she reveals the ways in which these authors rewrite the domestic practices and sexual relations of the past to create the historical context through which modern institutional power would seem not only natural but also humane, and therefore to be desired."

During the thirty years following ratification of the U.S. Constitution, the first American novelists carried on an argument with their British counterparts that pitted direct democracy against representative liberalism. Such writers as Hannah Foster, Isaac Mitchell, Royall Tyler, Leonore Sansay, and Charles Brockden Brown developed a set of formal tropes that countered, move for move, those gestures and conventions by which Samuel Richardson, Jane Austen, and others created their closed worlds of self, private property, and respectable society. The result was a distinctively American novel that generated a system of social relations resembling today's distributed network. Such a network operated counter to the formal protocols that later distinguished the great tradition of the American novel. In Novels in the Time of Democratic Writing, Nancy Armstrong and Leonard Tennenhouse show how these first U.S. novels developed multiple paths to connect an extremely diverse field of characters, redefining private property as fundamentally antisocial and setting their protagonists to the task of dispersing that property-its goods and people-throughout the field of characters. The populations so reorganized proved suddenly capable of thinking and acting as one. Despite the diverse local character of their subject matter and community of readers, the first U.S. novels delivered this argument in a vernacular style open and available to all. Although it differed markedly from the style we attribute to literary authors, Armstrong and Tennenhouse argue, such democratic writing lives on in the novels of Cooper, Hawthorne, Melville, and James.

It is said, "When the camp bug bites you're hooked for life " Nancy and her husband Tom caught that bug during their youth and jumped at the opportunity to own and direct a summer camp in southern Maine when they retired. Retired again, they enjoy life at their cottage off Cape Cod, where Nancy, always a story teller, writes about a new camper's experiences at a camp called, Hideaway somewhere in northern Maine. It's a must read for new campers and their parents. And fun for seasoned campers to remember their own first summer. The Armstrong's still serve as Visitors for the American Camping Association, Accreditation, each summer.

Children today are going through a lot-they are busy with school, involved in extracurricular activities, and trying to navigate the world of COVID and other concerns. Teachers and parents are busy too-with work, school, and parenting activities. How will they have the time to teach valuable skills such as manners and respect to children? These are "soft skills"; the skills necessary to work with others and be a respected and valuable citizen in the workplace of tomorrow. Soft Skills for Kids: In Schools, at Home, and Online, 2nd Edition, focuses on ways that teachers and parents can work together to teach soft skills to the children in their lives. This book is not a curriculum program or set of lessons to help children, but rather a series of "teachable moments" in which adults teach strategies to children as they happen. Finally, as the education of children has changed recently due to the pandemic with an increased number of children learning online, this book will be a great resource for how adults can work together to help children learn soft skills-in schools, at home, and online.

Nancy Armstrong and Leonard Tennenhouse challenge traditional accounts of the origins of modern Anglo-American culture by focusing on the emergence of print culture in England and the North American colonies. They postulate a modern middle class that consisted of authors and intellectuals who literally wrote a new culture into being. Milton's Paradise Lost marks the emergence of this new literacy. The authors show how Milton helped transform English culture into one of self-enclosed families made up of self-enclosed individuals. However, the authors point out that the popularity of Paradise Lost was matched by that of the Indian captivity narratives that flowed into England from the American colonies. Mary Rowlandson's account of her forcible separation from the culture of her origins stresses the ordinary person's ability to regain those lost origins, provided she remains truly English. In a colonial version of the Miltonic paradigm, Rowlandson sought to return to a family of individuals much like the one in Milton's depiction of the fallen world. Thus the origin both of modern English culture and of the English novel are located in North America. American captivity narratives formulated the ideal of personal life that would be reproduced in the communities depicted by Defoe, Richardson, and later domestic fiction. This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1992.

Nancy Armstrong and Leonard Tennenhouse challenge traditional accounts of the origins of modern Anglo-American culture by focusing on the emergence of print culture in England and the North American colonies. They postulate a modern middle class that consisted of authors and intellectuals who literally wrote a new culture into being. Milton's Paradise Lost marks the emergence of this new literacy. The authors show how Milton helped transform English culture into one of self-enclosed families made up of self-enclosed individuals. However, the authors point out that the popularity of Paradise Lost was matched by that of the Indian captivity narratives that flowed into England from the American colonies. Mary Rowlandson's account of her forcible separation from the culture of her origins stresses the ordinary person's ability to regain those lost origins, provided she remains truly English. In a colonial version of the Miltonic paradigm, Rowlandson sought to return to a family of individuals much like the one in Milton's depiction of the fallen world. Thus the origin both of modern English culture and of the English novel are located in North America. American captivity narratives formulated the ideal of personal life that would be reproduced in the communities depicted by Defoe, Richardson, and later domestic fiction. This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1992.

Victorians were fascinated with how accurately photography could copy people, the places they inhabited, and the objects surrounding them. Much more important, however, is the way in which Victorian people, places, and things came to resemble photographs. In this provocative study of British realism, Nancy Armstrong explains how fiction entered into a relationship with the new popular art of photography that transformed the world into a picture. By the 1860s, to know virtually anyone or anything was to understand how to place him, her, or it in that world on the basis of characteristics that either had been or could be captured in one of several photographic genres. So willing was the readership to think of the real as photographs, that authors from Charles Dickens to the Brontes, Lewis Carroll, H. Rider Haggard, Oscar Wilde, D. H. Lawrence, E. M. Forster, and Virginia Woolf had to use the same visual conventions to represent what was real, especially when they sought to debunk those conventions. The Victorian novel's collaboration with photography was indeed so successful, Armstrong contends, that literary criticism assumes a text is gesturing toward the real whenever it invokes a photograph.

Nancy Armstrong argues that the history of the novel and the history of the modern individual are, quite literally, one and the same. She suggests that certain works of fiction created a subject, one displaying wit, will, or energy capable of shifting the social order to grant the exceptional person a place commensurate with his or her individual worth. Once the novel had created this figure, readers understood themselves in terms of a narrative that produced a self-governing subject.

In the decades following the revolutions in British North America and France, the major novelists distinguished themselves as authors by questioning the fantasy of a self-made individual. To show how novels by Defoe, Austen, Scott, Bront?, Dickens, Eliot, Hardy, Haggard, and Stoker participated in the process of making, updating, and perpetuating the figure of the individual, Armstrong puts them in dialogue with the writings of Locke, Hume, Rousseau, Malthus, Darwin, Kant, and Freud. Such theorists as Althusser, Balibar, Foucault, and Deleuze help her make the point that the individual was not one but several different figures. The delineation and potential of the modern subject depended as much upon what it had to incorporate as what alternatives it had to keep at bay to address the conflicts raging in and around the British novel.