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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.
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.
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.
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.
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.
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.
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.
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.
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.
"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."
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.
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."
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.
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