Book by Lichtenstein, Aharon

The First collection of essays to address issues concerning lesbian and gay studies in the undergraduate classroom, Professions of Desire will challenge teachers and students of literature with new materials, new approaches, and new ideas. Professions of Desire includes examples of lesbian and gay critical analysis and thoughtful discussions about what it means to be lesbian, gay, or queer in the classroom

"Sources for Studying the Holocaust provides a pathway for readers to engage with questions about what sources can be used to study the Holocaust. For many historians the challenge has been how to rescue the story from oblivion when oft-used sources for other periods of history introduce even more issues around authenticity and reliability. What can be learned of what transpired in villages and towns numbering several thousand people, when all its Jewish inhabitants were totally obliterated through Nazi action? Who can furnish eyewitness testimony, if all the eyewitnesses were killed? How does one examine written records preserving knowledge of facts or events, where none were kept or survived the onslaught? And what weight do we put upon such resources which did manage to endure the destruction wrought by the Holocaust? Each chapter looks at one of a diverse range of source material from which scholars have rescued the history, including survivor testimony, diaries, letters, newspaper accounts, photographs, trial documents, artefacts, digital resources, memorials, films, literature and art. Each chapter shows how different types of records can be utilized as accurate sources for the writing of Holocaust history. Collectively, they highlight the ways in which all material, even the most fragmentary, can be employed to recreate a reliable record of what happened during the Holocaust and show how all sources considered can be employed to find meaning and understanding by exploring a range of sources deeply. This book is a unique analysis of the types of sources that can be used to access the history of Holocaust. It will be of invaluable interest to readers, students and researchers of the Holocaust"--

"Each year, Israel's young men and women are drafted into compulsory military service and are required to engage directly in the Israeli-Palestinian conflict. This conflict is by its nature intensely complex and is played out under the full glare of international security. So, how does Israel's education system prepare its young people for this? How is Palestine, and the Palestinians against whom these young Israelis will potentially be required to use force, portrayed in the school system? Nurit Peled-Elhanan argues that the textbooks used in the school system are laced with a pro-Israel ideology, and that they play a part in priming Israeli children for military service. She analyzes the presentation of images, maps, layouts and use of language in History, Geography and Civic Studies textbooks, and reveals how the books might be seen to marginalize Palestinians, legitimize Israeli military action and reinforce Jewish-Israeli territorial identity. This book provides a fresh scholarly contribution to the Israeli-Palestinian debate, and will be relevant to the fields of Middle East Studies and Politics more widely"--Publisher.

Like scholars in other fields, historians have long occupied themselves in self-justification. In a society which calibrates all measures by a single standard, the proof of scientific worth became relevance, which in turn was interpreted as a search not for truth but for political correctness. In a blistering professional critique of this tendency in academic scholarship, perhaps the first of its kind, Oscar Handlin offers an analysis that, if anything, has grown more pertinent over the past decade. In seventeen chapters, written with the brilliant assurance of a master craftsman, Handlin shows why the turn to partisanship and meaning has undermined the calling of historical research. As his new introduction makes clear, partisanship has taken the best and brightest from the field into different callings. Both widely heralded upon its initial appearance as well as attacked with vigor, Truth in History emanates from a half-century's experience of reading, writing, teaching, researching, and publishing in history and related disciplines. The passage of time has only confirmed the concerns of Handlin and the accuracy of his predictions for the field. This book will be valuable for sociologists, economists, political scientists, and historians. It is a must read for those who contemplate a life of scholarship in liberal arts.

Sociology, writes Irving Louis Horowitz, has changed from a central discipline of the social sciences to an ideological outpost of political extremism. As a result, the field is in crisis. Some departments have been shut down, others cut back, research programs have dried up, and the growth of professional organizations and student enrollments have been either curbed or atrophied. In The Decomposition of Sociology, Professor Horowitz, for four decades a leading social scientist, offers a frank and full account of the maelstrom engulfing this field. Horowitz pulls no punches in this provocative volume. He charges that much contemporary sociological theory has degenerated into pure critique, strongly influenced by Marxist dogmatism. Such thinking has a strong element of anti-American and anti-Western bias, in which all questions have one answer--the evil of capitalism--and all problems one solution--the good of socialism. In criminology, for instance, he shows that high crime rates are seen as an expression of capitalist disintegration, and criminal behavior a covert expression of radical action. Indeed, in one area after another, Horowitz shows how this same formulaic thinking dominates the field, resulting in a crude reductionist view of contemporary social life. At a time when the world is moving closer to the free market and democratic norms, he concludes, such reductionist tendencies and ideological posturings are outmoded. Horowitz offers an alternative. He urges a larger vision of the social sciences, one in which universities, granting agencies and research institutes provide an environment in which research may be untainted by partisan agencies--where policy choices will not be hindered by the prevailing cultural climate. He counsels sociologists to move away from blind advocacy, to meet the challenges of the twenty-first century by incorporating the knowledge of other times and places, and to take into account the shrinking globe--in short, to develop and maintain a new set of universal standards in this era of a world culture. Here then is an eloquent plea for a revolution in sociology, written by one of the field's foremost figures. It offers as well a cautionary tale about the potentially devastating effect of ideology on scholarly pursuits.

Comparison is held to be one of the central methods of the academic study of religion. While many ostensibly engage in the comparative act, often overlooked is what it actually means to do this. What is comparison? Why engage in it and for what purposes? Can there be such a thing as a valid or invalid comparison? Can comparison itself be compared to anything? This book starts with the premise that while there are good comparisons and bad comparisons, what is common to both is the sheer artificiality of the enterprise and develops an analytical framework for using the method in the context of religious studies. After briefly tracing the history and genealogy of the category, Hughes draws on his own extensive work in Judaism and Islam to argue that comparison can be a useful method, but only under strictly controlled conditions.

About the Author Jacob Neusner is Research Professor of Religion and Theology Bard College Annandale-on-Hudson, NY.

Wandor has written a history of creative writing in the UK, analysing its complex relationship with English and literary theory.

Wandor has written a history of creative writing in the UK, analysing its complex relationship with English and literary theory.

The articles in this collection focus on instruction - and writings arising from that instruction - in philosophy and the arts during the sixteenth and seventeenth centuries with emphasis on Central Europe. The introduction brings together and expands upon many of the topics discussed - and conclusions reached - in the remaining seven articles. Four of these articles are devoted to examining the significance of two ancient authors (Aristotle and Cicero) and of two more recent ones (Petrus Ramus and Bartholomew Keckermann). The article on Keckermann is based in part on previously unpublished biographical and bibliographical source materials. Two concepts - encyclopedia and philosophy - as utilized in the 16th and 17th centuries constitute the subject matter of separate articles. And one article focuses primarily on curriculum plans written during the 16th and early 17th centuries. These eight articles are based on a wide array of printed and manuscript source materials which are cited together with library/archive locations and call numbers and which are made more easily accessible through three indices at the conclusion of this volume.