Preface (1999) Preface (1990) 1. Subjects of Sex/Gender/Desire I. 'Women' as the Subject of Feminism II. The Compulsory Order of Sex/Gender/Desire III. Gender: The Circular Ruins of Contemporary Debate IV. Theorizing the Binary, the Unitary and Beyond V. Identity, Sex and the Metaphysics of Substance VI. Language, Power and the Strategies of Displacement 2. Prohibition, Psychoanalysis, and the Production of the Heterosexual Matrix I. Structuralism's Critical Exchange II. Lacan, Riviere, and the Strategies of Masquerade III. Freud and the Melancholia of Gender IV. Gender Complexity and the Limits of Identification V. Reformulating Prohibition as Power 3. Subversive Bodily Acts I. The Body Politics of Julia Kristeva II. Foucault, Herculine, and the Politics of Sexual Discontinuity III. Monique Wittig - Bodily Disintegration and Fictive Sex IV. Bodily Inscriptions, Performative Subversions Conclusion - From Parody to Politics

Postmodern Subjects, Postmodern BodiesThinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary WestYearning: Race, Gender, and Cultural PoliticsGender Trouble: Feminism and the Subversion of Identity

新書介紹－－Learning as Transformation: Critical Perspectives on a Theory in Progress

or £50 the set. Bookmen have never managed to achieve an agreed definition of their field of study. Bibliography has been claimed on the one hand by mere, but useful, enumerators of authors and titles and on the other by lofty textual critics and scarcely less elevated literary ones. The librarians appropriated the subject as part of their professional mystery, only to abandon it for the siren lure of silicon chip and management studies. There were the chaps whose austere and sole delight was to reveal, exclusively to each other, the intricacies of press-figures, skeleton-formes, turned chain-lines, pin-holes, and compositorial analysis. Others devoted their labours to charting the evolution of type design, the careers of publishing houses, or the distribution of paper-mills. Some even deserted the medium for the package, in spite of the late Harry Carter's contemptuous dismissal of the ancient craft of bookbinding as \"a species of cobbling\". Over the last fifteen years many of these traditional and sometimes competing kinds of bibliography have been drawing together into a new historical genre represented by a growing volume of monographs and journal articles and complete with the now obligatory French label as a seal of academic respectability-histoire du livre, best translated perhaps as \"the historical sociology of the book\". It will come as no surprise to learn that the French inspiration and first embodiment of the enterprise came in a series called Histoire et civilisation du livre, sponsored by the Ecole Pratique des Hautes Etudes, Centre de Recherches d'Histoire et de Philologie in Paris.' The general editor, and a notable contributor, Henri Jean Martin, was a pupil of, and later a collaborator with, no less a scholar than the social historian and co-founder of Annales, Lucien Febvre. The flavour of the new bibliographical history (\"la biblio-logie retrospective\" is a recently used alternative label) may be caught from the title of Martin's own contribution to the series, Livre, pouvoirs et societe 'a Paris au XVII siecle.2 English-language readers had their first substantial taste of the new French confection in 1976 with the publication of David Gerard's translation of Febvre and Martin's L'apparition du livre under the title The coming of the book: the impact of printing 1450-J800.3 Much of the factual material in that book was from well-known secondary sources but the arrangement and conclusions revealed the authors' intellectual allegiance. English readers received a salutary jolt from a crisp demonstration …

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The printing press as an agent of change: communications and cultural transformations in early-modern Europe

HARLENE ANDERSON: Conversation, Language and Possibilities A Postmodern Approach to Therapy New York: Basic Books, 1997, xIx + 307 pp, $3800 ISBN 0-465-03805-0 We have looked for years to the Houston Galveston Institute in Texas and its main authors Harlene Anderson and Harold A Goolishian to demonstrate the implications of postmodern thinking for the process of psychotherapy Harold Goolishian died recently and Anderson dedicates Conversation, Language and Possibilities, which summarizes their common work with its innovative ideas, to his memory, as her "friend, colleague and mentor" It is a book worthy of his memory Conversation-is framed by the story of a family that had unsatisfactory family therapy and it could almost be viewed as an answer to the challenges and criticisms raised by this family Actually, all along, Anderson as a seasoned educator, poses questions and then proceeds to answer them, appropriately reflecting the central importance of good questions in therapy, discussed later in the book Several important questions, as well as answers, are presented through client stories The author solves the difficult issues of confidentiality by using only cases that were already in the public domain, such as videotapes of consultations and live interviews during conferences and workshops Questions are chosen to lead us from one theoretical principle to the next, in a welcome linear fashion, but many concepts also reappear several times in different contexts, adding some unnecessary redundancy, yet lending the circular feeling of psychotherapy to the book Conversation, Language and Possibilities starts with an historical review of the development of therapy within the modernist paradigm It leads us through the gradual transformation of psychodynamic thinking, starting with the radical innovations of the systemic approach, giving a nod to communication theory and first- and second-order cybernetics until it lands at contemporary hermeneutics and social constructionism as the two philosophical movements Anderson considers most representative of the postmodern paradigm In the first 50 pages of Part I: Creating the Space The Give and Take of Theory and Practice, we are treated to the entire context for the new approach to helping people, yet another "the medium is the message" move, since contextual understanding is a central postmodern axiom-"[U]understanding is linguistically, historically, and culturally situated" (p 39) and "meanings are context-dependent" (p 206) Part II-with a title that is too cumbersome to reproduce-introduces, or else re-emphasizes and carefully explains the most important therapeutic ideas we have learned about through the author's many articles A tentative incomplete list includes the concept of a problem-determined system with a shifting and fluid membership; approaching a client from a "not knowing" position; therapy as a collaborative partnership; problems as linguistic events that are socially constructed; the client as conversational partner and teacher; the therapist as a welcome guest Central is the view of therapy as a process of internal and external dialogical conversations Anderson defines a "dialogical conversation  [as] a generative process in which new meanings-different ways of understanding, making sense of, or punctuating one's lived experiences-emerge and are mutually constructed" (p 109) The author draws an interesting contrast between dialogical conversations in which new meaning emerges and monological conversations in which this is not the case, a distinction that pervades all our social encounters Important here is the concept of "shared inquiry" (p 112) and "talking with    rather than to each other" (p 112) Part III, Searching for Meanings in Meanings returns to, and expands on, the philosophical basis of this whole approach and its interface with psychotherapy …

Conversation, Language and Possibilities. A Postmodern Approach to Therapy

20th anniversary edition of "The End of History and the Last Man", a landmark of political philosophy by Francis Fukuyama, author of "The Origins of Political Order". With the fall of Berlin Wall in 1989 the threat of the Cold War which had dominated the second half of the twentieth century vanished. And with it the West looked to the future with optimism but renewed uncertainty. "The End of History and the Last Man" was the first book to offer a picture of what the new century would look like. Boldly outlining the challenges and problems to face modern liberal democracies, Frances Fukuyama examined what had just happened and then speculated what was going to come next. Tackling religious fundamentalism, politics, scientific progress, ethical codes and war, "The End of History and the Last Man" remains a compelling work to this day, provoking argument and debate among its readers. "Awesome ...a landmark ...profoundly realistic and important ...supremely timely and cogent ...the first book to fully fathom the depth and range of the changes now sweeping through the world." (George Gilder, "The Washington"). Post Francis Fukuyama was born in Chicago in 1952. His work includes "America at the Crossroads: Democracy, Power, and the Neoconservative Legacy" and "After the Neo Cons: Where the Right went Wrong". He now lives in Washington D.C. with his wife and children, where he also works as a part time photographer.

http://library.um.ac.id/free-contents/downloadpdf.php/buku/the-end-of-history-and-the-last-man-kemenangan-kapitalisme-dn-demokrasi-liberal-oleh-francis-fukuyama-penerjemah-m-h-amrullah-10836.pdf

The end of history and the last man : kemenangan kapitalisme dn demokrasi liberal / oleh Francis Fukuyama, penerjemah M.H. Amrullah

This book provides an overview and analysis of current tensions, debates and key issues within OECD nations, particularly Australia, the USA, Canada and the UK, with regard to where education is and should be going. Using a broad historical analysis, it investigates ideas and visions about the future that are increasingly evoked to support arguments about the imminent demise of the dominant modern educational model. Focusing neither on prediction nor prescription, this text suggests the goal is an analysis of the ways in which the notion of the future circulates in contemporary discourse. Five specific discourses are explored: globalisation; new information and communications technologies; feminist; indigenous; and spiritual. The book demonstrates the connections between particular approaches to time, visions of the future, and educational visions and practices. The author asserts that every approach to educational change is inherently based on an underlying image of the future.

Educational Futures: Dominant and Contesting Visions.

Educational Futures: Dominant and Contesting Visions

In this chapter I firstly set out some of the problems faced by practising teachers in relation to the academic field of futures studies and then clarify the educational rationale for developing a ‘futures perspective’ in the school curriculum. Whilst schools have a crucial role to play in helping young people think about the future what is actually possible and appropriate is dependent on children’s ages. I outline some of what is currently known about children and young people’s perceptions of the future and then give an example of how teachers and students who intend to be teachers can be introduced to these concerns. Finally I indicate some of the areas of futures education that require further research.

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Alternative educational futures: pedagogies for emergent worlds

CLA 2.0 consolidates the latest in scholarly research on layered approaches to transformative change by thinkers and activists from around the world.

CLA 2.0: Transformative research in theory and practice

This article discusses whether utopian thinking in education has really disappeared, as is often argued. The argument is here made that while overtly utopian thinking has lost its legitimacy among social sciences and education theorists and practitioners, the influence of various utopian discourses on educational policies and practices remains strong. The first part of this article contextualises the present state of utopian thinking by overviewing its historical development. The second part discusses this in the context of education. The third part raises the issue of hegemonic utopias that present as 'realist' discourses about the future. The fourth section brings into discussion marginalised utopias, and asks the question if there are any spaces left for utopias that most deeply challenge patriarchal and Western assumptions about what constitutes knowledge, history, future and ideal education. The article concludes by arguing that all 'regimes of educational truths' whether labelled 'realistic' or 'utopian' draw their inspiration from a particular image of the future, an image that always includes at least some elements of the utopian.

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Ivana Milojevic

Papers

Educational Futures: Dominant and Contesting Visions.

Educational Futures: Dominant and Contesting Visions

Alternative educational futures: pedagogies for emergent worlds

CLA 2.0: Transformative research in theory and practice

Hegemonic and Marginalised Educational Utopias in the Contemporary Western World