Suchergebnisse

Intro -- Contents -- Acknowledgments -- Introduction: Thinking Transformation -- Part I. Hegel's Logic of Transformation -- Chapter 1 Thinking in Times of Crisis: Hegel's Logic of Transformation -- Prelude: After the Crisis, Telling the Story -- 1. From Today's Present to Hegel's Logic as a Logic of Transformative Processes -- 2. Another Crisis: Times of Change and Hegel's Dialectic -- 3. The "Need" for a Logic of Change -- 4. Dialectic Is Movement: Zeno's Arrow and Heraclitus's Flux -- 5. Dialectic-Speculative Logic: Understanding and the Power of Reason -- 6. Hegel's Dialectic-Speculative Logic: The Path for a Reconstruction -- Chapter 2 From the Beginning to the End: What Is Method? -- 1. The Nature of the Process: Determinate Negation and Immanence -- 2. Logical Movement and Logical Action -- 3. Method as the Enactment of Truth: Method Is Mythos -- 4. Method: Beginning, Advancing, and Ending the Logical Action -- 5. In the End Is the (Beginning of the) Story -- Chapter 3 Forms and Figures -- 1. Logical Action and Logical Agents -- 2. Phenomenological and Logical Gestaltung: Logical Forms as "Figures" -- 3. Logical Figures: Reality in the "Realm of Shadows" -- Part II. Structures of Action: Logic and Literature -- Chapter 4 Beginnings -- Some Preliminary Remarks: The Synchronic Perspective, or Reading the Logic All Over Again -- 1. Logical Beginnings: The Two Perspectives -- 1.1. Enacting the Absolute Beginning: The Figure of Beginning in Being -- 1.2. The Memory of the Beginning or Beginning-Again: The Figure of Beginning in Essence -- 1.3. The Beginning of Freedom: The Figure of Beginning in the Concept -- 2. Violence in the Beginning: Melville's Billy Budd -- 2.1. The Logic of Violence: The Violence of Pure Immediacy-Being -- 2.2. The Logic of Violence: Violence Reflected

Introduction: Success narratives? -- Chapter 1. The halo of higher learning in the work of Abraham Cahan -- Chapter 2. A reprieve at best: education in the writing of Mary Antin and Elizabeth G. Stern -- Chapter 3. Anzia Yezierska's frustrated pursuit of education -- Chapter 4. M. E. Ravage, Ludwig Lewisohn and Lionel Trilling: education at the 'Real American' University -- Chapter 5. The hidden curriculum in Leo Rosten's H*Y*M*A*N*K*A*P*L*A*N stories -- Epilogue: A space apart

"The hands of colonized subjects - South Asian craftsmen, Egyptian mummies, harem women, and Congolese children - were at the crux of Victorian discussions of the body that tried to come to terms with the limits of racial identification. While religious, scientific, and literary discourses privileged hands as sites of physiognomic information, none of these found plausible explanations for what these body parts could convey about ethnicity. As compensation for this absence, which might betray the fact that race was not actually inscribed on the body, fin-de-siecle narratives sought to generate models for how non-white hands might offer crucial means of identifying and theorizing racial identity. They removed hands from a holistic corporeal context and allowed them to circulate independently from the body to which they originally belonged. Severed hands consequently served as 'human tools' that could be put to use in a number of political, aesthetic, and ideological contexts"--

Preliminary material -- Introduction -- Record of the Cheerful Troop (Hogaraka butaiki) -- Chapter One -- Rice and Soldiers (Okome to heitai) -- Chapter Two -- Friendly Air Raid Shelter (Nakayoshi bōkūgō) -- Chapter Three -- The Nine-Meter-Long letter (Goken no tegami) -- Chapter Four -- Letter from Father (Chichi no tegami) -- Chapter Five -- Mother of a War God (Gunshin no haha) -- Conclusion -- The Unsung Mother (Mumei no haha) -- Endnotes -- Glossary -- Works Cited -- Illustration Credits -- Index.