Is anything ever not an interpretation? Does interpretation go all the way down? Is there such a thing as a pure fact that is interpretation-free? If not, how are we supposed to know what to think and do? These tantalizing questions are tackled by renowned American thinker John D Caputo in this wide-reaching exploration of what the traditional term 'hermeneutics' can mean in a postmodern, twenty-first century world. As a contemporary of Derrida's and longstanding champion of rethinking the disciplines of theology and philosophy, for decades Caputo has been forming alliances across disciplines and drawing in readers with his compelling approach to what he calls "radical hermeneutics." In this new introduction, drawing upon a range of thinkers from Heidegger to the Parisian "1968ers" and beyond, he raises a series of probing questions about the challenges of life in the postmodern and maybe soon to be 'post-human' world.'

For courses in U.S. history since 1945. The United States Since 1945: Historical Interpretations gives students the opportunity to compare and contrast leading interpretations of key historical events and issues in recent American history, presenting two or three carefully edited scholarly writings on each topic covered. This book is a collection of secondary readings on key topics in U.S. history since 1945, edited by two leading historians in the field. Due to the growing interest among teachers and students in the 1970s and on, the authors have collected material that concentrates heavily on recent history, including current globalization and the events of 9/11. The reader is divided into three parts, covering 1945-1960, 1960-1974, and 1974 to the present.

Five essays on the tendency of modern historians to update other eras and on the need to recapture the concrete life of the past.

For the past fifty years anxiety over naturalism has driven debates in social theory. One side sees social science as another kind of natural science, while the other rejects the possibility of objective and explanatory knowledge. Interpretation and Social Knowledge suggests a different route, offering a way forward for an antinaturalist sociology that overcomes the opposition between interpretation and explanation and uses theory to build concrete, historically specific causal explanations of social phenomena.

Citation style manual for every type of source record and media.

Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific. This scientific attitude of mind might, conceivably, be quite irrelevant to teaching children and youth. But this book also represents the conviction that such is not the case; that the native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near, to the attitude of the scientific mind. If these pages assist any to appreciate this kinship and to consider seriously how its recognition in educational practice would make for individual happiness and the reduction of social waste, the book will amply have served its purpose. It is hardly necessary to enumerate the authors to whom I am indebted. My fundamental indebtedness is to my wife, by whom the ideas of this book were inspired, and through whose work in connection with the Laboratory School, existing in Chicago between 1896 and 1903, the ideas attained such concreteness as comes from embodiment and testing in practice. It is a pleasure, also, to acknowledge indebtedness to the intelligence and sympathy of those who coöperated as teachers and supervisors in the conduct of that school, and especially to Mrs. Ella Flagg Young, then a colleague in the University, and now Superintendent of the Schools of Chicago.

An analysis of visual epistemology in the digital humanities, with attention to the need for interpretive digital tools within humanities contexts. In the several decades since humanists have taken up computational tools, they have borrowed many techniques from other fields, including visualization methods to create charts, graphs, diagrams, maps, and other graphic displays of information. But are these visualizations actually adequate for the interpretive approach that distinguishes much of the work in the humanities? Information visualization, as practiced today, lacks the interpretive frameworks required for humanities-oriented methodologies. In this book, Johanna Drucker continues her interrogation of visual epistemology in the digital humanities, reorienting the creation of digital tools within humanities contexts. Drucker examines various theoretical understandings of visual images and their relation to knowledge and how the specifics of the graphical are to be engaged directly as a primary means of knowledge production for digital humanities. She draws on work from aesthetics, critical theory, and formal study of graphical systems, addressing them within the specific framework of computational and digital activity as they apply to digital humanities. Finally, she presents a series of standard problems in visualization for the humanities (including time/temporality, space/spatial relations, and data analysis), posing the investigation in terms of innovative graphical systems informed by probabilistic critical hermeneutics. She concludes with a final brief sketch of discovery tools as an additional interface into which modeling can be worked.