"Postmodern Spiritual Practices: The Construction of the Subject and the Reception of Plato in Lacan, Derrida, and Foucault, by Paul Allen Miller, argues that a key element of postmodern French intellectual life has been the reception of Plato. This fact has gone underappreciated in the Anglophone world due to a fundamental division in culture. Until very recently, the concerns of academic philosophy and philology have had little in common. On the one hand, this is due to analytic philosophy's self-confinement to questions of epistemology, speech act theory, and philosophy of science. As such, it has had little to say about the relation between antique and contemporary modes of thought." "On the other hand, blindness to the merits of postmodern thought is also due to Anglo-American philology's own parochial instincts. Ensconced within a nineteenth-century model of Alterumswissenchaft, only a minority of classicists have made forays into philosophical, psychoanalytic, and other speculative modes of inquiry. The result has been that postmodern French thought has largely been the province of scholars of modern languages." "A situation thus emerges in which most classicists do not know theory, and so cannot appreciate the scope of these thinkers' contribution to our understanding of the genealogy of Western thought, while most theorists do not know the Platonic texts and their contexts that ground them. This book bridges this gap, offering detailed and theoretically informed readings of French postmodernism's chief thinkers' debts to Plato and the ancient world."--BOOK JACKET.

Integrates key techniques into current teaching and practice This text provides a framework for the synthesis of postmodern theories of counseling. The cutting-edge Strength Centered Counseling model can be incorporated effectively with the more traditional models of counseling, resolving the ambiguity about how postmodernism fits into every day practice and results in more direct application of knowledge and skill sets for training in counselor education. Authors Colin Ward and Teri Reuter offer a practical and straightforward resource that presents clients with opportunities to look at life not only from a context of problems and adversity; but also of solutions, strengths, and hope. Key Features Interactive learning experiences including Learning Activities (within chapters) and Professional Growth Activities (at the end of chapters) present throughout the text Clear direction for application of principles, techniques and interventions Counselor Interview and Reflection guides serve as both valuable as a learning tool and a structural guide for future sessions with clients This text is appropriate for counseling theories and counseling skills related courses in counseling, psychology, and related fields.

Containing more than fifty essays by major literary scholars, International Postmodernism divides into four main sections. The volume starts off with a section of eight introductory studies dealing with the subject from different points of view followed by a section that deals with postmodernism in other arts than literature, while a third section discusses renovations of narrative genres and other strategies and devices in postmodernist writing. The final and fourth section deals with the reception and processing of postmodernism in different parts of the world. Three important aspects add to the special character of International Postmodernism: The consistent distinction between postmodernity and postmodernism; equal attention to the making and diffusion of postmodernism and the workings of literature in general; and the focus on the text and the reader (i.e., the reader's knowledge, experience, interests, and competence) as crucial factors in text interpretation. This comprehensive study does not expressly focus on American postmodernism, although American interpretations of postmodernism are a major point of reference. The recognition that varying literary and cultural conditions in this world are bound to produce endless varieties of postmodernism made the editors, Hans Bertens and Douwe Fokkema, opt for the title International Postmodernism.

After over a decade of theoretical writing, it is now possible and timely to evaluate the impact of postmodernism on psychology. This book brings together a group of highly respected contributors to the postmodern debate in psychology. Their chapters reflect on achievements and limitations of attempts to develop postmodern approaches to psychology. The essays are interactive, reflective and the authors are often in active debate. This volume introduces the general reader to such topics as Marxist and feminist psychology, social constructionism and deconstructionism. Postmodern Psychologies is the first book to assess postmodernism's impact on psychology, both within the discipline of psychology and the broader culture.

From accounts of the Holocaust, to representations of AIDS, to predictions of environmental disaster; from Hal Lindsey's fundamentalist 1970s bestseller The Late Great Planet Earth, to Francis Fukuyama's The End of History and the Last Man in 1992, the sense of apocalypse is very much with us. In Postmodern Apocalypse, Richard Dellamora and his contributors examine apocalypse in works by late twentieth-century writers, filmmakers, and critics.

In this book it explores science and technology, makes connections between these epistemic, cultural, and political trends, and develops profound insights into the nature of our postmodernity.

Post-Postmodernism begins with a simple premise: we no longer live in the world of "postmodernism," famously dubbed "the cultural logic of late capitalism" by Fredric Jameson in 1984. Far from charting any simple move "beyond" postmodernism since the 1980s, though, this book argues that we've experienced an intensification of postmodern capitalism over the past decades, an increasing saturation of the economic sphere into formerly independent segments of everyday cultural life. If "fragmentation" was the preferred watchword of postmodern America, "intensification" is the dominant cultural logic of our contemporary era. Post-Postmodernism surveys a wide variety of cultural texts in pursuing its analyses—everything from the classic rock of Black Sabbath to the post-Marxism of Antonio Negri, from considerations of the corporate university to the fare at the cineplex, from reading experimental literature to gambling in Las Vegas, from Badiou to the undergraduate classroom. Insofar as cultural realms of all kinds have increasingly been overcoded by the languages and practices of economics, Nealon aims to construct a genealogy of the American present, and to build a vocabulary for understanding the relations between economic production and cultural production today—when American-style capitalism, despite its recent battering, seems nowhere near the point of obsolescence. Post-postmodern capitalism is seldom late but always just in time. As such, it requires an updated conceptual vocabulary for diagnosing and responding to our changed situation.

This popular text provides an in-depth introduction to debates within post-colonial theory and criticism. The readings are drawn from a diverse selection of thinkers both historical and contemporary.

Based on nearly a decade of scholarship, this is a highly focused book on the implications of postmodernism for the construction and assessment of theory and practice in educational administration. Current ideas of practice are deconstructed, from the notions of sound research to the use of national standards in the preparation of educational leaders along with ways of examining and resolving the theory-practice gap. Part One of the book contains chapters dealing with the rise of postmodernism and describes its broad-based dissent from a century of thought in the field, including a penetrating examination of whether the concept of a field itself is viable. Part Two of the book explores the many ramifications of postmodernism to practice, beginning with ideas concerning educational research. These chapters tackle the tough issues of the efficacy of the Interstate Leaders Licensure Standards (ISLLC) and the national exam as examples of job deskilling and deprofessionalization in the guise of raising standards of preparation of future educational leaders. Other chapters deal with deconstructing the popular managerial ideas contained in Stephen Covey's works and dispute Joe Murphy's call for a new center of gravity in the field as reinforcing the status quo. Finally, the book tackles the issue of the theory-practice gap and indicates that new and progressive theories which anticipate problems of practice are what is required to deal with this persistent issue. The book contains many helpful exhibits in understanding the issues concerning theory and practice, as well as a glossary of terms most commonly found in postmodern discourse. This book is designed for college and university programs engaged in the preparation of educational leaders for ele-mentary/secondary schools and college administrative positions.