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Books and the Popularization of Knowledge
Over the past fifty years, knowledge of the natural world, history, and human behavior has expanded dramatically. What has been learned in the academy has become part of political discourse, sermons, and everyday conversation. The dominant medium for transferring knowledge from universities to the public is popularization—books of serious nonfiction that make complex ideas and information accessible to nonexperts. Such writers as Carl Sagan, Stephen Jay Gould, Stephen Hawking, Daniel Boorstin, and Robert Coles have attracted hundreds of thousands of readers. As fields such as biology, physics, history, and psychology have changed the ways we view ourselves and our place in the universe, popularization has played an essential role in helping us to understand our world. Expanding the American Mind begins by comparing fiction and nonfiction—their relative respectability in the eyes of reading experts and in the opinions of readers themselves. It then traces the roots of popularization from the Middle Ages to the present, examining changes in literacy, education, and university politics. Focusing on the period since World War II, it examines the ways that curricular reform has increased interest in popularization as well as the impact of specialization and professionalization among the faculty. It looks at the motivations of academic authors and the risks and rewards that come from writing for a popular audience. It also explains how experts write for nonexperts—the rhetorical devices they use and the voices in which they communicate. Beth Luey also looks at the readers of popularizations—their motivations for reading, the ways they evaluate nonfiction, and how they choose what to read. This is the first book to use surveys and online reader responses to study nonfiction reading. It also compares the experience of reading serious nonfiction with that of reading other genres. Using publishers’ archives and editor-author correspondence, Luey goes on to examine what editors, designers, and marketers in this very competitive business do to create and sell popularizations to the largest audience possible. In a brief afterword she discusses popularization and the Web. The result is a highly readable and engaging survey of this distinctive genre of writing.
The Rhetoric of Failure and the Making of American Modernism
From Herman Melville's claim that "failure is the true test of greatness" to Henry Adams's self-identification with the "mortifying failure in [his] long education" and William Faulkner's eagerness to be judged by his "splendid failure to do the impossible," the rhetoric of failure has served as a master trope of modernist American literary expression. David Ball's magisterial study addresses the fundamental questions of language, meaning, and authority that run counter to well-rehearsed claims of American innocence and positivity, beginning with the American Renaissance and extending into modernist and contemporary literature. The rhetoric of failure was used at various times to engage artistic ambition, the arrival of advanced capitalism, and a rapidly changing culture, not to mention sheer exhaustion. False Starts locates a lively narrative running through American literature that consequently queries assumptions about the development of modernism in the United States.
Texts, Performances, and Audiences from Codex to Computer
In this provocative work, Roger Chartier continues his extraordinarily influential consideration of the forms of production, dissemination, and interpretation of discourse in Early Modern Europe. Chartier here examines the relationship between patronage and the market, and explores how the form in which a text is transmitted not only constrains the production of meaning but defines and constructs its audience.
Reading at the Turn of the Twenty-first Century
The start of the twenty-first century has brought with it a rich variety of ways in which readers can connect with one another, access texts, and make sense of what they are reading. At the same time, new technologies have also opened up exciting possibilities for scholars of reading and reception in offering them unprecedented amounts of data on reading practices, book buying patterns, and book collecting habits. In From Codex to Hypertext, scholars from multiple disciplines engage with both of these strands. This volume includes essays that consider how changes such as the mounting ubiquity of digital technology and the globalization of structures of publication and book distribution are shaping the way readers participate in the encoding and decoding of textual meaning. Contributors also examine how and why reading communities cohere in a range of contexts, including prisons, book clubs, networks of zinesters, state-funded programs designed to promote active citizenship, and online spaces devoted to sharing one’s tastes in books. As concerns circulate in the media about the ways that reading—for so long anchored in print culture and the codex—is at risk of being irrevocably altered by technological shifts, this book insists on the importance of tracing the historical continuities that emerge between these reading practices and those of previous eras. In addition to the volume editor, contributors include Daniel Allington, Bethan Benwell, Jin Feng, Ed Finn, Danielle Fuller, David S. Miall, Julian Pinder, Janice Radway, Julie Rak, DeNel Rehberg Sedo, Megan Sweeney, Joan Bessman Taylor, Molly Abel Travis, and David Wright.
as well as providing a commentary on his novels, plays, and short stories, this book sets Gombrowicz's writing in the context of contemporary cultural theory. The author performs a detailed examination of Gombrowicz's major literary and theatrical work, showing how his conception of form is highly resonant with contemporary, postmodern theories of identity.
Print, Manuscript, and Political Culture in Revolutionary England
John Milton's Commonplace Book is the only known political notebook of a radical polemicist writing during the English civil war, and the most extensive manuscript record of reading we have from any major English poet from this period. In this rethinking of a surprisingly neglected body of evidence, Thomas Fulton explores Milton's reading practices and the ways he used this reading in his writing. Fulton's close study of the Commonplace Book suggests that this reading record is far from the haphazard collection of notes that it first appears but is instead a program of research which had its own ideology that responded to the reading habits and practices of Milton's contemporaries. Created mostly in the late 1630s and during the overthrow of the Stuart government in the 1640s, Milton's reading notes yield a number of surprises, the most fundamental being a highly structured commitment to political history. Fulton explores the relationship between the manuscript author and his polemical persona, placing the Commonplace Book, the manuscript "Digression" to the History of Britain, and some wartime poems in revealing contrast to the printed political texts of this period.
The Republication of Children's Historical Literature and the Christian Right
Recently publishers on the Christian Right have been reprinting nineteenth-century children’s history books and marketing them to parents as “anchor texts” for homeschool instruction. Why, Gregory M. Pfitzer asks, would books written more than 150 years ago be presumed suitable for educating twenty-first-century children? The answer, he proposes, is that promoters of these recycled works believe that history as a discipline took a wrong turn in the early twentieth century, when progressive educators introduced social studies methodologies into public school history classrooms, foisting upon unsuspecting and vulnerable children ideologically distorted history books. In History Repeating Itself, Pfitzer tests these assertions by scrutinizing and contextualizing the original nineteenth-century texts on which these republications are based. He focuses on how the writers borrowed from one another to produce works that were similar in many ways yet differed markedly in terms of pedagogical strategy and philosophy of history. Pfitzer demonstrates that far from being non-ideological, these works were rooted in intense contemporary debates over changing conceptions of childhood. Pfitzer argues that the repurposing of antiquated texts reveals a misplaced resistance to the idea of a contested past. He also raises essential philosophical questions about how and why curricular decisions are shaped by the “past we choose to remember” on behalf of our children.
Destruction and Preservation
Between 1933 and 1945, Nazi Germany systematically destroyed an estimated 100 million books throughout occupied Europe, an act that was inextricably bound up with the murder of 6 million Jews. By burning and looting libraries and censoring “un-German” publications, the Nazis aimed to eradicate all traces of Jewish culture along with the Jewish people themselves. The Holocaust and the Book examines this bleak chapter in the history of printing, reading, censorship, and libraries. Topics include the development of Nazi censorship policies, the celebrated library of the Vilna ghetto, the confiscation of books from the Sephardic communities in Rome and Salonika, the experience of reading in the ghettos and concentration camps, the rescue of Polish incunabula, the uses of fine printing by the Dutch underground, and the suppression of Jewish books and authors in the Soviet Union. Several authors discuss the continuing relevance of Nazi book burnings to the present day, with essays on German responses to Friedrich Nietzsche and the destruction of Bosnian libraries in the 1990s. The collection also includes eyewitness accounts by Holocaust survivors and a translation of Herman Kruk's report on the Vilna ghetto library. An annotated bibliography offers readers a concise guide to research in this growing field.
How to Do Things with Books in Victorian Britain asks how our culture came to frown on using books for any purpose other than reading. When did the coffee-table book become an object of scorn? Why did law courts forbid witnesses to kiss the Bible? What made Victorian cartoonists mock commuters who hid behind the newspaper, ladies who matched their books' binding to their dress, and servants who reduced newspapers to fish 'n' chips wrap?
Shedding new light on novels by Thackeray, Dickens, the Brontës, Trollope, and Collins, as well as the urban sociology of Henry Mayhew, Leah Price also uncovers the lives and afterlives of anonymous religious tracts and household manuals. From knickknacks to wastepaper, books mattered to the Victorians in ways that cannot be explained by their printed content alone. And whether displayed, defaced, exchanged, or discarded, printed matter participated, and still participates, in a range of transactions that stretches far beyond reading.
Supplementing close readings with a sensitive reconstruction of how Victorians thought and felt about books, Price offers a new model for integrating literary theory with cultural history. How to Do Things with Books in Victorian Britain reshapes our understanding of the interplay between words and objects in the nineteenth century and beyond.