The first textbook to present a framework of the Behavioral Political Science paradigm for understanding political decision-making.

Beyond Dichotomies examines literary texts, cultural production, and concrete local practices within the context of modernity and globalization by focusing on the ways in which some societies confront the complexity of cultures reflected in new forms of knowledge, narratives, and subjectivities. The contributors explore how particular societies negotiate the relations between the global and the local, and use a geographical, comparative perspective combined with an interdisciplinary approach to offer a diversity of views and illuminate the cultural impact of globalization on different societies around the world: Africa, Asia, Europe, and the Americas. These societies face complex questions regarding people's histories, identities, and cultures that embody the ambivalence, contradictions, and anxieties generated by the process of globalization. The contributors provide a compelling conclusion for a rethinking and reconfiguration of cultures and intercultural relations in today's global world in which dichotomized representations coexist with a discourse of globalization.

With the opening up of the East in the autumn of 1989 claims were being made, on the one hand, that German literature had never, in fact, been divided, while others were proclaiming the end of East and West German literatures as they had existed, and the beginning of a new era.

This book seeks a reconsideration of the phenomenon of sorcery and related categories. The contributors to the volume explore the different perspectives on human sociality and social and political constitution that practices typically understood as sorcery, magic and ritual reveal. In doing so the authors are concerned to break away from the dictates of a western externalist rationalist understanding of these phenomena without falling into the trap of mysticism. The articles address a diversity of ethnographic contexts in Africa, Asia, the Pacific and the Americas.

Claims authorial intention, art history, and morality play a role in our encounter with art works.

Education is a violent act, yet this violence is concealed by its good intent. Education presents itself as a distinctly improving, enabling practice. Even its most radical critics assume that education is, at core, an incontestable social good. Setting education in its political context, this book, now in paperback, offers a history of good intentions, ranging from the birth of modern schooling and modern examination, to the rise (and fall) of meritocracy. In challenging all that is well-intentioned in education, it reveals how our educational commitments are always underwritten by violence. Our highest ideals have the lowest origins. Seeking to unsettle a settled conscience, Benign Violence: Education in and beyond the Age of Reason is designed to disturb the reader. Education constitutes us as subjects; we owe our existence to its violent inscriptions. Those who refuse or rebel against our educational present must begin by objecting to the subjects we have become.

Subjective accounts of well-being and reasons for action have a remarkable pedigree. The idea that normativity flows from what an agent cares about-that something is valuable because it is valued-has appealed to a wide range of great thinkers. But at the same time this idea has seemed to many of the best minds in ethics to be outrageous or worse, not least because it seems to threaten the status of morality. Mutual incomprehension looms over the discussion. From Valuing to Value, written by an influential former critic of subjectivism, owns up to the problematic features to which critics have pointed while arguing that such criticisms can be blunted and the overall view rendered defensible. In this collection of his essays David Sobel does not shrink from acknowledging the real tension between subjective views of reasons and morality, yet argues that such a tension does not undermine subjectivism. In this volume the fundamental commitments of subjectivism are clarified and revealed to be rather plausible and well-motivated, while the most influential criticisms of subjectivism are straightforwardly addressed and found wanting.

This book is an attempt to historically and conceptually address the present human condition and the current specific role of education as a distinctively creative symbolic violence. In doing so, the book reevaluates the various manifestations and conflicting alternatives to normalizing education.

Environmental assessment and management involve the production of scientific knowledge and its use in decision-making processes. The result is that within these essentially rational, political assessment frameworks, experts are creating and applying scientific knowledge for decision and management purposes that actually have strong ethical and aesthetic dimensions. Yet these rational political frameworks lack the tools to provide guidance on ethical and aesthetic issues that affect the wider public. This revolutionary work argues that ethical and aesthetic dimensions can only be brought into environmental politics and policies by citizens actively taking a stand on the specific matters in question. The author draws on Habermas trisection of rationality as cognitive-instrumental, moral-practical and aesthetic-expressive, to suggest that truly effective environmental policy needs to activate all three approaches and not favour only the rational. To achieve this objective, the author argues that public participation in environmental policy and assessment is necessary to counteract the dictatorship of technical and economic instrumentality in environmental policy - the failure to take ethical and aesthetic rationalities into account - and, more importantly, how such policy is applied on the ground to shape our natural and material world.