Thinking Places is a literary travel book with tales of many journeys and fresh insights into the lives of thirty-one creative people and the private retreats or pathways used in their work.

The philosophical significance of place—in Heidegger's work and as the focus of a distinctive mode of philosophical thinking. The idea of place—topos—runs through Martin Heidegger's thinking almost from the very start. It can be seen not only in his attachment to the famous hut in Todtnauberg but in his constant deployment of topological terms and images and in the situated, “placed” character of his thought and of its major themes and motifs. Heidegger's work, argues Jeff Malpas, exemplifies the practice of “philosophical topology.” In Heidegger and the Thinking of Place, Malpas examines the topological aspects of Heidegger's thought and offers a broader elaboration of the philosophical significance of place. Doing so, he provides a distinct and productive approach to Heidegger as well as a new reading of other key figures—notably Kant, Aristotle, Gadamer, and Davidson, but also Benjamin, Arendt, and Camus. Malpas, expanding arguments he made in his earlier book Heidegger's Topology (MIT Press, 2007), discusses such topics as the role of place in philosophical thinking, the topological character of the transcendental, the convergence of Heideggerian topology with Davidsonian triangulation, the necessity of mortality in the possibility of human life, the role of materiality in the working of art, the significance of nostalgia, and the nature of philosophy as beginning in wonder. Philosophy, Malpas argues, begins in wonder and begins in place and the experience of place. The place of wonder, of philosophy, of questioning, he writes, is the very topos of thinking.

Cities are raucous, cacophonous, and complex. Many dimensions of life play out and conflict across cities’ intricate landscapes, be they political, cultural, economic, or social. Urban policy makers and analysts often attempt to “cut through the noise” of urban disagreement by emphasizing a dominant lens for understanding the key, central logic of the city. How To Think About Cities sees this tendency to selective vision as misleading and ultimately unjust: cities are many things at once to different people and communities. This book describes the various ways of seeing the functions and landscapes of the city as place frames, and the constant process of negotiating which place frames best explain the city as place-making. Martin and Pierce call for an explicitly hybrid perspective that shifts between many different frames for making sense of cities. This approach highlights how any given stance opens up some lines of inquiry and understanding while closing off others. Thinking of cities as sites of contested perspectives promotes a synthetic approach to urban analysis that emphasizes difference and political possibility. This mosaic view of the city will be a welcome read for those within urban studies, geography, and social sciences exploring the many faces of urban life.

The way that characters in early modern theatrical performance think through their surroundings is important in our understanding of perception, memory, and other forms of embodied affective thought. This book explores this concept in dramatic works by Marlowe, Shakespeare, Beaumont, and Jonson.

Exploring the critical potential of place in continental philosophy, Possibilities of Place in Continental Thought tests the political and ontological valences of this concept to go beyond the limits of existing geographical and phenomenological approaches. Considering place as emergent, relational and enveloping, or in connection to passage, becoming or redemption, the contributions to this volume point to the possibilities inherent in philosophical uses of place. By rejecting a singular and homogenous theory of place, this collection collapses the dichotomies that tend to characterize the discourse on place in favour of a plural conceptualization. It draws attention to the spatial and temporal dynamics within varying theoretical and historical contexts and moves the field forward in significant and vital ways.

"This book is quite simply the most important, intellectually ambitious, and far-reaching endeavor in recent years."—Stephen G. Nichols, Johns Hopkins University

In my memory . . . I am in a place where I can still, if only in my daydreams, take off my shoes and run barefoot up the hill. Relive the magic of childhood in Ethel Lee-Miller's stories of summers spent at her grandfather's home in Miller Place, a town on the northeastern end of Long Island. Away from mysterious adult worries, Ethel and her identical twin enjoy carefree days diving in the waters of the Long Island Sound and nights chasing fireflies. Coupled with their adventures are the wondrous people the twins come into contact with: the sophisticated and graceful French woman who greets them at the beach with a warm smile, the fearless neighbor boy who initiates them into his tribe, and their loving father who takes time away from his busy work schedule to construct and fly kites with them. With her "Finn" always by her side, Ethel savors childhood innocence while coming of age and forming secure, lasting ideals about love, beauty, home, and family. Even today, Ethel has only to think of Miller Place to claim a sense of comfort, serenity, and belonging.

Being Together in Place explores the landscapes that convene Native and non-Native people into sustained and difficult negotiations over their radically different interests and concerns. Grounded in three sites—the Cheslatta-Carrier traditional territory in British Columbia; the Wakarusa Wetlands in northeastern Kansas; and the Waitangi Treaty Grounds in Aotearoa/New Zealand—this book highlights the challenging, tentative, and provisional work of coexistence around such contested spaces as wetlands, treaty grounds, fishing spots, recreation areas, cemeteries, heritage trails, and traditional village sites. At these sites, activists learn how to articulate and defend their intrinsic and life-supportive ways of being, particularly to those who are intent on damaging or destroying these places. Using ethnographic research and a geographic perspective, Soren C. Larsen and Jay T. Johnson show how the communities in these regions challenge the power relations that structure the ongoing (post)colonial encounter in liberal democratic settler-states. Emerging from their conversations with activists was a distinctive sense that the places for which they cared had agency, a “call” that pulled them into dialogue, relationships, and action with human and nonhuman others. This being-together-in-place, they find, speaks in a powerful way to the vitalities of coexistence: where humans and nonhumans are working to decolonize their relationships; where reciprocal guardianship is being stitched back together in new and unanticipated ways; and where a new kind of “place thinking” is emerging on the borders of colonial power.

This book presents the distinctive theoretical and methodological approaches in geography education in South America and more specifically in Brazil, Chile and Colombia. It highlights cartography and maps as essential tools and provides a meaningful approach to learning in geographical education, thereby giving children and young people the opportunity to better understand their situations, contexts and social conditions. The book describes how South American countries organize their scholar curriculum and the ways in which they deal with geography vocabulary and developing fundamental concepts, methodologies, epistemological comprehension on categories, keywords and themes in geography. It also describes its use in teachers’ practices and learning progressions, the use of spatial representations as a potent mean to visualize and solve questions, and harnesses spatial thinking and geographical reasoning development. The book helps to improve teaching and learning practices in primary and secondary education and as such it provides an interesting read for researchers, students, and teachers of geography and social studies.

This book helps mentors working with beginning teachers of religious education to develop their own mentoring skills and provides the essential guidance their mentee needs as they navigate the roller coaster of their first years in the classroom. Offering tried-and-tested strategies, it covers the knowledge, skills and understanding every mentor needs. Practical tools offered include approaches for developing subject knowledge and lesson planning, as well as guidance for the effective use of pre- and post-lesson discussion, observations and target setting to support beginning religious education teachers. Together with analytical tools for self-evaluation, this book is a vital source of support and inspiration for all those involved in developing the next generation of outstanding religious education teachers. Key topics covered include the following: Models of mentoring Your knowledge, skills and understanding as a mentor Developing mentees' religious literacy through classroom practice Supporting the planning of effective and creative RE lessons Developing mentees' knowledge and skills in the RE curriculum Supporting the delivery and evaluation of lessons Observations and pre- and post-lesson discussions and regular mentoring meetings Helping new religious education teachers develop their professional practice Filled with the key tools needed for the mentor’s individual development, this book offers an accessible guide to mentoring religious education teachers with ready-to-use strategies that support, inspire and elevate both mentors and beginning teachers alike.