Academic instincts
Author(s)
Bibliographic Information
Academic instincts
Princeton University Press, c2001
Available at 5 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
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  United States of America
Note
Includes bibliographical references and index
Description and Table of Contents
Description
In this volume, the author, who has written on topics as different as Shakespeare, dogs, cross-dressing, and real estate, explores the pleasures and pitfalls of the academic life. This work discusses three of the perennial issues that have surfaced in recent debates about the humanities: the relation between "amateurs" and "professionals", the relation between one academic discipline and another, and the relation between "jargon" and "plain language". Rather than merely taking sides, the book explores the ways in which such debates are essential to intellectual life. The author argues that the very things deplored or defended in discussions of the humanities cannot be either eliminated or endorsed because th discussion itself is what gives humanistic thought its vitality. Written in spirited and vivid prose, and full of telling detail drawn both from the history of scholarship and from the daily press, this book by a well-known Shakespeare scholar and prize-winning teacher who offers analysis rather then polemic to explain why today teachers and scholars are at once breaking new ground and treading familiar paths.
It opens the door to an important nation-wide and worldwide conversation about the reorganisation of knowledge and the categories in and through which we teach the humanities. And it does so in a spirit both generous and optimistic about the present and the future disciplines.
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