This book develops an original Heideggerian account of the timespace and indeterminacy of human activity while describing insights that this account provides into the nature of activity, society and history. Drawing on empirical examples, the book argues that activity timespace is a key component of social space and time, shows that interwoven timespaces form an essential infrastructure of social phenomena, offers a novel account of the existence of the past in the present, and defends the teleological character of (...) emotional and ceremonial actions. (shrink)

Quoting Flaubert through time, Mieke Bal and Michelle Williams Gamaker’s Madame B brings Madame Bovary’s reflections on love and emotions to the present day, in a productive anachronism. Their work produces an intertemporal space where the past is relevant for the present, and the present enables us to understand the past. Intimacy and routine are central in their exploration of Flaubert’s contemporaneity. Those issues are precisely one of the keys in Karl Ove Knausgård’s project of literary autobiography, where he expands (...) narration foreclosing the ellipsis and giving visibility to small things and emotions; a project with some resonances with Munch’s crude-obscene uses of intimacy. This essay explores how both proposals, Bal and Williams Gamaker in film, and Knausgård in literature, can serve us to connect present and past sensibilities and, more than that, demonstrate resistances to the hegemonic discourses of temporality. (shrink)

This multifaceted essay emerges from a host of sources within diverse academic settings. Its central thesis is guided by physicist John A. Wheeler's thoughts on the quantum enigma. Wheeler concludes, following Niels Bohr, that we are co-participants within the universal self-organizing process. This notion merges with concepts from Peirce's process philosophy, Eastern thought, issues of topology, and border theory in cultural studies and social science, while surrounding itself with such key terms as complementarity, interdependence, interrelatedness, vagueness, generality, incompleteness, inconsistency, and (...) mestizaje. Ultimately, a sense of semiosic process pervades in light of combined homogenous and hetergenous tendencies. (shrink)

In this article, Emil Sætra examines how teachers and students construct and experience aims and goods in classroom discussions of controversial issues. This study is situated within the emerging tradition of empirical ethics, and the research strategy comprised two main steps. First, Sætra used interview data to analyze, via the experiences of teachers and students, the following two empirical questions: (1) What goods normatively constitute educative discussions of controversial issues? (2) How are these goods constructed in time and space? Second, (...) in the concluding discussion, Sætra makes explicit some normative implications of the empirical findings and discusses theses in relation to previous research. In brief, what emerges from the conjoined experiences of teachers and students is the notion that practice comprises multiple aims and drives. Moreover, because aims and drives are multiple, decisions regarding priorities will sometimes have to be made, and teachers may be subject to conflicting expectations. This means that practitioners must be able to make reflective judgments about what comprises acceptable ends, what projects should be undertaken to achieve those ends, and what actions ought to be performed as part of those projects. (shrink)

Marked by ubiquitous technologies, the twenty-first century is a timespace where half the world’s population is on the World-Wide-Web, WWW (https://www.upress.umn.edu/book-division/books/the-common-camp).

Suppose Einstein had not existed. How, in the early twentieth century, might our understanding of space–timeSpace-Time physics have developed?This paper proposes a reconstruction of history as it could have evolved, drawing on attested pre-Einsteinian works, and some little known post-Einsteinian ones, as well as introducing a few imaginary characters. The virtual rise of Minkowskian chronogeometryChronogeometry will be reviewed, focusing on: the discoveryDiscovery of the inertiaInertia of energy and the subsequent construction of velocity-dependent formulas for energy and momentumMomentum by Von (...) Dida (1909) and Hunepierre (1909), and the application of the Erlangen program to the construction of possible space–timeSpace-Time structures and classification of chronogeometrical groups, from von Ignatowsky (1910, 1911), Franck and Rothe (1911, 1912) to Blondeville and Prostov. Some secondary sources will also be discussed Zweistein (1905). Finally, the relevance of such an approach, on educational, epistemological and cultural grounds, will be highlighted and put in perspective within the ongoing debate about the contingencyContingency vs inevitability of scienceScience history. (shrink)

The mounting pressures of the climate -and ecological crisis organising politics under a “new climatic regime” (Latour 2017, 3). The epistemic and affective interference of Holocene collapse (author 2022) mobilises Minority-world liberal and far-right resistance, driving feedbacks that undercut democratic capacities for mitigation and adaptation (IPCC 2022). This paper proposes approaching such resistance through an “ecology of practices” (Stengers 2005, 2010), thereby delineating a shared modern timespace linked to affordances of whiteness. In response, the paper proposes a ‘politics of (...) life’ that displaces humanistic agency as the bearer of historical progress and territorial integrity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Evaluation, Standards, Normalization: Historico-philosophical Formations and the Conditions of Possibility for Checklist Thought Bernadette Baker University of Wisconsin-Madison In education today a new vocabulary has emerged that is far more than just words. In the context of educational policy the setting of goals or objectives is now being subsumed under terms such as statewidestandards, child development is now being adjectivized by descriptors such as learning disability or emotionally disturbed, (...) and the evaluation ofclassroom-based performance is now being collated in aportfolio. These are more than just buzz words-at one level they are new ways of governing children and teachers, of organizing action, and of perceiving the world. What, for instance, does it tell us about ourselves when first-grade students Mikey, Enrique, Waldo, orDonal are introduced to visitors to the school by labels such as LD, ED, ADD, ADHD, and so forth, rather thanby their name? What does it tell us about ourselves when we say a curriculum or program of study is in line with the standards established somewhere else? And what story do we think is being narratedin the documentation of a child's performance in portfolio form across a semester or year? In consideringwhyterms suchasstandards, child development, or even evaluation have such contemporary currency I am necessarily drawn into a study of the timespaces in which they did not have such currency at all. This paper maps four moves into a moment that I think of as a rather long present-day-a present that is not simply this morning, yesterday, or the daybefore, but one that links the subjectivities ofthose now living in educational workto those made available about one hundred years ago. The four moves that I analyze here can be thought of as conditions of possibility for the operation of contemporary educational mies of reasoning, especially those that have formed around the resurgent popularity of"checklist thought" in reform efforts. The four moves collectively historicize how notions of standards, child development, and evaluation can pop up as commonsensical tropes through which to gather and degather action in the educational field. The first ofthese moves is that which flows from the operation ofan ideal to the operation of a norm. The second move is that which flows between the advent of statistics and the advent of eugenics. The third move is that which flows between the appearance ofnovels and fiction and the novel ficticityoffacts. And the fourth move is that which flows from the fictions of child development narratives to the stories that standards tell us. Collectively, these historico-philosophical moves will enable reconsideration of what we think evaluation, standards, and norms for child development actually narrate, lending food for thought to the specificityoftheir uptake in music education. From Ideal to Norm One way inwhichto examinethe shift from a seventeenth-century concept of the ideal to the nineteenth-century concept of the norm is by telling a story that was told in the early twentieth century. At this time when the educational field was formalizing, there was great care taken to record discussions held at conferences. When conferenceproceedings werepublished, theywere usually structured so that the presenter's paper©Philosophy ofMusic Education ReviewlO, no. 1 (Fall, 2002): 92-101. Bernadette Baker 93 was followed by a transcript of the conversation held after it. Like today, in the discussion time, audience members asked questions or made comments. Unlike today, the names of such participating audience members were typed into the proceedings and their specific questions or comments were written up as part ofreporting on the paper presented. In a discussion held at a conference in 1 905 on the topic of methods for training children labeledas feebleminded, apresenterhadspokenof the positive uses of a vegetable garden in the disciplining of feebleminded girls. The audience members relayed their own versions of experimenting with gardening and gathering, some complaining oftoo little space and others indicating the effects of having too many fields from which to gather. Dr. Dunlap was one such participant, indicatingimplicitlytheeffectsofhavingtoo many choices. In the spirit ofthe hunter/gatherer dichotomy, thegirlslabeledas feeblemindedatthe institutionwhereDr. Dunlap worked weresentout to pick com. The following story emerged. Dr. Dunlap: Our girls go out under an attendant and gather vegetables... (shrink)

In the critically inherited Marxism, the Annales school and on the basis of the theory of dissipative structures, construction of a world system Wallerstein school's overall theory. Wallerstein's overall theory includes two aspects: First, the integrity of space and time. In space, the center of the modern world system is, semi-periphery and the edge of the composition of the three economic regions of the world economy or the nation-state form of the international system; in time, the modern world-system dynamic performance (...) of long-term trend and cycle rhythm . Another is the integrity of knowledge. An integrated multidisciplinary approach to construct an alternative history of interdisciplinary social sciences, natural sciences and humanities to eliminate the tension between and within different social science disciplines and between the spatial and temporal dimensions of the differences between the rules of the special theory and the binary opposition. Wallerstein's theory of deconstruction of the traditional whole social science disciplines in the national myth and myth, which we understand the history and reconstruction of historical system has important implications. By crtically inheriting Marxism, the Annales School and the Dissipative Structure Theory, Wallerstein constructs holism of world-system school, which is inclusive of two aspects: one is the entirety of TimeSpace; the other is the entirety of knowledge. In respect of space, modem world-system is constitutive of world economy or international system ; whereas in respect of time, the dynamic characteristics of modem world-system displays secular trends and the cyclical rhythms. As to the entirety of knowledge, Wallerstrin employs unidisicplinary approach in place of interdiscipline to construct historical social science whereby he intends to remove the tension between natural sciences and humanities, eliminates the TimeSpace dimension differences between various disciplines within social scieces, and dispels the dilemma between idiographic and nomothetic. Wallerstein's holism deconstructs the myth of nations and the myth of disciplines in traditional social science, which is of significant enlightment to the understanding of history and the reconstruction of historical system. (shrink)

Modernity and its discontents -- Modern timespace -- Technocratic monoculture -- Of spectacles and monuments -- Unmappable places.

The article discusses Leslie Marmon Silko’s Ceremony with a focus on textual manifestations of the figure of the trickster. The theme of shape-shifting and transformation that one usually associates with tricksters is linked here with the theme of (non)dualist timespace, the notion of interbeing, which in turn introduces the theme of trauma healing. The author combines two perspectives—Paula Gunn Allen’s view on timespace in her The Sacred Hoop, and Gerald Vizenor’s writings concerning trickster aesthetics—in order to show that (...) the narrative structure of the novel can also be seen as an embodiment of the trickster: trickster-timespace, trickster-relation, and trickster-processuality; these three manifestations of the trickster are analyzed from the perspective of one more actualization of the trickster, that of a psychopomp, the “Guide of Souls” (which is manifested both at the level of plot and narration). (shrink)

This chapter argues that landscapes are not only spatial phenomena but spatial-temporal entities in that they both occur in time and occupy space. It further argues that aside from being spatial-temporal entities, they are “temporalspatial” phenomena as well, by virtue of the fact that they are anchored and drawn into the timespace of human activity. This phenomenon of “activity timespace” is an overlooked aspect in social theory, although it is arguably an important aspect of social life. Timespace (...) is the dimensionality of humans proceeding in place; in anchoring and being drawn into timespaces, landscapes provide a solid basis for and figure in human existence in place. This chapter first explores the works of Heidegger and Gosden, and proceeds to examine the character of landscapes as temporalspatial phenomena. (shrink)

The social time and space constructs of Manual Castells (network society), Fernand Brau­del (capitalism versus markets) Immanuel Wallerstein (TimeSpace) and Jane Jacobs (moral syndromes) are brought together to provide a set of conceptual tools for understanding con­temporary globalization. Three successive globalizations are identified and named for their constellations of power: imperial globalization, American globalization, and corporate glo­balization. These are treated as unique historical products of modern, rampant urbaniza­tions; each globalization is described as an era of great cities with distinctive (...) worldwide networks. Focusing on urban demand, it is suggested that current corporate globalization might elide into a planetary globalization covering both social and environment relations. (shrink)

Peirce's concept of the sign can be qualified in terms of inter-dependence, inter-relatedness, and inter-action, from icons to indices to symbols, from Firstness to Secondness to Thirdness, and with respect to sign generacy and degeneracy. This entails a contradictory complementary coalescence of signs, within a temporal-spatial flux and flow wherein everything is always becoming something other than what it was becoming. In this vein, the present article suggests that (1) topological models, (2) certain facets of twentieth-century science up to the (...) present, and (3) avant-garde art — specifically, Cubism and the work of Mavrits C. Escher — when qualified by (4) a non-Boolean, non-linear, context-dependent, contradictory complementary lattice, which reveals (5) sign convergence and blending, or signs becoming signs, can offer (6) a synthetic account of the general semiosic process. (shrink)