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Art for Art's Sake and Literary Life is a dynamic history of literary aestheticism from the eighteenth century to academic deconstruction in our own time. Gene H. Bell-Villada examines an enormous range of writings by critics, philosophers, and writers from Europe, Latin America, and the United ...

Art for Art's Sake and Literary Life is a dynamic history of literary aestheticism from the eighteenth century to academic deconstruction in our own time. Gene H. Bell-Villada examines an enormous range of writings by critics, philosophers, and writers from Europe, Latin America, and the United States. Uniting all is his conviction that "there are concrete social, economic, political, and cultural reasons for the emergence, growth, diffusion, and triumph of l'art pour l'art over the past two centuries". Bell-Villada begins by considering how such thinkers as Shaftesbury, Kant, and Schiller described beauty as a phenomenon to be weighed not in isolation from other aspects of our existence but as part of our general development as human beings. He recounts how the original vision of Kant and Schiller was simplified and debased within new cultural, political, and economic contexts, leading to the "aesthetic separatism" promoted by lyric poets in France. Bell-Villada then examines how the ideology ofArt for Art's Sake took on new forms in Europe and the Americas, culminating in present-day versions associated with the academicization (and ever greater marginalization) of literature. Artfully combining an exceptional amount of learning with a sharp polemical focus, Art for Art's Sake and Literary Life will appeal to a wide range of scholars and general readers for whom literature, aesthetics, and the relations of culture and society are vitally important matters.

Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Prekindergarten and ...

Engaging Young Children in Mathematics: Standards for Early Childhood Mathematics Education brings together the combined wisdom of a diverse group of experts involved with early childhood mathematics. The book originates from the landmark 2000 Conference on Standards for Prekindergarten and Kindergarten Mathematics Education, attended by representatives from almost every state developing standards for young children's mathematics; federal government officials; mathematicians; mathematics educators; researchers from mathematics education, early childhood education, and psychology; curriculum developers; teachers; policymakers; and professionals from organizations, such as the National Conference of Teachers of Mathematics and the National Association for the Education of Young Children. The main goal of the Conference was to work collectively to help those responsible for framing and implementing early childhood mathematics standards. Although it has its roots in the Conference, the expanded scope of the standards and recommendations covered in this book includes the full range of kindergarten to grade 2. The volume is organized into two main parts and an online appendix (http://www.gse.buffalo.edu/org/conference/). Part One, Major Themes and Recommendations, offers a framework for thinking about pre-kindergarten-grade 2 mathematics education and specific recommendations. Part Two, Elaboration of Major Themes and Recommendations, provides substantive detail regarding young students' understandings of mathematical ideas. Each Part includes five parallel subsections: "Standards in Early Childhood Education"; "Math Standards and Guidelines"; "Curriculum, Learning, Teaching, and Assessment"; "Professional Development"; and "Toward the Future: Implementation and Policy." As a whole the book: presents comprehensive summaries of research that provide specific guidelines for standards, curriculum, and teaching; takes the recent reports and recommendations for early childhood mathematics education to the next level; integrates practical details and research throughout; and provides a succinct, but thorough review of research on the topics, sequences, and learning trajectories that children can and should learn at each of their first years of life, with specific developmental guidelines that suggest appropriate content for each topic for each year from 2-year-olds to 7-year-olds. This is an indispensable volume for mathematics educators, researchers, curriculum developers, teachers and policymakers, including those who create standards, scope and sequences, and curricula for young children and professional teacher development materials, and students in mathematics education, early childhood trainers, teacher educators, and faculty in mathematics education.