The overall purpose of the studies collected together in this volume is to explain the shaping of Hispanic historiography in the Early Modern period by examining the continuities and discursive complicities between the writing, criticism, theory and censorship of history. This book sheds light on the so-far neglected circulation of ideas and practices between these four areas, and highlights the constitutive nature of a wide spectrum of forms of censorship from repression to criticism in shaping the interests, principles, methods and problems of Early Modern Hispanic historiography. Examining the various fronts that converge in this disciplining discourse of history helps expand and improve our understanding of the relations between historiography and civil and ecclesiastic literary censorship, and the implications of the ideological control of historical writing and theory. In many respects their hypotheses, results and conclusions can be extrapolated to Western historiography in the Early Modern period. This book will be of interest to historians of both historiography and Hispanic censorship in the sixteenth and seventeenth centuries, and in general to scholars of historical, literary and political culture in the Early Modern age.

Although much has been written of the nature of history and its disciplinary problems, less attention has been paid to the history of thought. M.C. Lemon's rigorously philosophical work first re-asserts the discipline of history in general as narrative based, before pursuing the methodological implications for the history of thought. This original work of scholarship will raise the level of argument in philosophy of history and provoke debate among historians, philosophers, and political theorists.

An intellectual, cultural, and social analysis of the ways in which universities successfully transformed a set of values, encoded in the concept of "liberal education," into a licensing system for a national elite.

A brilliant work from the most influential philosopher since Sartre. In this indispensable work, a brilliant thinker suggests that such vaunted reforms as the abolition of torture and the emergence of the modern penitentiary have merely shifted the focus of punishment from the prisoner's body to his soul.

At the heart of some of the most beloved children’s novels is a passionate discussion about discipline, love, and the changing role of girls in the twentieth century. Joe Sutliff Sanders traces this debate as it began in the sentimental tales of the mid-nineteenth century and continued in the classic orphan girl novels of Louisa May Alcott, Frances Hodgson Burnett, L. M. Montgomery, and other writers still popular today. Domestic novels published between 1850 and 1880 argued that a discipline that emphasized love was the most effective and moral form. These were the first best sellers in American fiction, and by reimagining discipline as a technique of the heart—rather than of the whip—they ensured their protagonists a secure, if limited, claim on power. This same ideal was adapted by women authors in the early twentieth century, who transformed the sentimental motifs of domestic novels into the orphan girl story made popular in such novels as Anne of Green Gables and Pollyanna. Through close readings of nine of the most influential orphan girl novels, Sanders provides a seamless historical narrative of American children’s literature and gender from 1850 until 1923. He follows his insightful literary analysis with chapters on sympathy and motherhood, two themes central to both American and children’s literature, and concludes with a discussion of contemporary ideas about discipline, abuse, and gender. Disciplining Girls writes an important chapter in the history of American, women’s, and children’s literature, enriching previous work about the history of discipline in America.

These provocative essays explore the unwritten, often unacknowledged codes, conventions, and ideologies overseeing the evolution and current practice of English as a "discipline." The first section of the book offers historical perspectives: how "composition" became distinguished from "literature," how key intellectuals shaped the discipline, and how various specialties—Renaissance literature, American literature, "theory"—became subfields. The second section focuses on how certain aesthetic categories of art and universal experience persist today in the actual teaching and writing of "English." While it is fashionable to say that we are living in the age of poststructuralism, or that literary theory has delivered us from idealized conceptions of authorship and inherent meaning, these essays examine how these conceptions nevertheless remain and are transmitted: in different types of classroom settings, in textbooks, and in the self-fashioning of academic careers. At a time when the role and function of English departments have become matters of both academic and public debate, this book will be a welcome resource for students, professionals, and anyone interested in the Culture Wars of the past two decades.