At the intersection of metaphysics and social theory, this book presents and examines Adorno's unusual concept of possibility and aims to answer how we are to articulate the possibility of a redeemed life without lapsing into a vague and naïve utopianism.

Philip Schaff Prize, American Society of Church History S-USIH Book Award, Society for U.S. Intellectual History Merle Curti Award in Intellectual History, Organization of American Historians “A fascinating book...Gin Lum suggests that, in many times and places, the divide between Christian and ‘heathen’ was the central divide in American life.”—Kelefa Sanneh, New Yorker “Offers a dazzling range of examples to substantiate its thesis. Rare is the reader who could dip into it without becoming much better informed on a great many topics historical, literary, and religious. So many of Gin Lum’s examples are enlightening and informative in their own right.”—Philip Jenkins, Christian Century “Brilliant...Gin Lum’s writing style is nuanced, clear, detailed yet expansive, and accessible, which will make the book a fit for both graduate and undergraduate classrooms. Any scholar of American history should have a copy.” —Emily Suzanne Clark, S-USIH: Society for U.S. Intellectual History In this sweeping historical narrative, Kathryn Gin Lum shows how the idea of the heathen has been maintained from the colonial era to the present in religious and secular discourses—discourses, specifically, of race. Americans long viewed the world as a realm of suffering heathens whose lands and lives needed their intervention to flourish. The term “heathen” fell out of common use by the early 1900s, leading some to imagine that racial categories had replaced religious differences. But the ideas underlying the figure of the heathen did not disappear. Americans still treat large swaths of the world as “other” due to their assumed need for conversion to American ways. Race continues to operate as a heathen inheritance in the United States, animating Americans’ sense of being a world apart from an undifferentiated mass of needy, suffering peoples. Heathen thus reveals a key source of American exceptionalism and a prism through which Americans have defined themselves as a progressive and humanitarian nation even as supposed heathens have drawn on the same to counter this national myth.

Teaching our children to think and reason mathematically is a challenge, not because students can't learn to think mathematically, but because we must change our own often deeply-rooted teaching habits. This is where instructional routines come in. Their predictable design and repeatable nature support both teachers and students to develop new habits. In Teaching for Thinking, Grace Kelemanik and Amy Lucenta pick up where their first book, Routines for Reasoning, left off. They draw on their years of experience in the classroom and as instructional coaches to examine how educators can make use of routines to make three fundamental shifts in teaching practice: Focus on thinking: Shift attention away from students' answers and toward their thinking and reasoning Step out of the middle: Shift the balance from teacher-student interactions toward student-student interactions Support productive struggle: Help students do the hard thinking work that leads to real learning With three complete new routines, support for designing your own routine, and ideas for using routines in your professional learning as well as in your classroom teaching, Teaching for Thinking will help you build new teaching habits that will support all your students to become and see themselves as capable mathematicians.

In The Atlantic Realists, intellectual historian Matthew Specter offers a boldly revisionist interpretation of "realism," a prevalent stance in post-WWII US foreign policy and public discourse and the dominant international relations theory during the Cold War. Challenging the common view of realism as a set of universally binding truths about international affairs, Specter argues that its major features emerged from a century-long dialogue between American and German intellectuals beginning in the late nineteenth century. Specter uncovers an "Atlantic realist" tradition of reflection on the prerogatives of empire and the nature of power politics conditioned by fin de siècle imperial competition, two world wars, the Holocaust, and the Cold War. Focusing on key figures in the evolution of realist thought, including Carl Schmitt, Hans Morgenthau, and Wilhelm Grewe, this book traces the development of the realist worldview over a century, dismantling myths about the national interest, Realpolitik, and the "art" of statesmanship.

Notework begins with a striking insight: the writer's notebook is a genre in itself. Simon Reader pursues this argument in original readings of unpublished writing by prominent Victorians, offering an expansive approach to literary formalism for the twenty-first century. Neither drafts nor diaries, the notes of Charles Darwin, Oscar Wilde, Gerard Manley Hopkins, Vernon Lee, and George Gissing record ephemeral and nonlinear experiences, revealing each author's desire to leave their fragments scattered and unused. Presenting notes in terms of genre allows Reader to suggest inventive new accounts of key Victorian texts, including The Picture of Dorian Gray, On the Origin of Species, and Hopkins's devotional lyrics, and to reinterpret these works as meditations on the ethics of compiling and using data. In this way, Notework recasts information collection as a personal and expressive activity that comes into focus against large-scale systems of knowledge organization. Finding resonance between today's digital culture and its nineteenth-century precursors, Reader honors our most disposable, improvised, and fleeting written gestures.

A vivid meditation on the aftermath of war and the infinite registers of loss and repair