The articles collected in this volume were written during a period of more than thirty years, the first having been published in 1929, the last in 1961. They are arranged in a systematic, not a chronological order, starting from a few articles mainly concerned with psychological matters and then passing on to phenomenology in the proper sense.

How the story of Noah's Flood was central to the development of a global environmental consciousness in early modern Europe. Winner, Morris D. Forkosch Prize, Journal of the History of Ideas Many centuries before the emergence of the scientific consensus on climate change, people began to imagine the existence of a global environment: a natural system capable of changing humans and of being changed by them. In After the Flood, Lydia Barnett traces the history of this idea back to the early modern period, when the Scientific Revolution, the Reformations, the Little Ice Age, and the overseas expansion of European empire, religion, and commerce gave rise to new ideas about nature, humanity, and their intersecting histories. Recovering a forgotten episode in the history of environmental thought, Barnett brings to light the crucial role of religious faith and conflict in the emergence of a global environmental consciousness. Following Noah's Flood as a popular topic of debate through long-distance networks of knowledge from the late sixteenth through the early eighteenth centuries, Barnett reveals how early modern earth and environmental sciences were shaped by gender, evangelism, empire, race, and nation.

This text features a study of the history of globality, the emergence of a complex organization of politics, economics, and culture at a planetary level. Using historical research and science studies, it tells the story of the role of technoscientific discourses in the emergence of globality.

Co-Winner of the Thomas J. Wilson Memorial Prize A New York Times Notable Book of the Year A New York Times Book Review Editors’ Choice A Wall Street Journal Favorite Book of the Year A Choice Outstanding Academic Title of the Year A Publishers Weekly Favorite Book of the Year In the United States today, one in every thirty-one adults is under some form of penal control, including one in eleven African American men. How did the “land of the free” become the home of the world’s largest prison system? Challenging the belief that America’s prison problem originated with the Reagan administration’s War on Drugs, Elizabeth Hinton traces the rise of mass incarceration to an ironic source: the social welfare programs of Lyndon Johnson’s Great Society at the height of the civil rights era. “An extraordinary and important new book.” —Jill Lepore, New Yorker “Hinton’s book is more than an argument; it is a revelation...There are moments that will make your skin crawl...This is history, but the implications for today are striking. Readers will learn how the militarization of the police that we’ve witnessed in Ferguson and elsewhere had roots in the 1960s.” —Imani Perry, New York Times Book Review

Slavery and the University is the first edited collection of scholarly essays devoted solely to the histories and legacies of this subject on North American campuses and in their Atlantic contexts. Gathering together contributions from scholars, activists, and administrators, the volume combines two broad bodies of work: (1) historically based interdisciplinary research on the presence of slavery at higher education institutions in terms of the development of proslavery and antislavery thought and the use of slave labor; and (2) analysis on the ways in which the legacies of slavery in institutions of higher education continued in the post-Civil War era to the present day. The collection features broadly themed essays on issues of religion, economy, and the regional slave trade of the Caribbean. It also includes case studies of slavery's influence on specific institutions, such as Princeton University, Harvard University, Oberlin College, Emory University, and the University of Alabama. Though the roots of Slavery and the University stem from a 2011 conference at Emory University, the collection extends outward to incorporate recent findings. As such, it offers a roadmap to one of the most exciting developments in the field of U.S. slavery studies and to ways of thinking about racial diversity in the history and current practices of higher education.

Who Says, Who Shows, What Counts invites readers to think critically about how artists, artworks, and museums engage with narratives of the past. Richly illustrated and written for a general audience, this book showcases the depth and breadth of more than fifty recent acquisitions to the Block Museum of Art's contemporary collection, including a wide-ranging selection of works by Dawoud Bey, Shan Goshorn, the Guerrilla Girls, Marisol, Kerry James Marshall, Catherine Opie, Man Ray, Cindy Sherman, Thomas Struth, Tseng Kwong Chi, and Kara Walker, among other artists. The book is a companion publication to the 2021 exhibition of the same name, presented to celebrate the museum's fortieth anniversary, and both draw inspiration from a work by conceptual artist Louise Lawler, Who Says, Who Shows, Who Counts (1990), and are organized around challenging questions of historical representation within artworks and institutions: How can art help us reflect upon, question, rewrite, or reimagine the past? Who has been represented in visual art, how, and by whom? How is history etched onto a landscape or erased from it? How do museums and dominant canons of art history shape our view of history and of the past? Who Says, Who Shows, What Counts demonstrates how an academic art museum's collection can facilitate multidisciplinary connections and tell stories about issues relevant to our lives.

The Holocaust in the Twenty-First Century: Relevance and Challenges in the Digital Age challenges a number of key themes in Holocaust studies with new research. Essays in the section “Tropes Reconsidered” reevaluate foundational concepts such as Primo Levi’s gray zone and idea of the muselmann. The chapters in “Survival Strategies and Obstructions” use digital methodologies to examine mobility and space and their relationship to hiding, resistance, and emigration. Contributors to the final section, “Digital Methods, Digital Memory,” offer critical reflections on the utility of digital methods in scholarly, pedagogic, and public engagement with the Holocaust. Although the chapters differ markedly in their embrace or eschewal of digital methods, they share several themes: a preoccupation with the experiences of persecution, escape, and resistance at different scales (individual, group, and systemic); methodological innovation through the adoption and tracking of micro- and mezzohistories of movement and displacement; varied approaches to the practice of Saul Friedländer’s “integrated history”; the mainstreaming of oral history; and the robust application of micro- and macrolevel approaches to the geographies of the Holocaust. Taken together, these chapters incorporate gender analysis, spatial thinking, and victim agency into Holocaust studies. In so doing, they move beyond existing notions of perpetrators, victims, and bystanders to portray the Holocaust as a complex and multilayered event.