Sutton-Smith focuses on play theories rooted in seven distinct "rhetorics"--The ancient discourses of fate, power, communal identity, and frivolity and the modern discourses of progress, the imaginary, and the self. In a sweeping analysis that moves from the question of play in child development to the implications of play for the Western work ethic, he explores the values, historical sources, and interests that have dictated the terms and forms of play put forth in each discourse's "objective" theory

For nearly two and a half millennia, Alexander the Great has loomed over history as a legend–and an enigma. Wounded repeatedly but always triumphant in battle, he conquered most of the known world, only to die mysteriously at the age of thirty-two. In his day he was revered as a god; in our day he has been reviled as a mass murderer, a tyrant as brutal as Stalin or Hitler. Who was the man behind the mask of power? Why did Alexander embark on an unprecedented program of global domination? What accounted for his astonishing success on the battlefield? In this luminous new biography, the esteemed classical scholar and historian Guy MacLean Rogers sifts through thousands of years of history and myth to uncover the truth about this complex, ambiguous genius. Ascending to the throne of Macedonia after the assassination of his father, King Philip II, Alexander discovered while barely out of his teens that he had an extraordinary talent and a boundless appetite for military conquest. A virtuoso of violence, he was gifted with an uncanny ability to visualize how a battle would unfold, coupled with devastating decisiveness in the field. Granicus, Issos, Gaugamela, Hydaspes–as the victories mounted, Alexander’s passion for conquest expanded from cities to countries to continents. When Persia, the greatest empire of his day, fell before him, he marched at once on India, intending to add it to his holdings. As Rogers shows, Alexander’s military prowess only heightened his exuberant sexuality. Though his taste for multiple partners, both male and female, was tolerated, Alexander’s relatively enlightened treatment of women was nothing short of revolutionary. He outlawed rape, he placed intelligent women in positions of authority, and he chose his wives from among the peoples he conquered. Indeed, as Rogers argues, Alexander’s fascination with Persian culture, customs, and sexual practices may have led to his downfall, perhaps even to his death. Alexander emerges as a charismatic and surprisingly modern figure–neither a messiah nor a genocidal butcher but one of the most imaginative and daring military tacticians of all time. Balanced and authoritative, this brilliant portrait brings Alexander to life as a man, without diminishing the power of the legend.

Who of us cannot remember the pain and humiliation of being rejected by our classmates? However thick-skinned or immune to such assaults we may become as adults, the memory of those early exclusions is as palpable to each of us today as it is common to human experience. We remember the uncertainty of separating from our home and entering school as strangers and, more than the relief of making friends, we recall the cruel moments of our own isolation as well as those children we knew were destined to remain strangers. In this book Vivian Paley employs a unique strategy to probe the moral dimensions of the classroom. She departs from her previous work by extending her analysis to children through the fifth grade, all the while weaving remarkable fairy tale into her narrative description. Paley introduces a new rule—“You can’t say you can’t play”—to her kindergarten classroom and solicits the opinions of older children regarding the fairness of such a rule. We hear from those who are rejected as well as those who do the rejecting. One child, objecting to the rule, says, “It will be fairer, but how are we going to have any fun?” Another child defends the principle of classroom bosses as a more benign way of excluding the unwanted. In a brilliant twist, Paley mixes fantasy and reality, and introduces a new voice into the debate: Magpie, a magical bird, who brings lonely people to a place where a full share of the sun is rightfully theirs. Myth and morality begin to proclaim the same message and the schoolhouse will be the crucible in which the new order is tried. A struggle ensues and even the Magpie stories cannot avoid the scrutiny of this merciless pack of social philosophers who will not be easily caught in a morality tale. You Can’t Say You Can’t Play speaks to some of our most deeply held beliefs. Is exclusivity part of human nature? Can we legislate fairness and still nurture creativity and individuality? Can children be freed from the habit of rejection? These are some of the questions. The answers are to be found in the words of Paley’s schoolchildren and in the wisdom of their teacher who respectfully listens to them.

How does a teacher begin to appreciate and tap the rich creative resources of the fantasy world of children? What social functions do story playing and storytelling serve in the preschool classroom? And how can the child who is trapped in private fantasies be brought into the richly imaginative social play that surrounds him? The Boy Who Would Be a Helicopter focuses on the challenge posed by the isolated child to teachers and classmates alike in the unique community of the classroom. It is the dramatic story of Jason-the loner and outsider-and of his ultimate triumph and homecoming into the society of his classmates. As we follow Jason's struggle, we see that the classroom is indeed the crucible within which the young discover themselves and learn to confront new problems in their daily experience. Vivian Paley recreates the stage upon which children emerge as natural and ingenious storytellers. She supplements these real-life vignettes with brilliant insights into the teaching process, offering detailed discussions about control, authority, and the misuse of punishment in the preschool classroom. She shows a more effective and natural dynamic of limit-setting that emerges in the control children exert over their own fantasies. And here for the first time the author introduces a triumvirate of teachers (Paley herself and two apprentices) who reflect on the meaning of events unfolding before them.

Philosophers accuse Socrates of advancing unfair, if not fallacious, arguments in Plato’s Hippias Minor more than in most other dialogues. In Hippias Minor, Socrates appears to defend the trickster Odysseus, and in the course of doing so he argues for outrageous claims: the honest person and the liar are no different, and the good person is one who does wrong voluntarily. In Plato’s Hippias Minor: The Play of Ambiguity, Zenon Culverhouse argues that Socrates’ questionable behavior is no coincidence in a dialogue about deception and that Socrates is examining what counts as deception and how it reflects one’s excellence. More broadly, the dialogue is about the relationship between the speaker and what is said, between agent and action. Thus, the dialogue marks an important contribution not only to Socrates’ thinking about virtue and voluntary action but also to Plato’s portrait of Socrates. For the latter, Culverhouse argues that the dialogue further defines the sometimes thin line between Socrates and his contemporaries, the sophists. Rather than exploiting ambiguity in key terms of the argument to trip up his opponent, Socrates playfully explores these ambiguities to illuminate Hippias’—and perhaps our own—serious commitments about human excellence.

What are toys? What do they represent beyond the literal image? Do they affect growth- are they learning tools, baby sitters, trivial objects with no particular significance? This book is the first systematic analysis of the role of toys in contemporary society. Employing history, anthropology, and psychology, as well as the first-hand accounts of players themselves, the author explores the myriad of meanings behind the toy.-- Book Jacket.

According to Roger Caillois, play is an occasion of pure waste. In spite of this - or because of it - play constitutes an essential element of human social and spiritual development. In this study, the author defines play as a free and voluntary activity that occurs in a pure space, isolated and protected from the rest of life.