A grand space adventure of exploration, intrigue, redemption, and the universal spirit that unites all beings

Abstract painting meets theosophical spirituality in 1930s New Mexico: the first book on a radical, astonishingly prescient episode in American modernism Founded in Santa Fe and Taos, New Mexico, in 1938, at a time when social realism reigned in American art, the Transcendental Painting Group (TPG) sought to promote abstract art that pursued enlightenment and spiritual illumination. The nine original members of the Transcendental Painting Group were Emil Bisttram, Robert Gribbroek, Lawren Harris, Raymond Jonson, William Lumpkins, Florence Miller Pierce, Agnes Pelton, Horace Towner Pierce and Stuart Walker. They were later joined by Ed Garman. Despite the quality of their works, these Southwest artists have been neglected in most surveys of American art, their paintings rarely exhibited outside of New Mexico. Faced with the double disadvantage of being an openly spiritual movement from the wrong side of the Mississippi, the TPG has remained a secret mostly known only to cognoscenti. Another World: The Transcendental Painting Group aims to address this slight, claiming the group's artists as crucial contributors to an alternative through-line in 20th-century abstraction, one with renewed relevance today. This volume provides a broad perspective on the group's work, positioning it within the history of modern painting and 20th-century American art. Essays examine the TPG in light of their international artistic peers; their involvement with esoteric thought and Theosophy; the group's sources in the culture and landscape of the American Southwest; and the experience of its two female members.

Transcendental Concord documents the spirit of Transcendentalism, the literary, social, and philosophical movement that arose in the mid-19th century. While the circle of Transcendentalists in New England was wide, at its center was a core group that lived in Concord, Massachusetts. Bronson Alcott and daughter Louisa May Alcott, Ralph Waldo Emerson, Nathaniel Hawthorne, and Henry David Thoreau lived within a few miles of each other for nearly 20 years, regularly meeting in each other's homes and on the paths of Walden Woods to discuss their writings and beliefs. In the course of a year and in every season North-Carolina based photographer Lisa McCarty photographed the sites where these Transcendentalists lived and wrote in Concord. McCarty's parallel reverence for the natural world is evident in her photographs which point to large and small variations in environment, season and light. McCarty uses long exposures and camera movement in order to capture these variations. Transcendental Concord pays homage to Transcendentalism not only in capturing a shared landscape, but in McCarty's technique: her keen observation of natural phenomena and openness to experimentation and chance.

With a new introduction, acclaimed director and screenwriter Paul Schrader revisits and updates his contemplation of slow cinema over the past fifty years. Unlike the style of psychological realism, which dominates film, the transcendental style expresses a spiritual state by means of austere camerawork, acting devoid of self-consciousness, and editing that avoids editorial comment. This seminal text analyzes the film style of three great directors—Yasujiro Ozu, Robert Bresson, and Carl Dreyer—and posits a common dramatic language used by these artists from divergent cultures. The new edition updates Schrader’s theoretical framework and extends his theory to the works of Andrei Tarkovsky (Russia), Béla Tarr (Hungary), Theo Angelopoulos (Greece), and Nuri Bilge Ceylan (Turkey), among others. This key work by one of our most searching directors and writers is widely cited and used in film and art classes. With evocative prose and nimble associations, Schrader consistently urges readers and viewers alike to keep exploring the world of the art film.

Transcendental Learning discusses the work of five figures associated with transcendentalism concerning their views on education. Alcott, Emerson, Fuller, Peabody and Thoreau all taught at one time and held definite views about education. The book explores these conceptions with chapters on each of the five individuals and then focuses the main features of transcendental learning and its legacy today. A central thesis of the book is that transcendental learning is essentially holistic in nature and provides rich educational vision that is in many ways a tonic to today’s factory like approach to schooling. In contrast to the narrow vision of education that is promoted by governments and the media, the Transcendentalists offer a redemptive vision of education that includes: -educating the whole child-body, mind, and soul, -happiness as a goal of education. -educating students so they see the interconnectedness of nature, -recognizing the inner wisdom of the child as something to be honored and nurtured, - a blueprint for environmental education through the work of Thoreau, - an inspiring vision for educating women of all ages through the work of Margaret Fuller, - an experimental approach to pedagogy that continually seeks for more effective ways of educating children, - a recognition of the importance of the presence of teacher and encouraging teachers to be aware and conscious of their own behavior. -a vision of multicultural and bilingual education through the work of Elizabeth Peabody The Transcendentalists, particularly Emerson and Thoreau, sewed the seeds for the environmental movement and for non-violent change. Their work eventually influenced Gandhi and Martin Luther King Jr. and it continues to resonate today in the thinking of Aung Sang Suu Kyi and the Dalai Lama. The Transcendentalists’ vision of education is worth examining as well given the dissatisfaction with the current educational scene. Endorsements: "A Transcendental Education provides a powerfully hopeful, integrative, and holistic vision that can help guide education out of its current vacuum. The book is thoughtfully explicated, expertly synthesized and completely relevant for anyone interesting in helping education find itself. Like the transcendentalists themselves, this is both down-to-earth and soaring in its potential implications." Tobin Hart author of "The Secret Spiritual World of Children" and "From Information to Transformation: Education for the Evolution of Consciousness." "The secret to a vital, renewed America lies in the life and writings of the Transcendentalist community of Concord, Massachusetts in the 19th century. Jack Miller, who I know has been devoted to a new, living form of education throughout his career, has written a book that could inspire a revolution in teaching. It goes against the tide, as do Emerson and Thoreau. But it offers a blueprint and a hope for our children." Thomas Moore, author of "Care of the Soul." "A timely account of great thinking on genuine education. Reading this, today's beleaguered teachers should experience a renewal of spirit and commitment." Nel Noddings, author of "Happiness and Education."

In Mathematics of the Transcendental, Alain Badiou painstakingly works through the pertinent aspects of category theory, demonstrating their internal logic and veracity, their derivation and distinction from set theory, and the 'thinking of being'. In doing so he sets out the basic onto-logical requirements of his greater and transcendental logics as articulated in his magnum opus, Logics of Worlds. Previously unpublished in either French or English, Mathematics of the Transcendental provides Badiou's readers with a much-needed complete elaboration of his understanding and use of category theory. The book is vital to understanding the mathematical and logical basis of his theory of appearing as elaborated in Logics of Worlds and other works and is essential reading for his many followers.

For the last 100 years historians have denigrated the psychology of the Critique of Pure Reason. In opposition, Patricia Kitcher argues that we can only understand the deduction of the categories in terms of Kant's attempt to fathom the psychological prerequisites of thought, and that this investigation illuminates thinking itself. Kant tried to understand the "task environment" of knowledge and thought: Given the data we acquire and the scientific generalizations we make, what basic cognitive capacities are necessary to perform these feats? What do these capacities imply about the inevitable structure of our knowledge? Kitcher specifically considers Kant's claims about the unity of the thinking self; the spatial forms of human perceptions; the relations among mental states necessary for them to have content; the relations between perceptions and judgment; the malleability essential to empirical concepts; the structure of empirical concepts required for inductive inference; and the limits of philosophical insight into psychological processes.