Throughout the history of European modernism, philosophers and artists have been fascinated by madness. Something different happened in Brazil, however, with the “art of the insane” that flourished within the modernist movements there. From the 1920s to the 1960s, the direction and creation of art by the mentally ill was actively encouraged by prominent figures in both medicine and art criticism, which led to a much wider appreciation among the curators of major institutions of modern art in Brazil, where pieces are included in important exhibitions and collections. Kaira M. Cabañas shows that at the center of this advocacy stood such significant proponents as psychiatrists Osório César and Nise da Silveira, who championed treatments that included painting and drawing studios; and the art critic Mário Pedrosa, who penned Gestaltist theses on aesthetic response. Cabañas examines the lasting influence of this unique era of Brazilian modernism, and how the afterlife of this “outsider art” continues to raise important questions. How do we respect the experiences of the mad as their work is viewed through the lens of global art? Why is this art reappearing now that definitions of global contemporary art are being contested? Learning from Madness offers an invigorating series of case studies that track the parallels between psychiatric patients’ work in Western Europe and its reception by influential artists there, to an analogous but altogether distinct situation in Brazil.

This book is ideal for the thousands of teachers who entered the profession in the last ten years and taught prescribed curriculum geared toward end of year bubble testing. Its intent is to empower districts and their teachers to create their own (free!) curriculum that will exceed the expectations of Common Core assessments, as well as create life-long learners that are college and career ready. By employing inquiry based units of study that insist on the use of iconic literature at the center, students will be more prepared for what awaits them with Common Core exams.

"We know we need to improve our traditional school system, both public and private. But how? More homework? Better-qualified teachers? Longer school days or school years? More testing? More funding? No, no, no, no, and no. Montessori Madness! explains why the incremental steps politicians and administrators continue to propose are incremental steps politicians and administrators continue to propose are incremental steps in the wrong direction. The entire system must be turned on its head. This book ask parents to take a look--one thirty-minute observation--at a Montessori school. Your picture of what educations should look like will never be the same"--Back cover.

An acclaimed scholar tackles his greatest historical puzzle yet--his own abused past and tortured memory

A Study Guide for Emily Dickinson's "Much Madness is Divinest Sense," excerpted from Gale's acclaimed Poetry for Students. This concise study guide includes plot summary; character analysis; author biography; study questions; historical context; suggestions for further reading; and much more. For any literature project, trust Poetry for Students for all of your research needs.

This text is a classic of French post-structuralist scholarship and is widely recommended on humanities courses across a variety of disciplines. Foucault's analysis of psychology is a devastating critique of the common understanding of insanity.

This book provides an authoritative and highly readable review of the relationship between madness and crime by one of the leading authorities in the field. The book is divided into four parts, each essay focusing on selected features of madness which have relevance to contemporary society. Part 1 is about madness itself, exploring three main models − cognitive, statistical, and emotional. Part 2 is a short discussion on madness, genius and creativity. Part 3 is about the much neglected area of compulsion, an issue that has largely disappeared from public debate. The mad may have moved from victim to violator, yet fundamental questions remain − in particular how to justify compulsory detention, and who should undertake the process? The answers to these questions have sociological, ethical and jurisprudential elements, and cannot just re resolved by reference to medical authorities. Part 4 is about the links between madness and crime − focusing less on the question and nature of criminal responsibility and the various defences that go with this, more on the links between madness and crime and which particular crimes are linked with which types of disorder.