This title provides a collection which fully addresses the relevance of Foucault's thought for law. The book provides an in-depth analysis of Foucault's thought as it pertains to the crucial questions of law, government and rights.

Few philosophers have had as significant an impact on contemporary thought as Michel Foucault. Rabinow has collected the best pieces from his three-volume set into a one-volume anthology.

A book-length introduction to the work of Michel Foucault in social work. Each chapter of the text emphasizes different notions from Foucault's writings. Contributions include conceptual, philosophical, and methodological considerations, and discussions from various fields and levels of practice.

This book collects studies with a ‘critical education policy orientation’, and presents itself as a handbook of matters of public concern. The term ‘critical’ does not refer to the adoption of a particular theoretical framework or methodology, but rather it refers to a very specific ethos or way of relating to the present and the belief that the future should not be the repetition of the past. This implies a concern about what is happening in our societies today and what could or should be happening in the future. As a consequence, the contributors to the book rely on a general notion of public policy that takes on board processes, practices, and discourses at a variety of levels, in diverse governmental and non-governmental contexts, and considers the relation of policy to power, to politics and to social regulation. Following the detailed introduction that aims at picturing the landscape of studies with a ‘critical education policy orientation’, the book presents re-readings of six policy challenges; globalization, knowledge society, lifelong learning, equality/democracy/social inclusion, accountability/control/efficiency and teacher professionalism. It seeks to contextualise these in relation to issues of current global concern at the start of the 21st century. Despite the diversity of approaches, this collection of critical education policy studies shares a concern with what could be called ‘the public, and its education,’ and represents a snapshot of education policy research at a particular time.

For nearly three centuries Leonardo da Vinci's work was known primarily through the abridged version of his Treatise on Painting, first published in Paris in 1651 and soon translated into all the major European languages. Here for the first time is a study that examines the historical reception of this vastly influential text. This collection charts the varied interpretations of Leonardo's ideas in French, Italian, Spanish, English, German, Dutch, Flemish, Greek, and Polish speaking environments where the Trattato was an important resource for the academic instruction of artists, one of the key sources drawn upon by art theorists, and widely read by a diverse network of artists, architects, biographers, natural philosophers, translators, astronomers, publishers, engineers, theologians, aristocrats, lawyers, politicians, entrepreneurs, and collectors. The cross-cultural approach employed here demonstrates that Leonardo's Treatise on Painting is an ideal case study through which to chart the institutionalization of art in Europe and beyond for 400 years. The volume includes original essays by scholars studying a wide variety of national and institutional settings. The coherence of the volume is established by the shared subject matter and interpretative aim: to understand how Leonardo's ideas were used. With its focus on the active reception of an important text overlooked in studies of the artist's solitary genius, the collection takes Leonardo studies to a new level of historical inquiry. Leonardo da Vinci's most significant contribution to Western art was his interpretation of painting as a science grounded in geometry and direct observation of nature. One of the most important questions to emerge from this study is, what enabled the same text to produce so many different styles of painting?

Provocative and unorthodox, this is the first book in twenty years to address Foucault’s position on law. Engaging with neglected texts, as well as considering his relationship to other continental thinkers, the authors examine the claim the law was expelled from Foucault’s analysis of modernity.

In "rereading" the sophists of fifth-century Greece, Susan C. Jarratt reinterprets classical rhetoric, with implications for current theory in rhetoric and composition. -- Provided by publisher