bluuebunny/crossref_metadata_2025_split huggingface dataset:
The Idea of the Earth in Günderrode, Schelling, and Hegel
Authors: Ng Karen 
Published: March 2024

Abstract
This chapter provides an interpretation of Karoline von Günderrode’s fragment “The Idea of the Earth” and argue that it contributes to central theoretical and practical questions in the idealist context. The chapter considers Günderrode’s use of the term Idea, in relation to Kant, Schelling, and Hegel, focusing on Schelling’s account of the Idea in Bruno in particular. Günderrode’s theoretical contribution consists in presenting the earth as a context of truth and knowledge, and her practical contribution consists in situating living activity in relation to the goal of realizing what she calls a “collective organism” (gemeinschaftlicher Organismus). In arguing that the Idea of the earth provides a context for both truth and ethical action in a unified philosophy, the chapter suggests that Günderrode presents an earthly, ecological approach to idealism that intervenes in a number of long-standing assumptions and debates.
Ethics
Authors: Saunders Joe 
Published: March 2024

Abstract
A basic theme in ethics concerns how one relates to others. This chapter explores this, through the concepts of empathy and community, as found in the works of Edith Stein and Gerda Walther. Some ethical theories take as their starting point the idea that human beings are selfish individuals, and view ethics as a corrective to that. Stein and Walther, with their emphasis on empathy and community, offer a different picture of human beings and their relations to each other, one where we feel and live together. This chapter unpacks the ethical significance of their conceptions of empathy and community. In doing so, it compares and contrasts their views with each other’s, and also one of the prominent ethical theorists in German philosophy, Kant.
Germaine de Staël (1766–1817)
Authors: de Bruin Karen 
Published: March 2024

Abstract
As France came out of the Reign of Terror and into the Thermidorian period, not only did Germaine de Staël articulate a moderate republican liberalism, but she also elaborated an informal poetics of a new literary genre—the “philosophical novel”—that could morally reform the nation. This genre proposed individual responsibility and duty to freedom, grounded in German idealism, as the new public morality of a liberal republic. The genre also depended on a specific type of genius found predominantly in exceptional women writers, whom she elevated to the status of moral educators of the nation.
Plants, Animals, and the Earth
Authors: Nassar Dalia 
Published: March 2024

Abstract
This chapter considers the ways in which women philosophers theorized the more-than-human world, focusing on romanticism and phenomenology. Beginning with Germaine de Staël’s high estimation of German philosophies of nature, the chapter argues that Staël offers compelling reasons for taking seriously the German approach to the study of nature. I proceed to discuss one such approach, articulated by Karoline von Günderrode in her groundbreaking work “Idea of the Earth.” The chapter contends that Günderrode develops a distinctive ethical position in relation to the “earth,” which prefigures (and goes beyond) contemporary environmental ethics. Similar prefigurations can be found in the work of Edith Stein, who sought to demonstrate how empathy with non-human animals can enrich experience and expand understanding. The chapter concludes by turning to Hedwig Conrad-Martius’s critical intervention in discussions of plant intelligence. It argues that Conrad-Martius’s critique reveals the limits of empathy, while also demonstrating a deep connection between late phenomenology and romanticism.
Rahel Levin Varnhagen (1771–1833)
Authors: Keller Paula 
Published: March 2024

Abstract
Central to Rahel Levin Varnhagen’s philosophical thought is the question: how should we live in an unjust world? Varnhagen presents a strategy of communal retreat. This is both a strategy to survive injustice and to oppose and ultimately overcome it. It has three component parts, which are outlined in the chapter. According to Varnhagen, one ought to live authentically, embed oneself in a supportive community, and work on a project of self-development. In presenting this strategy, Varnhagen, the chapter argues, offers a way out of a dilemma, outlined by Hannah Arendt in her biography of Varnhagen, of living either as pariah or parvenu.
Bananas
Authors: Bennett Evan P. 
Published: March 2024

Abstract
Bananas are among the oldest food crops cultivated by humans and are today the most-consumed fruit in the world. Their place in the diets of billions of people is the result of modern industrial capitalism. The organization of labor in banana production, the control of the banana trade by a few multinational companies, and even the fact that one variety rules the world market when dozens of other cultivars are produced worldwide are evidence of this connection. Such capital-intensive production has resulted in a flood of healthy fruit that has been anything but healthy for the environment, workers, and democracy in the tropical nations where banana production dominates.
Agricultural Labor
Authors: Striffler Steve 
Published: March 2024

Abstract
This chapter argues that labor is not only central for understanding agricultural history, but that agricultural labor provides a particularly compelling lens through which to understand human history. The modern world emerged unevenly through hundreds of years of struggle between those who work the land and those who rule over them. There was nothing natural or inevitable about the emergence of industrial agriculture, or the world it sustains. Subsistence farmers initially resisted creating and turning over surpluses to elites, then resisted efforts to reorient their production toward markets, and then continued to struggle against the competitive, exploitative logic of agrarian capitalism. They struggled against forms of agriculture that all too frequently left those who worked the land with little to show for their efforts and beholden to a political and economic class who lived off of their labor. This struggle was a central force driving history.
Peasants and the Peasantry
Authors: Rigg Jonathan 
Published: March 2024

Abstract
The chapter traces the origins of peasant studies as a route into understanding current debates over peasants and the peasantry. After exploring the question “who are the peasantry?,” three positions are identified: those of the peasant persisters, the peasant eradicators, and the peasant reformers. For some scholars, contemporary agrarian change has consigned the peasantry to the history books. Others focus on explaining how, even in the context of globalization, peasants-as-smallholders persist, while still more identify a neo-peasantry emerging even in the context of thoroughgoing agrarian change and deep structural transformations. There is also a long history of peasant political movements, and these remain vital, notably in La Vía Campesina. These broad debates over the peasantry are then grounded in the experience of one country, Thailand.
Double Take
Authors: Williams Verna L. 
Published: March 2024

Abstract
This chapter presents the significance of the Garrett v. Board of Education case in gender and the law casebooks. It examines the Detroit School Board’s decision against the backdrop of Detroit’s transformation from a manufacturing powerhouse to a paradigm of urban decline. Analyzing the Garrett case from the perspective of race raised the implication that the Board’s plan was never just about sex. Moreover, the case showcases the invisibility of race in education law and policy despite its centrality and continued salience. The chapter argues that failing to acknowledge the centrality of race resulted in a weak solution that would only establish the disparities the Detroit School Board sought to diminish.
English language education and educational policy in Singapore
Authors: Bokhorst-Heng Wendy D. , Silver Rita Elaine 
Published: March 2024

Abstract
This chapter provides an overview of English language education and policy in Singapore in relation to a world Englishes perspective, considering policy, practices, and ideologies. It takes a critical view of Kachru’s model as applied to Singapore English(es), noting the complexities of internal variation among Singapore’s English users, and how Singapore has moved from the Outer to the Inner Circle and thus demands a more nuanced framework. Analysis takes a discourse-analytic approach, anchored in Ruiz’s conceptualization of language orientations and applied to Singapore’s secondary English language syllabus. It considers how these orientations frame the narrative of policy, are operationalized into learning targets, and inform teacher practice. To understand further the position of English and Englishes in Singapore, the chapter draws on the Douglas Fir Group’s framework for second language acquisition (SLA), considering the mutually interactive forces of the macro (ideological), meso- (sociocultural/institutional) and micro-levels (human social interaction) involved in language-learning contexts.
Chinese Pidgin English in Southeast Asia
Authors: Li Michelle , Matthews Stephen 
Published: March 2024

Abstract
Having developed in South China, Chinese Pidgin English (CPE) spread into Southeast Asia. Evidence from historical sources attests to the use of CPE in Singapore, Malaysia, Borneo, and Makassar. These sources show CPE to have been used in several contexts including in trading houses, between Chinese domestic servants and European employers, and in colonial administration, as in courtrooms and police operations. We then consider what influence CPE may have had on the varieties of English spoken in Malaysia and Singapore by examining four features: (i) think so-complementation, (ii) suppose conditionals, (iii) what for questions, and (iv) topicalization and null objects. While Chinese-influenced features of these varieties could have developed through influence of CPE and/or directly from Chinese, specific constructions point to influence from CPE. These findings expand the known sphere of use of CPE and shed light on its connections to other contact languages of the region.
Studying Judicial Citations and Citation Data
Authors: Frankenreiter Jens 
Published: March 2024

Abstract
References to prior case law and other legal materials play a crucial role in justifying judicial decisions in many jurisdictions worldwide. This chapter provides an overview of research using quantitative methods to investigate citations in judicial opinions, offering a literature survey, a roadmap for gathering and analysing citation data, and a discussion of methodological challenges and opportunities for advancement in this field. In the literature review, the chapter distinguishes various streams of work, including macro-level studies that describe and compare citation patterns across different legal systems and micro-level analyses of judges’ citation decisions. It argues that micro-level studies are particularly well suited to produce results that inform our comparative understanding of judge behaviour. However, this work faces methodological challenges related to using traditional quantitative methods in the context of citation data, which have largely gone unnoticed in the legal literature. The chapter demonstrates these challenges through simulations and discusses ways to overcome them. The chapter also discusses the importance of methodological innovations and new research directions in the study of citations in legal opinions more generally. Beyond overcoming the previously mentioned methodological challenges, opportunities for improvement include conducting research that explicitly compares citation patterns across jurisdictions and developing theories that connect citation networks to relevant features of legal systems. Pursuing these opportunities can bolster the credibility of research investigating citation behaviour and contribute to a more nuanced understanding of the factors that influence the use of citations in legal systems across the globe and judicial behaviour more generally.
Formal Law and Its Relationship to Minhag/Takkanot
Authors: Schwartz Marcus Mordecai 
Published: March 2024

Abstract
This chapter discusses Jewish custom and communal enactments. These two categories are difficult because Jewish legal authorities have treated them at different times and in different places in different ways: sometimes the same as formal law and other times as less than formal law. These “marginal norms” present opposing conceptual trends already in early rabbinic sources. There was a great deal of debate in classical rabbinic texts about the nature of custom and communal practice. This helps us understand why there was so much ambiguity around marginal norms in later rabbinic writings. The study goes on to explore two major categories of marginal norms: minhag (custom) and takkanah/gezeirah (communal enactment/prohibition). Examples in each of these two discussions illustrate these categories of marginal norms. The examples are in no way comprehensive, but they are ideally relevant and enlightening on the differences between the categories.
North American Reform Judaism and the Halakhah
Authors: Washofsky Mark 
Published: March 2024

Abstract
This chapter focuses upon the conflicted attitude of the North American Reform movement toward halakhic tradition, describing it as one of “doctrine versus practice.” The movement’s major doctrinal statements, especially the Pittsburgh Platform of 1885, tend to portray Reform as a non-halakhic Judaism. They reject the notion of halakhic authority and legal discipline as out of step with Reform’s commitment to individual religious autonomy and to the creation of a Judaism suited to the culture of modernity. At the same time, the Reform movement has produced a considerable halakhic literature, including over 1,300 responsa, indicating that as a matter of practice Reform has not abandoned halakhah and its discourse. The chapter recounts the role of Rabbi Solomon B. Freehof, the preeminent halakhist of North American Reform Judaism, in identifying the role of the halakhic literature as a source of “guidance, not governance” for a movement that in its doctrine champions freedom of individual religious choice. It concludes with some broad outlines of a theory of halakhah as it functions in this purportedly non-halakhic movement.
Educating for Social Change
Authors: Hertel Shareen 
Published: March 2024

Abstract
This chapter lays out a framework for international studies pedagogy that equips students not only to analyze global challenges intellectually but also to interact in ways distinct from what they may experience outside of the classroom. Drawing on scholarship across multiple fields, the chapter offers practical tools for cultivating a “caring classroom” anchored around four key principles: (1) mutual respect, (2) multidimensionality, (3) collective purpose, and (4) empowerment. Such tools include peer review of student work, simulations, professional guest speakers from within and beyond the university, and information literacy promotion (including of online source material). The pragmatic strategies central to this style of teaching equip students to manage conflict, hone collective purpose, build networks, expand their professional development, and prepare for civic life.
Pedagogies of Creativity
Authors: Frueh Jamie 
Published: March 2024

Abstract
Recognizing global politics courses as opportunities for both students and teachers to express their creativity enhances the educational experience for all involved. Constructivist approaches to human creativity provide an ontological foundation for pedagogical strategies that treat learners and teachers as collaborators in the project of education and pedagogies of creativity engage the agency of both students and teachers of global politics. Learners are agents of the changes to their own knowledge and understanding. Teachers are agents of the learning environments in which engaged and metacognitive learners attend both to course material and to the mental processes through which they integrate new ideas into their existing understandings. Design thinking is one process for actualizing instructor creativity in building coursework and classroom tactics specific to learning outcomes, institutional contexts, and student populations. For example, designing and implementing group oral examinations improved learning about both the patterns of human interactions across differences and the processes of group deliberations.
International Studies, Large Classes, and the Politics of Education
Authors: Hornsby David J. 
Published: March 2024

Abstract
This chapter gives focus to large international studies classes and how to make them meaningful learning spaces. Long derided as learning environments with little academic value or where few pedagogical options exist, this chapter considers research-informed strategies that offer ways to foster student engagement while recognizing the practicalities of managing such spaces. Through focusing on the range of pedagogical and assessment strategies such as problem-based learning, team-based learning, flipped learning, student engagement and assessment feedback, the chapter situates teaching large classes as a matter critical in fostering critical scholars and engaged citizens that contribute to democracy more broadly. All the while providing ideas and strategies for addressing the real challenges associated with teaching in these environments.
Learning to Solve Problems
Authors: Boyer Mark A. , Brown Scott W. 
Published: March 2024

Abstract
Connecting theory to practice for our students is a recurrent challenge for any teacher. International studies pedagogy is no different. Problem-based learning (PBL) has emerged as a significant paradigm shift in the traditional college education from centering lecture-based delivery to a curriculum integrating real-world, authentic problems as the core of the instructional activity. This chapter discusses one approach, problem-based learning and examines the underlying educational research-based logic supporting the approach. It also presents one specific adaptable application, using simple Lego models, as a tool for teaching systems theory.
Teaching Theory as a Transformative Praxis in International Studies
Authors: Shahi Deepshikha 
Published: March 2024

Abstract
A pedagogical plan promoting a “Global” approach to international relations theory (IRT) requires us to bridge two gaps: first, the “published-taught gap” (even if published IRT is endowed with non-Western worldviews, taught IRT suffers from Western parochialism); second, the “theory-praxis gap” (though non-Western worldviews supply theoretical perspectives, they are often not translated into doable policy actions). To bridge these gaps, this chapter presents the pedagogical plan of “teaching theory as a transformative praxis.” In IRT classrooms, this pedagogical plan proceeds in three stages. The first stage revisits the “great debates” of IRT from Western as well as non-Western vantage points. The second stage performs cross-fertilization between ontologies, methodologies, and epistemologies of Western and non-Western IRT. Finally, the third stage shows how the search for complementarities between Western and non-Western IRT—under the aegis of Global IRT—forms a creative platform to invent innovative proposals to deal with diverse policy problems relating to contemporary world politics.
Teaching Environmental Crises
Authors: Allan Jen Iris 
Published: March 2024

Abstract
The dawn of the Anthropocene—a human-centered geological epoch—demands a pedagogical response from those teaching the politics of environmental change. Our students’ futures will be marked by climate, nature, and pollution crises. They are already more aware and concerned about environmental degradation than ever before, prompting educators to rethink our approaches. This chapter reviews approaches taken to date and traces the shift from humans as managers to humans as part of environmental systems. It then turns to innovative ideas for the unique challenges we face when teaching about environmental crises and transitions, from addressing despair and anxiety to experiential learning. The chapter raises questions about the next steps in pedagogical practice, including deepening inter- and trans-disciplinary approaches, helping to green universities, and promoting justice-based approaches to green transitions.
Lapita in the Southwest Pacific
Authors: Bedford Stuart , Spriggs Matthew , Clark Geoffrey 
Published: March 2024

Abstract
The Lapita Cultural Complex is associated with a sudden and rapid expansion of populations into the Southwest Pacific some 3000 years ago, over a period of 400 years. It has been identified archaeologically, from the Bismarck Archipelago to Samoa, stretching almost 5000 kilometres across this part of the Pacific Ocean. It represents the first evidence of human colonization east of the main Solomon Islands. Associated data have been accumulated during more than 100 years of research which have seen vigorous debate regarding aspects such as origins, distribution, chronology, and economy. In this chapter, the authors summarize current knowledge in relation to the Lapita Cultural Complex, which ultimately highlights the extraordinary adaptability and resilience of these pioneering Pasifika peoples.
The Origins of Prehistoric Sailing Technologies in the Pacific Ocean
Authors: Anderson Atholl 
Published: March 2024

Abstract
The technological basis of long-distance voyaging in prehistoric Oceania is hardly more settled today than it was in the eighteenth century, mainly because material remains are exceedingly scarce, traditional evidence is disputed, and opinions are divided over the assumptions and results of modeling and experimental sailing. The prevailing view is that sailing technology, in particular Oceanic spritsails and lateens, had origins in Oceania that were largely independent of early developments in Eurasia. Conversely, a review of historical observations and opinions indicates that Asian square sails, and a double spritsail derived from them, were most probably the rigs of early Pacific migration voyaging and that Oceanic lateen sails had later Indian Ocean and Eurasian origins. The Oceanic spritsail can be derived, hypothetically at least, by culture contact in the central Pacific. The Andean sail, however, does not appear to have Oceanic antecedents. A hybrid model of technological origins in the Pacific is preferred.