Simon Harrison

Gestures are central to the way people use language when they interact. This book places our impulse to gesture at the very heart of linguistic structure: grammar. Based on the phenomenon of negation - a linguistic universal with clear grammatical and gestural manifestations - Simon Harrison argues that linguistic concepts are fundamentally multi modal and shows how they lead to recurrent bindings between grammar and gesture when people speak. Studying how speakers express negation multi modally in a range of social and professional contexts, Harrison explores how and when people gesture, what people achieve linguistically and discursively with their gestures, and why we find similar uses of gesture in different languages (including spoken and signed language). Establishing the inseparability of grammar and gesture, this book is an important reference for any researcher interested in the relation between language, gesture, and cognition.

This book dives into the mise-en-scène of contemporary China to explore the “becoming cinema” of Chinese cities, societies, and subjectivities. Set in the wake of China’s radical and rapid period of urbanization and infrastructural transformation, and situating itself in the processual city of Ningbo, the book combines empirical, ficto-critical, and philosophical methods to generate a dynamic account of everyday life as new forms of consumer culture bed in. Harnessing a Realist approach that allows for different scales of analysis, the book zooms in on five architectural assemblages including: surreal real estate showrooms; a fragmented history museum; China’s “first and best” Sino-foreign university; a new “Old town”; and weird gamified “any-now(here)-spaces.” Together these modern arrangements and machines for living cast light upon the broader picture sweeping up greater China.

This book dives into the mise-en-scène of contemporary China to explore the “becoming cinema” of Chinese cities, societies, and subjectivities. Set in the wake of China’s radical and rapid period of urbanization and infrastructural transformation, and situating itself in the processual city of Ningbo, the book combines empirical, ficto-critical, and philosophical methods to generate a dynamic account of everyday life as new forms of consumer culture bed in. Harnessing a Realist approach that allows for different scales of analysis, the book zooms in on five architectural assemblages including: surreal real estate showrooms; a fragmented history museum; China’s “first and best” Sino-foreign university; a new “Old town”; and weird gamified “any-now(here)-spaces.” Together these modern arrangements and machines for living cast light upon the broader picture sweeping up greater China.

Gestures are central to the way people use language when they interact. This book places our impulse to gesture at the very heart of linguistic structure: grammar. Based on the phenomenon of negation - a linguistic universal with clear grammatical and gestural manifestations - Simon Harrison argues that linguistic concepts are fundamentally multi modal and shows how they lead to recurrent bindings between grammar and gesture when people speak. Studying how speakers express negation multi modally in a range of social and professional contexts, Harrison explores how and when people gesture, what people achieve linguistically and discursively with their gestures, and why we find similar uses of gesture in different languages (including spoken and signed language). Establishing the inseparability of grammar and gesture, this book is an important reference for any researcher interested in the relation between language, gesture, and cognition.

Many anthropological accounts of warfare in indigenous societies have described the taking of heads or other body parts as trophies. But almost nothing is known of the prevalence of trophy-taking of this sort in the armed forces of contemporary nation-states. This book is a history of this type of misconduct among military personnel over the past two centuries, exploring its close connections with colonialism, scientific collecting and concepts of race, and how it is a model for violent power relationships between groups.

Many anthropological accounts of warfare in indigenous societies have described the taking of heads or other body parts as trophies. But almost nothing is known of the prevalence of trophy-taking of this sort in the armed forces of contemporary nation-states. This book is a history of this type of misconduct among military personnel over the past two centuries, exploring its close connections with colonialism, scientific collecting and concepts of race, and how it is a model for violent power relationships between groups.

What is the role of the humanities in the modern school? Should geography, history, RE and Citizenship teachers remain faithful to long-standing subject cultures and pedagogies? Or is there another way to consider how the curriculum, and the notion of individual subjects and teachers’ pedagogy, could be constructed?Drawing on case studies taken from a range of innovative secondary schools, and interrogating the use of cross-curricular approaches in UK schools, Cross-Curricular Teaching and Learning in Humanities constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas. Key features include: Clear theoretical frameworks for cross-curricular processes of teaching and learning in the humanities Lively and engaging text that blends key issues with stories of current practice An analysis of the use of assessment, enquiry, and pupil talk as key components in building a cross-curricular approach to the humanities Practical and reflective tasks that enable to reader to apply their reading to day to day practice, alongside links to professional standards Summaries of key research linked to suggestions for further reading Professional development activities to promote cross-curricular dialoguePart of the Cross-Curricular Teaching and Learning in the Secondary School series, this timely interdisciplinary textbook is essential reading for all students on Initial Teacher Training courses and practising teachers looking to holistically introduce cross-curricular themes and practices in secondary Humanities teaching.

What is the role of the humanities in the modern school? Should geography, history, RE and Citizenship teachers remain faithful to long-standing subject cultures and pedagogies? Or is there another way to consider how the curriculum, and the notion of individual subjects and teachers’ pedagogy, could be constructed?Drawing on case studies taken from a range of innovative secondary schools, and interrogating the use of cross-curricular approaches in UK schools, Cross-Curricular Teaching and Learning in Humanities constructs a research based pedagogy with practical steps for students and teachers as they consider how cross-curricular approaches can be implemented in their own subject areas. Key features include: Clear theoretical frameworks for cross-curricular processes of teaching and learning in the humanities Lively and engaging text that blends key issues with stories of current practice An analysis of the use of assessment, enquiry, and pupil talk as key components in building a cross-curricular approach to the humanities Practical and reflective tasks that enable to reader to apply their reading to day to day practice, alongside links to professional standards Summaries of key research linked to suggestions for further reading Professional development activities to promote cross-curricular dialoguePart of the Cross-Curricular Teaching and Learning in the Secondary School series, this timely interdisciplinary textbook is essential reading for all students on Initial Teacher Training courses and practising teachers looking to holistically introduce cross-curricular themes and practices in secondary Humanities teaching.

Western societies draw crucially on concepts of the 'individual' in constructing their images of the ethnic group and nation and define these in terms of difference. This study explores the implications of these constructs for Western understanding of social order and ethnic conflicts. Comparing them with the forms of cultural identity characteristic of Melanesia as they have developed since pre-colonial times, the author arrives at a surprising conclusion: he argues that these kinds of identities are more properly and adequately viewed as forms of disguised or denied resemblance, and that it is these covert commonalities that give rise to, and prolong, social divisions and conflicts between groups.

Augustine's dialogue De libero arbitrio (On Free Choice) is, with his Confessions and City of God, one of his most important and widely read works. It contains one of the earliest accounts of the concept of 'free will' in the history of philosophy. Composed during a key period in Augustine's early career, between his conversion to Christianity and his ordination as a bishop, it has often been viewed as a an incoherent mixture of his 'early' and 'late' thinking. Simon Harrison offers an original account of Augustine's theory of will, taking seriously both the philosophical arguments and literary form of the text. Relating De libero arbitrio to other key texts of Augustine's, in particular the City of God and the Confessions, Harrison shows that Augustine approaches the problem of free will as a problem of knowledge: how do I know that I am free?, and that Augustine uses the dialogue form to instantiate his 'way into the will'.

Western societies draw crucially on concepts of the 'individual' in constructing their images of the ethnic group and nation and define these in terms of difference. This study explores the implications of these constructs for Western understanding of social order and ethnic conflicts. Comparing them with the forms of cultural identity characteristic of Melanesia as they have developed since pre-colonial times, the author arrives at a surprising conclusion: he argues that these kinds of identities are more properly and adequately viewed as forms of disguised or denied resemblance, and that it is these covert commonalities that give rise to, and prolong, social divisions and conflicts between groups.

This is the first book-length analysis of the term unity as used within recent ecumenical discussion. It seeks to present in a clear and useful way the many conceptions of unity found in discussion, whose subtle diversity and number are often a source of confusion and ambiguity. It is intended primarily for ecumenical participants and students; but the methodology is of wider interest because it employs taxonomy (of a kind usually found within biological sciences) to analyse and present conceptual diversity.