There Is No Now: An Archaeology of Contemporaneity

Drawing together discourses on contemporaneity and new materialisms, this book examines a material conception of temporality that makes it possible to develop a critique of the philosophical discourse on presence. Claiming that “there is no now,” Knut Ebeling develops an archaeology of contemporaneity according to which the traces of the contemporary can only be secured through visual or material operations, not historical ones

Openness, Privilege, and Omniscience

According to egalitarians, there is no privileged now-possible history. Egalitarianism seems to provide an attractive way to reconcile openness and omniscience, but, I argue, it does not

The relative efficiency of public and private sector water

A range of empirical evidence now shows that there is no systematic significant difference between public and private operators in terms of efficiency or other performance measures. Due to the unsupported assumption that private companies are more efficient, policies have become seriously imbalanced

[Review of] James Diego Vigil, From Indians to Chicanos: A Sociocultural History

Historians are typically satisfied with pinpointing dates and describing associated events while minimizing speculation and interpretations which cannot be directly supported with evidence. There is no question that this is a vital and popular methodological approach, and Chicano studies historians have usually complied with this norm--until now

What sorts of worlds do we live in nowadays? Teaching biology in a post-modern age.

Most historians of science, sociologists of science, philosophers of science and science educators now accept that there is no such thing as 'the scientific method'. We explore the implications of this view of the nature of science for biology education in particular. Accepting that there is no single way of investigating and describing the world scientifically presents both challenges and opportunities, especially when teaching biology. We illustrate these opportunities by suggesting fresh approaches to the teaching of drawing in biology, the teaching of classification and the teaching of human biology