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Record Nr. |
UNINA9910464555903321 |
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Titolo |
Legacies of Paul de Man [[electronic resource] /] / edited by Marc Redfield |
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Pubbl/distr/stampa |
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New York, : Fordham University Press, 2007 |
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ISBN |
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0-8232-4095-9 |
0-8232-4809-7 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (236 p.) |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Criticism |
Deconstruction |
Electronic books. |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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""Title Page ""; ""Table of Contents ""; ""Acknowledgments ""; ""Introduction: Legacies of Paul de Man / Marc Redfield""; ""Part I: Reading ""; ""Double-Take: Reading de Man and Derrida Writing on Tropes / Cynthia Chase""; ""Reading, Begging, Paul de Man / Jan Mieszkowski""; ""Part II: Reading History""; ""History against Historicism, Formal Matters, and the Event of the Text: de Man with Benjamin / Ian Balfour""; ""Discontinuous Shifts: History Reading History / Andrzej Warminski""; ""Part III: Institutions of Pedagogy"" |
""��At the Far End of This Ongoing Enterprise...'� / Sara Guyer""""Professing Literature: John Guillory�s Misreading of Paul de Man / Marc Redfield""; ""Part IV: Theory, Materiality, and the Aesthetic""; ""Thinking Singularity with Immanuel Kant and Paul de Man: Aesthetics, Epistemology, History, and Politics / Arkady Plotnitsky""; ""Seeing Is Reading / Rei Terada""; ""Appendix 1: Courses Taught by Paul de Man during the Yale Era / Marc Redfield""; ""Appendix 2: Paul de Man, ��Course Proposal: Literature Z��""; ""Contributors""; ""Notes ""; ""Index "" |
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Sommario/riassunto |
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More than twenty years after his death, Paul de Man remains a haunting presence in the American academy. This work analyzes and evaluates aspects of de Man's powerful legacy. It focuses on: his great theme of |
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'reading'; his complex notions of 'history', 'materiality', and 'aesthetic ideology'; and his institutional role as a teacher. |
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