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The work of Emmanuel Levinas & Jean-Francois Lyotard is drawn on to illuminate the connections between the traditional iconoclastic Jewish attitude toward visual representation & a powerfully anti-ocular impulse in postmodernism. The fascination with Judaism that captivated many French intellectuals in the 1970s & 1980s is discussed, & its origins are traced to the works of such writers as Maurice Blanchot, Martin Buber, & Roland Goetschel. It is shown that Levinas provided Lyotard with valuable inspirations that transformed him from a leftist phenomenologist into a major French defender of postmodernism. Lyotard's complicated attitude toward the visual is examined, as is his rejection of Jacques Lacan's notion of the symbolic. Lyotard criticized Lacan not only for reducing unconscious categories to language, but also for failing to understand the significance of the figural & the way in which the plastic embodiment of signifiers affects their meaning. A discussion of Lyotard's debt to anti-ocularcentric discourse, his use of the notion of the sublime, & his argument that Judaism must be understood as a form of psychopathology, concludes the analysis. W. Howard

The various formulae which have been applied to WWI can be understood as attempts to fit it into nineteenth century categories, which assume that peace is a natural state of affairs. The actual revolutionary side in that war was Bismarckian Germany, in which the realities of the new scientific era were best approximated by social institutions. The military apparatus of Germany was the weak point of the system, hypnotized by traditional concepts, schemes, & goals. The war was against the Western status quo. The energy transformation of the world necessarily occurs through war, which is the most intense means of rapidly releasing accumulated forces. The frontline experience was fundamental to the new image of the world. In this experience, death was a continuous presence. This experience has been denied by later developments, leaving the world in a state of war-generating peace rather than in the real peace which might emerge from genuine understanding of the war experience. W. H. Stoddard.

Questions of space, place and identity have become increasingly prominent throughout the arts and humanities in recent times. This study begins by investigating the reasons for this growth in interest and analyses the underlying assumptions on which interdisciplinary discussions about space are often based. After tracing back the history of contact between Geography and Literary Studies from both disciplinary perspectives, it goes on to discuss recent academic work in the field and seeks to forge a new conceptual framework through which contemporary discussions of space and literature can oper

Request by Emmanuelle Morgan of the 20th Century Society to the Secretary of State, Stephen Byers MP, requesting government intervention into the planned demolition of the Liberty Building, Eastern Boulevard, Leicester. A Grade II listed building built 1918/9 which housed a shoe factory. The e-mail suggests that the building be used for residential use. An attached cutting from the Leicester Mercury shows the request was not met.

With the ascent of the National Party to power in South Africa in 1948, education reflected apartheid thinking and practices and implemented the ideology of separate development in educational institutions. Pronouncements of the African child's inferiority were reflected in government policy and legislation. The origins of this thinking and practice however can be traced to prevalent and pervasive existing racist pseudo-scientific theories where the African child was categorised and seen as intellectually inferior. Pseudo-scientific theories on the human intellect had become part of the thinking and practice of racial superiority thinking and practices propagated especially during the first part of the 20th century. These assertions rationalised social, political and ideological arrangements of segregation at the time and formed part of the contextual mind-set in South Africa. Yet even today where a democratic and inclusive society, in which the development and recognition of the whole child is advocated, racist thinking and practices still emerge, especially in education. The aim of this paper is to examine some of these pseudo-scientific theories on the intellect of the African child from a historical-educational perspective, their reflection in educational policy documents and practices and diverse perceptions thereof. Some thoughts on the way forward for education practice, based on this discussion are also presented.

Abstract
After Poland gained independence in 1918, logic developed very quickly both as a scientific direction and as a taught discipline. This introduction to the special issue "Logic in Poland in the 20th Century," published in Volume 13:1 (2024) and Volume 13:2 (2024), provides the historical context for the development of logic in the interwar period.