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It is not uncommon to hear criticisms of the university today. From the right, the university is seen as nothing more than a mere liberal bastion or hotbed for leftist ideological indoctrination. And from the left, the university is considered nothing more than a factory, part and parcel of the military-industrial complex, or a mere puppet of corporate control. The centrality of corporate, neoliberal logics, ideologies of managerialism and excellence, and the universalization of individualist policies over and above public purposes all seem to indicate that the university is undergoing a major identity crisis. What many of these analyses fail to recognize is the underlying educational logic at work in higher education—a logic that informs both conservative and progressive analyses of the university. Building on the work of Giorgio Agamben, we present a critical analysis of the connections between the university's educational logic of learning, the rise of student debt, and neoliberalism. We then suggest studying as an alternative model of university education that suspends the economy of learning and its connections with debt. To further expand upon Agamben's ontological analysis of study as a state of educational potentiality, we explore its political and economic dimensions through a psychoanalytic-Marxist framework. In particular, we draw upon Marxist notions of reification to understand how learning and debt are lived by the student, and in turn, how Jacques Lacan's psychoanalytic notion of dehiscence provides a way in which the student can experience studying as a dereified expression of educational life. The result will be a theory of study that is capable of undermining educational investments made by and through neoliberalism into learnification.

"Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation -- and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel's The Pedagogics of Liberation: A Latin American Philosophy of Education, the first English translation of Dussel's thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dussel's ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s. Drawing heavily from the ethics of Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher-student, politician-citizen, doctor-patient, philosopher-nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be (which Dussel, in a Latin American context, associates with dominant cultures) to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be "lo Mismo." [The French in Levinas is "le Même," and Backer and Diego have translated Dussel's "lo Mismo" as "the Same."] This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. "Pedagogics" should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel's pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general."

AbstractAcute malnutrition affects a sizeable number of young children around the world, with serious repercussions for mortality and morbidity. Among the top priorities in addressing this problem are to anticipate which children tend to be susceptible and where and when crises of high prevalence rates would be likely to arise. In this article, we highlight the potential role of conflict and climate conditions as risk factors for acute malnutrition, while also assessing other vulnerabilities at the individual- and household-levels. Existing research reflects these features selectively, whereas we incorporate all the features into the same study. The empirical analysis relies on integration of health, conflict, and environmental data at multiple scales of observation to focuses on how local conflict and climate factors relate to an individual child's health. The centerpiece of the analysis is data from the Demographic and Health Surveys conducted in several different cross-sectional waves covering 2003–2016 in Kenya, Nigeria, and Uganda. The results obtained from multi-level statistical models indicate that in Kenya and Nigeria, conflict is associated with lower weight-for-height scores among children, even after accounting for individual-level and climate factors. In Nigeria and Kenya, conflict lagged 1–3 months and occurring within the growing season tends to reduce WHZ scores. In Uganda, however, weight-for-height scores are primarily associated with individual-level and household-level conditions and demonstrate little association with conflict or climate factors. The findings are valuable to guide humanitarian policymakers and practitioners in effective and efficient targeting of attention, interventions, and resources that lessen burdens of acute malnutrition in countries prone to conflict and climate shocks.

The growing multitude of sophisticated event-level data collection enables novel analyses of conflict. Even when multiple event data sets are available, researchers tend to rely on only one. We instead advocate integrating information from multiple event data sets. The advantages include facilitating analysis of relationships between different types of conflict, providing more comprehensive empirical measurement, and evaluating the relative coverage and quality of data sets. Existing integration efforts have been performed manually, with significant limitations. Therefore, we introduce Matching Event Data by Location, Time and Type (MELTT)—an automated, transparent, reproducible methodology for integrating event data sets. For the cases of Nigeria 2011, South Sudan 2015, and Libya 2014, we show that using MELTT to integrate data from four leading conflict event data sets (Uppsala Conflict Data Project–Georeferenced Event Data, Armed Conflict Location and Event Data, Social Conflict Analysis Database, and Global Terrorism Database) provides a more complete picture of conflict. We also apply multiple systems estimation to show that each of these data sets has substantial missingness in coverage.

The growing multitude of sophisticated event-level data collection enables novel analyses of conflict. Even when multiple event data sets are available, researchers tend to rely on only one. We instead advocate integrating information from multiple event data sets. The advantages include facilitating analysis of relationships between different types of conflict, providing more comprehensive empirical measurement, and evaluating the relative coverage and quality of data sets. Existing integration efforts have been performed manually, with significant limitations. Therefore, we introduce Matching Event Data by Location, Time and Type (MELTT)—an automated, transparent, reproducible methodology for integrating event data sets. For the cases of Nigeria 2011, South Sudan 2015, and Libya 2014, we show that using MELTT to integrate data from four leading conflict event data sets (Uppsala Conflict Data Project–Georeferenced Event Data, Armed Conflict Location and Event Data, Social Conflict Analysis Database, and Global Terrorism Database) provides a more complete picture of conflict. We also apply multiple systems estimation to show that each of these data sets has substantial missingness in coverage.

Truth in the Public Sphere seeks to understand the significance of truth in the everyday world of human communication. Featuring an international group of contributors from across the humanities and social sciences, it explores the place of truth in several facets of the public sphere: language, ethics, journalism, politics, media, and art.

An authoritative source of information on violent conflicts and peacebuilding processes around the world, Peace and Conflict is an annual publication of the University of Maryland's Center for International Development and Conflict Management and the Graduate Institute of International and Development Studies (Geneva). The contents of the 2017 edition are divided into three sections: ? Global Patterns and Trends provides an overview of recent advances in scholarly research on various aspects of conflict and peace, as well as chapters on armed conflict, violence against civilians, non-state armed actors, democracy and ethnic exclusion, terrorism, defense spending and arms production and procurement, peace agreements, state repression, foreign aid, and the results of the Peace & Conflict Instability Ledger, which ranks the status and progress of more than 160 countries based on their forecasted risk of future instability. ? Special Feature spotlights work on measuring micro-level welfare effects of exposure to conflict. ? Profiles has been enlarged to survey developments in instances of civil wars, peacekeeping missions, and international criminal justice proceedings that were active around the world during 2015. Frequent visualizations of data in full-color, large-format tables, graphs, and maps bring the analysis to life and amplify crucial developments in real-world events and the latest findings in research. The contributors include many leading scholars in the field from the US and Europe.