Avant-Garde Cultural Practices in Spain (1914-1936)

The Challenge of Modernity


This book offers a critical reinterpretation of the Spanish avant-garde, focusing on narrative, transculturality, and intermediality. Narrative, because it prioritizes the analysis of prose over poetry, against the traditional use of critical literature on the subject up to this point. Transculturality, because the Spanish avant-garde simply cannot be understood without the acknowledgement of its multi-linguistic reality and the transnational scope of the experience of Modernism in Europe – of which Spain was an integral yet underexposed component. And intermediality, because the interrelations of painting, photography, film, and literature articulate a correlation and mutual affect among different media, creating a rich cultural tapestry that needs to be addressed.

Contributors: Rosa Berland, Jennifer Duprey, Marcos Eymar, Regina Galasso, Eduardo Gregori, Juan Herrero-Senés, John McCulloch, Andrés Pérez-Simón, Lynn Purkey, Domingo Ródenas de Moya, Evelyn Scaramella and Antonio Sáez Delgado.

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Eduardo Gregori (PhD, 2009. Penn State University) is Associate Professor of Spanish at the University of Wisconsin-Marathon County. He has published on Modernism and the Spanish avant-garde.

Juan Herrero Senés. Ph.D (2006). Universitat Pompeu Fabra (Barcelona), is Assistant Professor of Spanish at the University of Colorado Boulder. He has published monographs and articles on the Spanish avant-garde, the interwar novel and translational modernism.

M. Marope

Chapter 1: Mindfulness
 At One with the Cosmos
 The Mindfulness Craze
 Views of the Sceptic and the Cynic
 Other Avenues for Peace of Mind
 Walking and Running
 Mind Wandering
 The Arts
 Schools and the Arts
 Three Points
 What Did We Do with Jacobo?

Chapter 2: Singularity
 Meaning of “Singularity”
 Can Human Intelligence by Simulated?
 Can Computers Take on a Life of Their Own?
 Points Made Thus Far
 Educational Responses
 Ethical, Consequential STEM
 Integrated Technology
 Post-Singularity Higher-Order Thinking

Chapter 3: Terrorism
 9/11 Onwards
 What Is It That Drives People to Become Terrorists and How Can Education Prevent or Reduce It?
 How Should the Education We Design for Young People Present the Phenomenon of Terrorism Historically, Politically and Philosophically?
 How Do Schools Prepare Young People Psychologically and Spiritually for a World in Which Terrorism Exists?

Chapter 4: Sustainability
 The Catastrophe of the Environment: What Research Tells Us
 Human Responses

Chapter 5: Post-Truth Politics
 What Is Truth?
 Postmodernism and Truth: Relativistic Discourses
 Historical Revisionism
 Contemporary Political Approaches to Truth
 Zach Again

Chapter 6: Knowledge
 Skills Versus Knowledge
 Bloom’s Taxonomy Revised … Again!
 The Role of the Teacher
 Rote Learning
 A Twenty-First Century Education

Chapter 7: Character
 Values in Schools
 Emotional Intelligence
 Bringing the Pieces Together in Character Education

Chapter 8: Conclusion: The Framework
 The Purpose of the Framework
 Note 1: On Character
 Note 2: On STEM Criteria

About the Author
Hispanists and comparatists working on the topic of Modernism and the avant-garde. The volume is certainly also useful for scholars of other European Modernisms, and for scholars of art and film studies working on the first decades of the twentieth century.