Cladistic Biogeography: Interpreting Patterns of Plant and by Christopher J. Humphries, Lynne R. Parenti

By Christopher J. Humphries, Lynne R. Parenti

Cladistic biogeography makes use of the distribution styles of species to review their historic and evolutionary relationships. Revised generally to mirror new study, this booklet is a concise exposition of the heritage, equipment, and present functions during this box. the 1st editon, released in 1986, acquired first-class experiences and used to be wide-spread as a textbook. This new editon should still end up both renowned.

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Extra resources for Cladistic Biogeography: Interpreting Patterns of Plant and Animal Distributions

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It is the weak understanding of creation that I bring to bear on the question of human subjectivity through an engagement with the work of Emmanuel Levinas. Here subjectivity is not understood as an essence but as an event, and thus as something that can only be captured in existential and, therefore, weak terms. Doing so allows me to show how the weakness of education matters for what, to me, indeed lies at the heart of any educational endeavor, which is the emergence of human subjectivity. As education is at heart a dialogical process, I focus, in Chapter 2, on the theme of communication.

Instead, he looks for situations in which it matters that I am unique, that is, situations in which I cannot be replaced or substituted by someone else. These are situations in which someone calls me, in which someone does an appeal to me, in which someone singles me out. These are not situations in which I am unique, but situations in which my uniqueness matters—where it matters that I am I and not someone else. These are situations in which I am singularized—situations where uniqueness-as-irreplaceability emerges—and thus situations where the event of subjectivity happens.

Such an understanding of emancipation is no longer based on (the possibility of) a “powerful intervention” from the outside but rather occurs in events of subjectification, when individuals resist existing identities and identity-positions and speak on their own terms. The question of emancipation so conceived is not only an educational question but is at the very same time a political question. That is why, in Chapter 6, I connect it to the theme of democracy. My discussion partner in this chapter is Hannah Arendt.

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