Böcker av Christopher Collins

The Falklands War is the period of Margaret Thatcher's premiership which still attracts the greatest attention. Mrs. Thatcher's War is a new history of the conflict, not from the military perspective but centrally from hers. The book presents the fullest account to date of the diplomacy before the conflict, the British strategy with Argentina and relationship with American politicians. Chris Collins, the archivist of the Thatcher Foundation with an unsurpassed knowledge of Thatcher's papers, draws on many previously unpublished sources and interviews, including his own conversations with Thatcher in 1992, to create a compelling history of crisis and leadership.

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The heart of this study consists of Collins's application of six "cognitive modes" of reading: perception, retrospection, assertion, introspection, expectation, and judgment. In addition, Collins considers the impact of the movement from oral to print-literate culture.

The book draws extensively on Synge's archive to demonstrate how pre-Christian residual culture informed not just how he wrote and staged pre-Christian beliefs, but also how he thought about an older, almost forgotten culture that Catholic Ireland desperately wanted to forget.

The quest to understand the evolution of the literary mind has become a fertile field of inquiry and speculation for scholars across literary studies and cognitive science. In Paleopoetics, Christopher Collins's acclaimed earlier title, he described how language emerged both as a communicative tool and as a means of fashioning other communicative tools-stories, songs, and rituals. In Neopoetics, Collins turns his attention to the cognitive evolution of the writing-ready brain. Further integrating neuroscience into the popular field of cognitive poetics, he adds empirical depth to our study of literary texts and verbal imagination and offers a whole new way to look at reading, writing, and creative expression. Collins begins Neopoetics with the early use of visual signs, first as reminders of narrative episodes and then as conventional symbols representing actual speech sounds. Next he examines the implications of written texts for the play of the auditory and visual imagination. To exemplify this long transition from oral to literate artistry, Collins examines a wide array of classical texts-from Homer and Hesiod to Plato and Aristotle and from the lyric innovations of Augustan Rome to the inner dialogues of St. Augustine. In this work of "e;big history,"e; Collins demonstrates how biological and cultural evolution collaborated to shape both literature and the brain we use to read it.

This treatise proposes that reading written texts be regarded as a performance, a unique kind of play that transposes what had once been an oral-dramatic situation into an imaginary stage. The author supplies models drawn from the psychology of play to support his theory.

Christopher Collins introduces an exciting new field of research traversing evolutionary biology, anthropology, archaeology, cognitive psychology, linguistics, neuroscience, and literary study. Paleopoetics maps the selective processes that originally shaped the human genus millions of years ago and prepared the human brain to play, imagine, empathize, and engage in fictive thought as mediated by language. A manifestation of the "e;cognitive turn"e; in the humanities, Paleopoetics calls for a broader, more integrated interpretation of the reading experience, one that restores our connection to the ancient methods of thought production still resonating within us.Speaking with authority on the scientific aspects of cognitive poetics, Collins proposes reading literature using cognitive skills that predate language and writing. These include the brain's capacity to perceive the visible world, store its images, and retrieve them later to form simulated mental events. Long before humans could share stories through speech, they perceived, remembered, and imagined their own inner narratives. Drawing on a wide range of evidence, Collins builds an evolutionary bridge between humans' development of sensorimotor skills and their achievement of linguistic cognition, bringing current scientific perspective to such issues as the structure of narrative, the distinction between metaphor and metonymy, the relation of rhetoric to poetics, the relevance of performance theory to reading, the difference between orality and writing, and the nature of play and imagination.