In an effort to address the problems confronting the American education system, the Obama administration has issued structural and systematic reforms such as Race to the Top. These initiatives introduce new statistics and accountability systems to gauge what constitutes "good" teaching, both from an administrative standpoint and the perspective of teacher training programs. This volume offers a direct critique of this approach, concluding that it does not respond adequately to the issues of education reform but rather raises new problems and actively stymies progress.

This book recovers a sense of the high stakes of Shakespearean comedy, arguing that the comedies, no less than the tragedies, serve to dramatize responses to the condition of being human, responses that invite scholarly investigation and explanation. Taking its cue from Stanley Cavell's influential readings of Othello and Lear, the book argues that exposure or vulnerability to others is the source of both human happiness and human misery; while the tragedies showcase attempts at the evasion of such vulnerability through the self-defeating pursuit of epistemological certainty,...

In an effort to address the problems confronting the American education system, the Obama administration has issued structural and systematic reforms such as Race to the Top. These initiatives introduce new statistics and accountability systems to gauge what constitutes "good" teaching, both from an administrative standpoint and the perspective of teacher training programs. This volume offers a direct critique of this approach, concluding that it does not respond adequately to the issues of education reform but rather raises new problems and actively stymies progress.