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In spite of remarkable advances in science and technology, humankind is beset with a number of serious problems. These are not just problems that 'won't go away'; they are problems that are worsening considerably. These problems include the growing gap between rich and poor, between those who have too much and those who have too little, as well as a broad range of environmental issues that may have major consequences but, at the same time, are little understood. This essay explores the idea of 'civic intelligence'. What projects, perspectives, policy and technology might humankind develop that would help us collectively address these problems? This essay discusses six aspects of 'civic intelligence' (orientation, organization, engagement, intelligence, products and projects, and resources) as well as ways to make cultivating our 'civic intelligence' a practical - non-utopian - enterprise.

"This article presents a few issues in the making of our film A Long History of Madness that pertain to the 'Babylonic'. Spoken in 12 languages, ranging across six centuries, and shot in five countries, the film possesses an inherent Babylonism. It makes a case for a multilingual mode of communicating. Yet, beyond the obvious need for verbal communication, for which subtitles are necessary but insufficient, the film presents other reasons for extending the concept of translation. The knot of potential confusion and the need for 'translation' are the ontological uncertainties surrounding 'madness' itself. The key questions are: are people mad? Do they perform madness, or do others perceive them as mad because they are too dissimilar from them to be accepted as 'normal'? This fundamental uncertainty affects all forms of alterity. Translation becomes, then, a tool to negotiate alterity under the terms of the acceptance of this ontological uncertainty."

This essay situates Fredric Jameson's theory of pedagogy within his larger project of the aesthetics of cognitive mapping in order to demonstrate the importance of teaching and learning for defining Marxist theory and practice. The article excavates James

We argue that anger tends to be naturalized and normalized in social and educational theory and our goal is to problematize the too easy justification of indignation as an emotional resource in political and pedagogical work. Instead we wish to propose th