There are three ways in which bridges may be built between science and theology: spirituality, methodology, and content. Spirituality is the power which drives each to address reality and the expectations with which each approaches the pursuit of truth. The methodology of science is summarized in terms of three activities: taxonomy; the hypothetico‐deductive cycle; derivative technology. The content of science, especially with respect to the phenomena of givenness, connectedness and openness in the life sciences, is correlated with theological constructs. Attention (...) is drawn to the role of the double helix in biology and a possible parallel is proposed to the function of the icon in religion and theology. (shrink)

. Philip Hefner's focus on contingency and field as the guiding concepts in my thinking and his characterization of my theological enterprise as a Lakatosian research program are appropriate and helpful.I welcome Jeffrey Wicken's holistic approach to the emergence of life. Theology can appropriate the language of self‐organizing systems exploiting the thermodynamic flow of energy degradation for interpreting organic life as a creation of the Spirit of God.However, I cannot sympathize with Lindon Eaves's equation of “hard science” with (...) a reductionism which raises the double helix to the status of icon; the “meaning” of DNA derives from its place in the total phenomenon of life—not the reverse.Frank Tipler's cosmology raises the prospect of a rapprochement between physics and theology in the area of eschatology. A Christian cosmology, however, would require at least three modifications: contingency in the history of creation; the uniqueness of Jesus' resurrection; and the relation of these to the problem of evil. (shrink)

The Philippines sits atop vast mineral deposits estimated to be worth around 47 trillion Philippine Pesos. Yet, mining in the Philippines has a mixed track record as far as its impact on human and economic development is concerned. This paper tries to draw lessons from the Marcopper Mine in Marinduque, Philippines, using a framework—what we call a “mining and human development causality chain”—to begin to think through how extractive industries can contribute to inclusive growth. Essentially, there is a chain of (...) inputs and events that—when properly executed by various stakeholders—could lead to very strong economic and human development outcomes not just for the communities directly affected by the mine but also the country as a whole. Too often, this chain is easily broken by governance. Using a critical analysis of the Marinduque mining disaster, we illustrate how breaking this chain can completely reverse mining’s potential to assist in human development. (shrink)

Mach's principle is discussed as a fundamental statement on kinematics, and an apparent contradiction is identified in the Lorentz-Minkowski form of the inertial metric. To resolve the incompatibility, length is redefined so that the speed of light is a field-dependent variable, although still constant for all inertial observers at a point in space-time. Gravitational theories with variableG are considered, and it is shown that a redefinition of length and time results in constantG and variablec.

The life story as identity is an important concept in the formation of self. Identity, dependent on interaction with others is constantly evolving. Individuals living in modern societies begin to organize their lives in terms of self-stories in late adolescence. Meanings and values attributed to self-stories are interpretative and are therefore highly subjective. Problems arise in clarifying defining moments, due to their subjective, interpretive nature. It could be argued the maturing self can only construe in a limited number of ways, (...) as is dictated by limited life experiences. The evolving story of the self can, paradoxically, be negatively affected by the self-narratives which create the life story. Any event has a number of potential explanations or interpretations. The internalized narrative is not necessarily an accurate reflection of the event, thus the individual. Is moderating of internalized narrative a missing element in the development of the self? As educators could we by moderating internalizations through dialogue, lead to greater clarity in the development of life story? (shrink)

This is an excerpt from the contentThe Khmer Rouge Tribunal is charged with prosecuting senior leaders and those most responsible for mass crimes committed in Cambodia during the 1970s. It has a unique structure as a court formally embedded in the Cambodian domestic system but with international participation by the UN. Under the agreement between Cambodia and the UN, the Tribunal has been composed of both local and international judges. On July 19, 2007, the prosecutors submitted a list of five (...) persons to the Tribunal’s co-investigating judges and requested that they be indicted and brought to trial.The current volume III of a series of volumes in this collection provides for the final trial evidence submitted by the co-lawyers for civil parties and the final closing statements by the co-prosecutors as of 2009 in the trial of Kaing Guek Eav , chairman of Tuol Sleng prison, Security Center 21 where at least 12,272 ‘enemies of the revolution’ were sent to be “smashed” . T. (shrink)

The virtues are under fire. Several decades’ worth of social psychological findings establish a correlation between human behavior and the situation moral agents inhabit, from which a cadre of moral philosophers concludes that most moral agents lack the virtues. Mark Alfano and Christian Miller introduce novel versions of this argument, but they are subject to a fatal dilemma. Alfano and Miller wrongly assume that their requirements for virtue apply universally to moral agents, who vary radically in their psychological, physiological, and (...) personal situations; I call this the ‘content problem.’ More troubling, however, the content problem leads to what I call the ‘structural problem:’ Alfano and Miller each structure their argument against the virtues as a modus tollens argument and, owing to the breadth of the content problem, each must constrain their argument with a ceteris paribus clause. But the ceteris paribus clause precludes each argument’s validity. More important, however, the resulting conception of virtue implicitly endorsed by Alfano and Miller holds that virtues are idealized models; but since idealized models do not even purport accurately to describe the world, neither novel version of EAV gains any empirical traction against the virtues. The upshot is an old story whose moral has yet, within the empirical study of the virtues, adequately to be internalized: it is imperative that the empirical observation of character traits proceed via longitudinal studies. (shrink)

There is asbestos under the eaves of my house, outside my bedroom and bathroom. Imagine I want to remove it. I know there is a danger with asbestos removal causing asbestosis and mesothelioma. I do...

We seem to experience a world abounding with events that exhibit dynamic temporal structure; birds flying, children laughing, rain dripping from an eave, melodies unfolding, etc. Seeing objects in motion, hearing and communicating with sound, and feeling oneself move are such common everyday experiences that one is unlikely to question whether humans are capable of perceiving temporal properties and relations. Despite appearing pre-theoretically uncontroversial, there are longstanding and contentious debates concerning the structure of such experience, how temporal perception works, and (...) even whether the perception of change, motion, and succession is possible. The overarching goal of my project is to develop a comprehensive model of temporal perception that does justice to the apparent phenomenology, explains how perception functions to represent temporally structured targets, and generates empirically-informed hypotheses for how such perception is neuro-cognitively realized. I also defend my model against the challenges of anti-realist competitors whom deny the possibility of perceiving temporal relations between non-simultaneous events. (shrink)

Originating as a proponent of U.S. exceptionalism during the Cold War, American Studies has now reinvented itself, vigorously critiquing various kinds of critical hegemony and launching innovative interdisciplinary endeavors. _The Futures of American Studies_ considers the field today and provides important deliberations on what it might yet become. Essays by both prominent and emerging scholars provide theoretically engaging analyses of the postnational impulse of current scholarship, the field's historical relationship to social movements, the status of theory, the state of higher (...) education in the United States, and the impact of ethnic and gender studies on area studies. They also investigate the influence of poststructuralism, postcolonial studies, sexuality studies, and cultural studies on U.S. nationalist—and antinationalist—discourses. No single overriding paradigm dominates the anthology. Instead, the articles enter into a lively and challenging dialogue with one another. A major assessment of the state of the field, _The Futures of American Studies_ is necessary reading for American Studies scholars. _Contributors._ Lindon Barrett, Nancy Bentley, Gillian Brown, Russ Castronovo, Eric Cheyfitz, Michael Denning, Winfried Fluck, Carl Gutierrez-Jones, Dana Heller, Amy Kaplan, Paul Lauter, Günter H. Lenz, George Lipsitz, Lisa Lowe, Walter Benn Michaels, José Estaban Muñoz, Dana D. Nelson, Ricardo L. Ortiz, Janice Radway, John Carlos Rowe, William V. Spanos. (shrink)

Twenty-five years ago, when I went down to the countryside to live and work in a production team, I took a few books with me, one of which was Ovid's Metamorphoses. The people in our team looked through it many times, read and reread it, until it was as ragged as a roll of dried seaweed. Then people from other teams borrowed it, and I spotted it in several different places, looking more and more dilapidated. I believe that in the (...) end the book was read to death. Even now I still can't forget what a sorry state it was in. Life in the team was very hard—We didn't have enough to eat, we couldn't get used to the climate, and many people got sick; but the worst hardship of all was that there were no books to read. If we had had a lot of books to read, Metamorphoses would not have disappeared so tragically. On top of this, we never had the pleasure of thought. I do not believe I was alone in this experience: As you sat lonely and forlorn under the eaves in the twilight, and watched the sky slowly darken, you felt that you'd been deprived of your life. I was young then, but I was scared of having to go on living like that, of growing old like that. To my mind, that would be even more frightening than death. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Truth Shall Make You FreireRobert CanterTeaching Contemporary Theory to Undergraduates, edited by Dianne F. Sadoff and William E. Cain; 271 pp. New York: Modern Language Association of America, 1994; $19.75, paper.IThe newest title in the MLA’s Options for Teaching series, this publication is well-timed. Concerns about “classroom advocacy” and “politicized teaching” have recycled into near-critical mass, even in the mass media. The book is well-arranged, too, with a (...) solid sample of deconstructionist, New Historicist, Marxist, feminist, and cultural studies, and more mix-and-match theorists describing their classroom aims and means in twenty-one essays grouped into four sections. Sadoff and Cain offer elegantly evasive introductions—not only to these essays per se, but to the issues these essays purport to address. In “Surveying Theory,” David B. Downing, John Kucich, Susan S. Lanser, Lynette Felber, Donald G. Marshall, and Gary Waller lay broadly “anti-foundational” groundwork. In “Focusing,” Diana Fuss, Sandra A. Grayson, Beverly Lyon Clark, Evan Carton, Laurie A. Finke, Jonathan Arac, and Cary Nelson deconstruct things in more detail. In “Theory and Culture,” Huston Diehl, Cannon Schmitt and Donald Ulin, Lindon Barrett, Simon Gikandi, D. N. Rodowick, and Jan Gorak again widen the scope of “theorized teaching,” aiming regulation anticanonical shrapnel at every bastion of coded convention. And while readers may pause over [End Page 336] its backcover promise of “lively and accessible prose,” on the whole, the book is unusually readable for an MLA publication about theory.Since Teaching Contemporary Theory to Undergraduates is a how-to directed at true-believers, it might seem like critical blindsiding to address its fundamental assumptions rather than its tactical suggestions, to focus on its “theory” rather than on its pedagogy. Yet such a focus is not only fair but necessary. The pedagogy is in this book a pawn of the theory. And the theory is, at best, a lesson in how not to teach students how to learn. For despite all its noisy celebrations of methodological, cultural, ontological, and occasionally even human “difference,” the anthology is really a chorus of self-defeating dogma. 1 Like the virtue of variety, even the relative absence of jargon here works as much against as for the book, revealing self-contradictions so perfectly unwitting that they are twice as funny. It is a good thing, then, that the authors eventually contradict these claims, too—even if they know not that they do.The canon? In accordance with postmodern tradition, “the canon” can be calibrated to be whatever best attacks whatever other tradition a particular theorist is aiming at. It is a very modular “monolith.” And theorists never try to “overdetermine” definitions, anyway. The classroom? As an “overdetermined” site of class-struggle, “the classroom (and the academy at large) is... a social institution designed to reproduce the interests, values, and politics of the dominant social classes” (p. 104). Convention? Anything “mainstream” is so polluted with “the notion of mastery, of total and complete knowledge” that even assigning “mainstream” theorists in a theory class “reproduces that hegemony, no matter how critically we read them” (pp. 105, 61). The runoff of mainstream theorists quoted here—conventional MLA Style—makes the same point. Culture? As always already—and only—“a struggle between power and its disenfranchised shadow,” culture “systematically excludes and marginalizes disenfranchised social members” (pp. 263–64, 20–21).Education? As Paulo Freire has revealed, 2 on the one, bad, goatish, wrong Right-wing hand of God, there is the repressive “banking” model of education; on the other, good-shepherdish, right Left-wing side, there is the liberating “problem-posing” model. You are either a droning clerk bent on subduing students into serfdom, or you are a resistance fighter lighting fuses of freedom. “Instrumental activity” does “pedagogical violence,” making the teacher a tyrant and the student a victim, a “submissive imitator” in a “system” that’s “abidingly committed [End Page 337] to the vision of a white-supremacist oligarchy.” Even asking students what level of “guidance” they feel they need is imposing “rhetorical control” (pp. 32, 23, 222, 135).Facts? The fact is, they are “the discursive gestures of the dominant groups” (p. 222). Unless they are... (shrink)

The literary friendship between Alain Robbe-Grillet and Roland Barthes lasted 25 years. Everything attests to their deep and mutual intellectual esteem: their private correspondence, their published texts, their conversations - notably in the famous dialogue which gives its name to this work. Robbe-Grillet freely said he had very few true friends but, next to the publisher Jérôme Lindon, he always cited the name of Roland Barthes. In 1980, he wrote his own ‘I love, I don’t love’, published here for (...) the first time, thinking about his friend. In 1985, he predicted: ‘It is his work as a writer which will remain’. Ten years later, in 1995, he imagined him as an impatient, blithe novelist, merrily rewriting - ‘euphorically, with inexhaustible happiness’ - The Sorrows of Young Werther. This small collection of conversations and short texts by Robbe-Grillet is like the deferred echo of those that Roland Barthes dedicated to him in his Critical Essays in 1964. It offers fresh insight into the development of Robbe-Grillet’s own work as well as that of Barthes, and is a unique testimony to one of the most important literary friendships of our time. (shrink)

Alongside his work as a practising architect, Sigurd Frosterus (1876–1956) was one of Finland’s leading architectural critics during the first decades of the 20th century. In his early life, Frosterus was a strict rationalist who wanted to develop architecture towards scientific ideals instead of historical, archaeological, or mythological approaches. According to him, an architect had to analyse his tasks of construction in order to be able to logically justify his solutions, and he must take advantage of the possibilities of the (...) latest technology. The particular challenge of his time was reinforced concrete. Frosterus considered that the buildings of a modern metropolis should be constructivist in expressing their purpose and technology honestly. The impulses of two famous European architects – Otto Wagner and Henry van de Velde – had a life-long influence on his work. Urban architecture with long street perspectives and houses with austere façades and unified eaves lines was the stylistic ideal that he shared with the Austrian architect Wagner. An open and enlightened urban experience was Frosterus’s future vision, not National Romantic capriciousness or intimacy drawing from the Middle Ages. According to Frosterus, the Belgian van de Velde was the master interior architect of the epoch, the interior of the Nietzsche Archives in Weimar being an excellent example of his work. However, already in the 1910s Frosterus’s rationalism developed towards a broader understanding of the functions of the façades of business edifices. In his brilliant analyses of the business palaces by the Finnish architects Armas Lindgren and Lars Sonck, he considered the symbolic and artistic values of the façades to be even more important than technological honesty. Moreover, references to the history of architecture had a crucial role in the 1920s and 1930s when he wrote about his main work– the Stockmann department store in the centre of Helsinki.  . (shrink)

THE LEFT AND RIGHTS: A CONCEPTUAL ANALYSIS OF SOCIALIST RIGHTS by Tom Campbell Boston: Routledge and Kegan Paul, 1983. 296 pp., $12.95 Campbell's attempt to construct a socialist version of rights and the rule of law fails because it does not draw on individualism. Campbell's positive rights are ineffective barrien to both the schemes of Utopian visionaries who command political authority and more mundane sources of the abuse of power. He leaves unanswered the question of who will determine the extent (...) of the ?needs?; that would constitute socialist rights, in the absence of unlimited resources to fulfill them. And his rejection of individualism ¡eaves him no means of adjudicating among conflicting positive claim?rights. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:From the Dutch Novel Messire (2008) by Els LaunspachEls LaunspachTranslated by Laura Vroomen (bio)The rooftops have just appeared out of the November night. First the white frames become visible, then the roof tiles, the walls and the gaping holes of the windows. A cluster of ravens alights on the far side of the tower. Three birds think better of it and fly from the eaves to the oak (...) tree. They are all awaiting the new day, as I am. The last remaining leaves on the trees—at night their vague contours can fool you into thinking it is summer—are shrivelled and yellow, the colour of the torches that are now being lit behind some castle windows. The mist presses against the walls of the watch house. Slowly, the dark-grey light turns a cooler shade.’How could he convey his experiences with a lump of charcoal? He threw it down on the table. His fingers had turned black and the characters, conceived with such conviction, were crude, with smudges everywhere. Yet he picked up his makeshift writing tool once more, this time to record two facts.‘I have lost my books. Cromwell sent Rich to take them away.’His books in Rich’s hands, his solace disappearing from view behind that pleated cloak. Naturally, their contents were all in his head. But his books were his friends; fellow travellers, silent witnesses, comrades. All gone, even God’s [End Page 249] word. Only a single sheet of paper remained, but what he wanted to tell his daughter Margaret, how the day began, refused to take shape.‘It’s funny,’ he had wanted to write. ‘I used to say that I’d wanted to be a monk, remember? Now I’ve got what I wanted. Peace and quiet. Few sounds penetrate my tower, save for the croaking of the ravens and the occasional cooing dove. I can meditate and pray and ponder to my heart’s content. The cries of the rowers and the seamen seem very distant, somewhere down below. No interruptions. At times the wind rattles the window and howls through the slit in the wall. I can hear John-a-Wood moving his stool or dropping a cup on the floor—wood and tin on stone. I have found my place in the world, Margaret. I have become pure spirit, just as I had wished. Still, I’m plagued by doubt and bad dreams.’ No, there was no need for them to know that. His family was worried enough as it was. The more steadfast he became, the more they worried. Humour no longer helped either. His eldest child’s letters pierced right through it.So now everything was laid bare. No more digression or embellishment; charcoal did not allow it. He had been reduced to straight talking, to facts. His days had become pure routine. Rise at six and pray. At times it felt as if he were in his own chapel at home, until he heard the rattling of John’s keys. The door would open: barley gruel and a jug of fresh water. The first and only smile of the day, unless he had a visitor. Then he was alone again to study and think.Now that his books were gone, there was every opportunity for thinking. Having had visitors just the week before, he could not expect any for a while. At the time he had not been able to summon the energy to listen and respond; his neck was stiff, turning his head painful. Howard had been there, asking question after question in an attempt to offer him a way out, when all he wanted was to enjoy the fire. Firewood and visitors went hand in hand, unbeknownst to Norfolk. The prisoner wanted to be alone and enjoy the fire. He wanted to close his eyes and not have to turn his head, to lose himself completely in the heat.So now he did not study after breakfast, but wrote a letter instead. Writing, debate and analysis were his reason for living, so he felt compelled to keep working, even here, even with a useless lump of charcoal. But prayer... (shrink)

With this collection of translations of Aristotle’s main works, accompanied by commentaries, General Editors J. L. Ackrill and Lindon Judson have made another step forward. In book 8 of the Physics, Aristotle develops his doctrine of the First Unmoved Mover, the efficient cause of all movements and process in the world. It is commonly agreed upon that this book constitutes a unit with books 2 to 6. It is later than the other books and the greater part of the (...) De caelo. (shrink)