Abstract:In this paper we highlight the emergence of organizational ethics issues in health care as an important outcome of the changing structure of health care delivery. We emphasize three core themes related to business ethics and health care ethics: integrity, responsibility, and choice. These themes are brought together in a discussion of the process of Mission Discernment as it has been developed and implemented within an integrated health care system. Through this discussion we highlight how processes of institutional reflection, such (...) as Mission Discernment, can help health care organizations, as well as corporations, make critical choices in turbulent environments that further the core mission and values and fulfill institutional responsibilities to a broad range of stakeholders. (shrink)

American health care is in the process of a significant social, institutional, and economic restructuring of the manner in which health services are provided in local communities. The Catholic health care ministry is undergoing the same sort of restructuring. The history of American health care demonstrates that the ministry has experienced at least two similar major restructurings of its institutional framework. The principle of cooperation has been the customary tool to assess the moral propriety of evolving social structures in which (...) the health care ministry has been housed. A process of discernment can lead to the conclusion that the central issue is not moral agency but rather how the ministry engages the secular culture of American society and American medicine. National Catholic Bioethics Quarterly 13.2 (Summer 2013): 263–274. (shrink)

Here we develop a view of language as a form of material engagement, one that foregrounds its embodied and ecological character. Achieving such a view, however, requires disabusing ourselves of certain received and deeply entrenched notions. We present a thought experiment meant to illuminate the materiality of language, as a technological activity on par with the construction and manipulation of artifacts. We explore its implications, justifying the comparison with actual languages while emphasizing revealing differences. Ultimately, we hope to expose the (...) embodied and enactive nature of language, offering a view of language as continuous with our engagement with the environment, as opposed to a picture of language as an essentially symbolic system or code. (shrink)

Records the main presentations of an international conference convened to identify the ethical concerns that need to be addressed as WHO renew its health for all policy for the 21st century. The meeting was attended by more than 150 experts in the fields of ethics, human rights, philosophy, medicine, and public health. Their contributions illustrate the many complex issues that need to be addressed when formulating global health policies for the future, particularly in view of striking recent changes in health (...) care, disease patterns, market forces, and political systems. The report opens with a description of the WHO policy framework for achieving four goals in the 21st century: attainment by all of health rights, achievement of global health equity, increase in healthy life expectancy, and access for all to essential quality health services. Against this background, the first section traces the evolution of bioethics to its present concern with the health of populations and identifies some of the most important inequalities that confront contemporary society. Papers in section two discuss key policy issues, including the definition of essential public health functions and their relationship to primary health care, ethical issues raised by the use of Disability-Adjusted Life Years (DALYs) to prioritize health resources, and the potential conflict between policies aimed at reaching vulnerable groups and those seeking to achieve aggregate health benefits. Ethical issues are discussed in subsequent sections, which explore policy implications at global, regional, and national levels. The remaining sections consider the actions needed to ensure that ethical analysis plays a role in the renewal of the health for all strategy and discuss some of the practical requirements for gaining commitment to equity as an essential public health goal for the 21st century. (shrink)

In 1578, the Anglo-Italian author, translator, and teacher John Florio wrote that English was 'a language that wyl do you good in England, but passe Dover, it is woorth nothing'. Learning Languages in Early Modern England is the first major study of how English-speakers learnt a variety of continental vernacular languages in the period between 1480 and 1720. English was practically unknown outside of England, which meant that the English who wanted to travel and trade with the wider world (...) in this period had to become language-learners. Using a wide range of printed and manuscript sources, from multilingual conversation manuals to travellers' diaries and letters where languages mix and mingle, Learning Languages explores how early modern English-speakers learned and used foreign languages, and asks what it meant to be competent in another language in the past. Beginning with language lessons in early modern England, it offers a new perspective on England's 'educational revolution'. John Gallagher looks for the first time at the whole corpus of conversation manuals written for English language-learners, and uses these texts to pose groundbreaking arguments about reading, orality, and language in the period. He also reconstructs the practices of language-learning and multilingual communication which underlay early modern travel. Learning Languages offers a new and innovative study of a set of practices and experiences which were crucial to England's encounter with the wider world, and to the fashioning of English linguistic and cultural identities at home. Interdisciplinary in its approaches and broad in its chronological and thematic scope, this volume places language-learning and multilingualism at the heart of early modern British and European history. (shrink)

The sex aetates mundi was the central framework of Early Christian, Late Antique, and early medieval Christian eschatology and historiography. This article is the second part of a study of the development and history of this motif. Part I summarised the emergence of this framework in biblical and patristic writings up to the late fourth-century, concluding with the work of the North African theologian, Tyconius. The second part of this study investigates the treatment of this subject in the writings of (...) Augustine of Hippo, Dionysius Exiguus, Isidore of Seville, and the Venerable Bede. The majority of the examination is devoted to tracing Augustine’s understanding of the six ages – which was strongly influenced by Tyconius – since Augustine is frequently credited with being the main proponent of this conceptualisation of sacred history. This investigation of Augustine’s writings is mostly focused on De civitate Dei, the work that addresses the six ages framework most thoroughly, but analyses references to this historiography throughout his corpus. The conclusion of this examination argues that Augustine engaged with this commonplace view of history, but only insofar as it points mankind towards reflection of the world to come. This study argues that Isidore is the scholar who should be credited with popularising this notion in the early medieval Latin West. How the developments in calendrical reckoning put forward by Dionysius Exiguus and Bede intersect with and influence the six ages model is also charted. Overall, this study provides an in-depth examination of the six ages of history model in the thought of the fathers of Late Antique and early medieval Latin exegesis, pinpointing key moments in the evolution of the sex aetates model. (shrink)

From an informal group of a dozen faculty and graduate students at Temple University, the Jean Piaget Society grew in seven years to 500 members who have interests in the application of genetic epistemology to their own disciplines and professions. At the outset Piaget endorsed the concept of a society which bore his name and presented a major address on equilibration at the society's first symposium in May, 1971. Had he not done so the society would no doubt have remained (...) a small parochial group, like so many others throughout the country, interested in Piaget and his theory. With the encouragement of Genevans and the leadership of its first four presidents, Lois Macomber, Barbara Press eisen, Marilyn Appel, and John Mickelson, the society undertook a number of programs to collect and disseminate the results of scholarly work in genetic epistemology. Particular emphasis was placed upon applications of Piaget's theory to developmental psychology, philos ophy, and education. One of these programs was the publication of an annual series on the development of knowing, of which this volume is the first. In 1973, the society asked Hans Furth with the assistance of Willis Overton and Jeanette Gallagher to initiate and plan a series of yearbooks with the result that in addition to this volume, a second volume on education was commissioned, and a third one on the decalage issue was planned. (shrink)

From an informal group of a dozen faculty and graduate students at Temple University, the Jean Piaget Society grew in seven years to 500 members who have interests in the application of genetic epistemology to their own disciplines and professions. At the outset Piaget endorsed the concept of a society which bore his name and presented a major address on equilibration at the society's first symposium in May, 1971. Had he not done so the society would no doubt have remained (...) a small parochial group, like so many others throughout the country, interested in Piaget and his theory. With the encouragement of Genevans and the leadership of its first four presidents, Lois Macomber, Barbara Press eisen, Marilyn Appel, and John Mickelson, the society undertook a number of programs to collect and disseminate the results of scholarly work in genetic epistemology. Particular emphasis was placed upon applications of Piaget's theory to developmental psychology, philos ophy, and education. One of these programs was the publication of an annual series on the development of knowing, of which this volume is the first. In 1973, the society asked Hans Furth with the assistance of Willis Overton and Jeanette Gallagher to initiate and plan a series of yearbooks with the result that in addition to this volume, a second volume on education was commissioned, and a third one on the decalage issue was planned. (shrink)

In the past dozen years a number of theoretical models of schizophrenic symptoms have been proposed, often inspired by advances in the cognitive sciences, and especially cognitive neuroscience. Perhaps the most widely cited and influential of these is the neurocognitive model proposed by Christopher Frith (1992). Frith's influence reaches into psychiatry, neuroscience, and even philosophy. The philosopher John Campbell (1999a), for example, has called Frith's model the most parsimonious explanation of how self-ascriptions of thoughts are subject to errors of (...) identification. "On reflection, it also seems that this is not just one possible theory; it is the simplest theory which has any prospect of explaining the sense of agency, and we ought to work from it, introducing complications only as necessary" (1999a, p. 612). Not everyone agrees. In their recent analysis of alien voices and inserted thoughts in schizophrenia, Stephens and Graham (2000) offer a critique of Frith. Their criticism, however, although serious, is neither deep nor extensive. They outline three points. First, Frith fails to provide an adequate account of why a subject who experiences thought insertion would misattribute that thought to some other agent. Second, Frith does not clarify the distinction between thought insertion and thought influence. And third, Frith fails to explain how a subject can claim both that he is thinking the thought and that the thought is someone else's thought (Stephens and Graham.. (shrink)

Clear statements of both extended and enactive conceptions of cognition can be found in John Dewey and other pragmatists. In this paper I'll argue that we can find resources in the pragmatists to address two ongoing debates: in contrast to recent disagreements between proponents of extended vs enactive cognition, pragmatism supports a more integrative view—an enactive conception of extended cognition, and pragmatist views suggest ways to answer the main objections raised against extended and enactive conceptions—specifically objections focused on constitution (...) versus causal factors, and the mark of the mental. (shrink)

John Fisher, Cardinal-Bishop of Rochester, defended papal supremacy and the indissolubility of marriage in defiance of Henry VIII and Parliament and was the only Bishop who refused to take the Oath of Supremacy.1 He was imprisoned in the Tower of London in 1534 and was subsequently executed for treason in 1535. A full appreciation for Fisher's importance in English, continental, and Catholic history should include an examination of Fisher's theology not only because it informed his historic refutation of Henry's (...) claims which won him the martyr's crown, but also because Fisher's works were widely read and often referenced at the Council of Trent.2 Ruard Tapper claimed that 'Fisher's works were in everyone's hands.'3... (shrink)

In 1937, John Dewey delivered a lecture to the College of Physicians in Saint Louis. His clear message was that in the practice of medicine it does not suffice for physicians to treat just the body, or to look to just the body for the mechanism of disease. Emphasizing the relational nature of organism-environment, he argued that the physician must treat the whole patient and must therefore consider the environment of the patient. It makes no sense, he suggested, to (...) provide medicine to address a problem with the patient's lungs and then to send him back into the coal mine. As he put it: "We must observe and understand internal processes and their interactions from the standpoint of their interactions with what is... (shrink)

Clinical Ethics, Ahead of Print. This paper is a response to a recent BMJ Blog: ‘The duty to treat: where do the limits lie?’ Members of the Surrey Heartlands Integrated Care Service Clinical Ethics Group reflected on arguments in the Blog in relation to resuscitation during the COVID-19 pandemic.Clinicians have had to contend with ever-changing and conflicting guidance from the Resuscitation Council UK and Public Health England regarding personal protective equipment requirements in resuscitation situations. St John Ambulance had different (...) guidance for first responders.The situation regarding resuscitation led the CEG to consider ethical aspects of health care professionals’ responses to the need for resuscitation during COVID-19. Members agreed that professionals should, ideally, have the level of PPE required for an aerosol generating procedure. However, there was no consensus regarding professionals’ duty to care when this is not available. On the one hand, it was agreed that the casualty/patient’s interests regarding resuscitation should be prioritised due to professionals’ contract with the public and professional privilege. On the other hand, risk thresholds were considered relevant to individual decision-making and professionals’ duty to care. All agreed that decision-making should not be influenced by rewards or reprimands. It was agreed also that decisions to resuscitate should not be considered as moral heroism or supererogatory - regardless of PPE availability - but rather as ‘minimally decent’. We agreed that it may be acceptable for professionals, with good reasons, to opt out of resuscitation attempts and these should be reflected on and discussed before the event. (shrink)

The conception of paralogy, which Jean-Francois Lyotard develops in The Postmodern Condition, motivates a number of questions concerning justice and the moral life. In this paper I suggest that Lyotard's account fails to provide an adequate answer to these questions, and that a more satisfactory account of justice in paralogy can be developed by exploring the concept of phronesis. John Caputo's "ethics of dissemination," in some respects, leads us in this direction. Although both theorists attempt to develop their accounts (...) in terms of the concept of phronesis, Lyotard reduces phronesis to cleverness, while Caputo elevates it to what he calls "meta-phronesis," a conception of how we are meant to cope under conditions of postmodern paralogy. Caputo's analysis of meta-phronesis, however, is carried out within the framework of a critique of the traditional concept of phronesis. To show how Caputo's account might lend itself to a fuller conception of phronesis, one which is appropriate to a postmodern hermeneutics, I raise some questions about the radical definition of the paralogical situation offered by both Lyotard and Caputo, Caputo's critique of phronesis, and his characterization of meta-phronesis. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Aesthetics of Representation:Dramatic Texts and Dramatic EngagementKathleen Gallagher (bio)Staking the TerritoryThere are several ways in which aesthetic discourses might be positioned in the field of drama education. While some might locate "aesthetics" in the cognitive or interpretive realm of learning, and others the affective or philosophical realm, I have chosen to speak of the discourses of aesthetics as they relate to both cognitive and embodied responses to (...) the (extra)ordinary events of a drama classroom. I am already unsatisfied with the recognizable distinctions implied in this binary, but I persist in the hope that the relationship between these learning functions will become clear as I proceed with what I have termed the sociology of aesthetics in drama practice. In drama, we attempt—collectively—to represent our lives through art as we come to know the world and our sensuous responses to it.Fenner's brief history of aesthetic experience and aesthetic analysis will further help stake the territory about which we are speaking in a drama classroom.1 Calling aesthetic experiences the "raw data" that aesthetics is meant to explain, he helpfully distinguishes between Kantian understandings of the conditions of aesthetic judgment and the emergence of those thinkers in the seventeenth and eighteenth centuries who began to focus on the psychology of aesthetic experience. Following these thinkers and further developments in the early part of the twentieth century, the work of John Dewey explored the psychological nature of what he called "an experience" in the field of education more generally.2 This article will also privilege the notion of aesthetic experience but will, more specifically, focus on an exploration of ideas borne out of aesthetic experiences that cultivate sociological questions about representation and the nature of cognitive and embodied engagement in classroom drama. Key to my view of dramatic representation is the notion of a provoked imagination. [End Page 82]In the nineteenth century, Archibald Allison claimed that it was the imagination that was responsible for what we term "aesthetic experiences."3 Earlier philosophers of aesthetics had determined that the mere presence of beauty could create an aesthetic experience, but Allison insisted upon the "exercises of the imagination" in his understanding of aesthetic experiences. Contemporary writers in the field of arts education have also favored this more active conception of aesthetic responses, such as the formidable Madeleine Grumet and Maxine Greene. They and others will be cited here in support of a conception of "aesthetic experiences" in the drama classroom as active, selective, and highly framed experiences.Dramatic Texts and Aesthetic Knowing: Framing the ExperiencesOne can hardly discuss the idea of aesthetic exploration without first engaging with the rather unwieldy idea of "creativity." Radford, citing Margaret Boden, puts forward a very helpful notion of creativity as "conceptual space."4 This "conceptual space" is what I will refer to as "the frame" carefully placed around dramatic learning, usually by a highly skilled teacher. Frequently because of this frame, something entirely forgettable to students is shaped into something worth considering. The "frame," therefore, consists of both careful pedagogical planning and, in many cases, a piece of text that ignites the conceptual space and inspires a deliberate probing. This deliberate probing, or what Radford might call creative thought, invites co-creators to "play at the boundaries of sense."5 Bruner speaks about the "creative act" as bringing about a "shock of recognition,"6 or what Radford equally describes as something speaking to something "within us." This idea is particularly helpful in deconstructing what is often at work in a collaborative piece of improvised drama activity in a classroom of young people.To this end, I would like to offer three brief episodes as examples of textual and improvised drama engagement that speak to Bruner's and Radford's ideas of "recognition," or resonance with "something within us," and to my own understanding of how ideas of representation or mimesis are operating in moments of aesthetic knowing for young people. The other principle at work, seemingly at odds with these ideas, is the notion of distance or alienation from an event, in effect a dis-identification. What I would especially hope to demonstrate in the following brief, empirical... (shrink)

L'article examine la relation de Bernard Lonergan à John Henry Newman, son premier inspirateur intellectuel. Il cherche à aller plus loin que les questions de références explicites ou des influences directes pour identifier les domaines majeurs òu les deux penseurs ont des affinités, ce qui inclut les limitations de la logique, l'attention aux structures cognitives, la centralité du jugement, la dialectique de l'autotranscendance que dévient des attitudes erronées, le parallèle entre l'assentiment réel et la conversion. Lonergan s'appropria et transforma (...) les fondements libérateurs qu'il découvrit au long de sa lecture de jeunesse de Newman. Un même ligne de pensée, empirique et psychologique, caractérise les deux auteurs, mais Lonergan va au delà des vastes catégories descriptives de Newman afin d'ouvrir des horizons plus larges à l'exploration de la méthode et de l'intériorité. (shrink)

In recent years, a number of theorists have developed approaches to social cognition that highlight the centrality of social interaction as opposed to mindreading (e.g. Gallagher and Zahavi 2008 ; Gallagher 2001 , 2007 , 2008 ; Hobson 2002 ; Reddy 2008 ; Hutto 2004 ; De Jaegher 2009 ; De Jaegher and Di Paolo 2007 ; Fuchs and De Jaegher 2009 ; De Jaegher et al. 2010 ). There are important differences among these approaches, as I will (...) discuss, but they are united by their commitment to the claim that various embodied and extended processes sustain social understanding and interaction in the absence of mindreading and thus make mindreading superfluous. In this paper, I consider various ways of articulating and defending this claim. I will argue that the options that have been offered either fail to present an alternative to mindreading or commit one to a radical enactivist position that I will give reasons for being skeptical about. I will then present an alternative and moderate version of interactionism, according to which the embodied and extended processes that interactionists emphasize actually complement mindreading and may even contribute as an input to mindreading. (shrink)

In recent years, a number of approaches to social cognition research have emerged that highlight the importance of embodied interaction for social cognition (Reddy, How infants know minds, 2008; Gallagher, J Conscious Stud 8:83–108, 2001; Fuchs and Jaegher, Phenom Cogn Sci 8:465–486, 2009; Hutto, in Seemans (ed.) Joint attention: new developments in psychology, philosophy of mind and social neuroscience, 2012). Proponents of such ‘interactionist’ approaches emphasize the importance of embodied responses that are engaged in online social interaction, and which, (...) according to interactionists, present an alternative to mindreading as a source of social understanding. We agree that it is important to take embodied interaction seriously, but do not agree that this presents a fundamental challenge to mainstream mindreading approaches. Drawing upon an analogy between embodied interaction and the exercise of expert skills, we advocate a hierarchical view which claims that embodied social responses generally operate in close conjunction with higher-level cognitive processes that play a coordinative role, and which are often sensitive to mental states. Thus, investigation of embodied responses should inform rather than conflict with research on mindreading. (shrink)

This chapter argues that scientific and philosophical progress in our understanding of the living world requires that we abandon a metaphysics of things in favour of one centred on processes. We identify three main empirical motivations for adopting a process ontology in biology: metabolic turnover, life cycles, and ecological interdependence. We show how taking a processual stance in the philosophy of biology enables us to ground existing critiques of essentialism, reductionism, and mechanicism, all of which have traditionally been associated with (...) substance ontology. We illustrate the consequences of embracing an ontology of processes in biology by considering some of its implications for physiology, genetics, evolution, and medicine. And we attempt to locate the subsequent chapters of the book in relation to the position we defend. (shrink)

In this essay, I account for what we mean by old, what it means to grow old, and what we might mean by a shared achievement in the case of growing old together. I turn to the phenomenology of Alfred Schutz for some early insights on the shared time embodied in growing older together and how a ‘werelationship’ shored up by this temporal structure is the foundation for constituting the social world. I follow Schutz’s attempt to use this temporality to (...) describe the case of making music together and conclude that what Schutz calls growing older together is not the same as growing old together which is necessarily embodied in a way his account of making music together is not. I give an embodied, enactivist account of making music together as a performance and, drawing on recent work by Shaun Gallagher, offer an aesthetics of growing old together as a performance enacted by individuals whose intimate engagements in that performance accomplish the shared achievement of growing old together. (shrink)

In Action in Perception, Alva Noë provides a persuasive account of the “enactive” approach to perception, according to which perception is not simply based on the processing of sensory information, or on the construction of internal representations, but is fundamentally shaped by the motor possibilities of the perceiving body. As John Dewey put it in 1896, in his essay, “The Reflex Arc Concept in Psychology”.

In this chapter we first elucidate the subjective flow of time particularly as developed by Husserl. We next discuss time and timescales in predictive processing. We then consider how the phenomenological analysis of time can be naturalized within a predictive processing framework. In the final section, we develop an analysis of the temporal disturbances characteristic of depression using the resources of both phenomenology and predictive processing.

I will begin by noting two of the many convergences between my approach and that of Shaun Gallagher in his paper for the Socially Extended Mind workshop (Gallagher 2011). First, his insistence on the enactive – or what we could call the “dynamic interactional” – character of mind, countering the somewhat static view of classical EM (Extended Mind); and second, the move to a distributed notion of judgment, countering the lingering individualism of classical EM.

Clarifying the mission of the American high school / Ernest L. Boyer--Educational goals and curricular decisions in the new Carnegie Report / John Martin Rich--Essential schools : a first look / Theodore R. Sizer--Teaching and learning : the dilemma of the American high school / Chester E. Finn, Jr.--The paideia proposal : rediscovering the essence of education / Mortimer Adler--The paideia proposal : noble amibitions, false leads, and symbolic politics / Willis D. Hawley--Cultural literacy : let's get specific / (...) E.D. Hirsch, Jr.--Cultural literacy : what every educator needs to know / Thomas H. Estes, Carol J. Gutman, and Elise K. Harrison--A blueprint for public education / John E. Chubb--Should market forces control educational decision making / Jack Tweedie--Teachers as transformative intellectuals / Henry A. Giroux--Dilemma language / Colin Lacey--Rich schools, poor schools : the persistence of unequal education / Arthur E. Wise and Tamar Gendler--Partial privatization of publice school finance / Thomas G. Fox and John Riew--Quality and equality in American education : public and Catholic schools / James S. Coleman--Oranges plus apples, Dr. Coleman, give you oranges plus apples / James Rogers--Synthesis of research on school-based management / Jane L. David--Unfulfilled promises / Betty Malen, Rodney T. Ogawa, and Jennifer Kranz--Effective high schools--What are the common characteristics? / Joseph Murphy and Philip Hallinger--Effective schools : a friendly but cautionary note / Larry Cuban--In education, magnets attract controversy / Mary Haywood Metz--Schools of choice : a path to educational quality or 'Tiers of inequity'? / Kathleen Sylvester--Interesting times / Alan H. Jones--Making a difference in educational quality through teacher education / Carolyn M. Evertson, Willis D. Hawley, and Marilyn Zlotnik--Developing a career ladder : getting down to the basics / Thomas Deering--The career ladder and lattice : a new look at the teaching career / Timothy J.L. Chandler, Stacey L. Lane, Janice M. Bibik, and Bernard Oliver--Equity, quality, and effectiveness in bilingual education / George M. Blanco--Bilingual--No! / Muriel Paskin Carrison--Multiethnic education and the quest for equality / James A. Banks--The limits of pluralism / M. Donald Thomas--The case for keeping mentally retarded children in your regular classrooms / Martin Tonn--Mainstreaming : a formative consideration / Harry N. Chandler--Reflections on three decades of eduction of the gifted / A. Harry Passow--Equity vs. excellence : an eductional drama / James J. Gallagher. (shrink)

This book aims to present Thomas Aquinas’s theory of natural law as a cogent theory of ethics for those trained in Anglo-American analytic philosophy. To this end, Lisska explains the Thomistic theory in language intelligible to those untrained in scholastic philosophy and also takes up modern criticisms leveled against Aquinas with respect to his naturalism, his reliance on an outmoded metaphysics of essences, his failure to acknowledge the is/ought distinction, the absence of categorical imperatives, and so forth. In addition, Lisska (...) locates his own interpretation of Aquinas’s theory among other contemporary interpretations, particularly those of John Finnis and Henry Veatch. (shrink)

"The world's leading expert on the unconscious mind reveals the hidden mental processes that secretly govern every aspect of our behavior. For more than three decades, Dr. John Bargh has been conducting revolutionary research into the unconscious mind--not Freud's dark, malevolent unconscious but the new unconscious, a helpful and powerful part of the mind that we can access and understand through experimental science. Now Dr. Bargh presents an engaging and enlightening tour of the influential psychological forces that are at (...) work as we go about our daily lives--checking a dating app, holding a cup of hot coffee, or getting a flu shot. Dr. Bargh takes you into his labs at New York University and Yale where his ingenious experiments have shown how the unconscious guides our actions, goals and motivations in areas like race relations, parenting, business, consumer behavior, and addiction. He reveals the pervasive influence of the unconscious mind on who we choose to date or vote for, what we buy, where we live, how we perform on tests and in job interviews, and much more. Before You Know It is full of surprising and entertaining revelations as well as tricks to help you remember to-do items, shop smarter, and sleep better. Before You Know It will profoundly change the way you understand yourself by introducing you to a fascinating world only recently discovered, the world that exists below the surface of your awareness and yet is the key to unlocking new ways of thinking, feeling and behaving."--Jacket. (shrink)

Ernest Gellner was a multilingual polymath who set the agenda in the study of nationalism and the sociology of Islam for an entire generation of academics and students. This definitive biography follows his trajectory from his early years in Prague, Paris and England to international success as a philosopher and public intellectual. Known both for his highly integrated philosophy of modernity and for combining a respect for nationalism with an appreciation for science, Gellner was passionate in his defence of reason (...) against every for of relativism. (shrink)

9 Eastern Christianity and Jesuit Scholarship on Arabic and Islam: Modern History and Contemporary Theological Reflections -- 10 Autonomy, Dignity, Human Rights: Correcting a Popular Error -- 11 Liberal and Authoritarian Approaches to Raising Good Citizens -- 12 Stewardship as Welcome and Respect for the Dignity of the Vulnerable: An Essay in Bioethics -- 13 Dialogue in a Pluralist Context: Theological Ethics and the New Interest in Happiness -- Index.

Emotions, Embodied Cognition and the Adaptive Unconscious argues for the need to consider many other factors, drawn from disciplines such as socio-biology, evolutionary psychology, the study of the emotions, the adaptive unconscious, the senses and conscious deliberation in analysing the complex topography of social action and the making of things. These factors are taken as ecological conditions that shape the contemporary expression of complex societies, not as constraints on human plasticity Without 'foundations', complex society cannot exist nor less evolve. This (...) is the familiar pairing from complexity theory: path dependency and dynamic emergence. Inter-disciplinary and complexity perspectives need to be incorporated into the social sciences. Routinely, sociologists think of social phenomena as a distinct field, expressed in the term: the 'social construction of' without apparent need to refer to other material, biological, psychological, material or ecological conditions or agents. This book shows how the familiar sociological dynamics of identity, solidarity, differentiation and communication are shaped through the persistent interaction of unconscious and affective processing with conscious deliberation in newly emergent contexts. It is this re-expression, not the surpassing, of human characteristics in contemporary social action that needs to re-inform a complex, ecological approach to the theory and methodologies of the social sciences. The book is intended for a postgraduate/research audience and doctoral students to introduce and synthesise inter-disciplinary contributions to research into complexity theory in the social sciences. (shrink)

Previously published in The mountain path, quarterly published from Sri Ramanansramam.

Analysing film. Distinguishing the filmic contribution to meaning -- Examples of filmic "textual organisation" -- Redrawing boundaries -- Organisation of the book -- Semiotics and documents. Semiotics and its relations to film -- The nature of discourse semantics -- The film as cinematographic document -- A combined view: filmic documents for filmic discourse -- Constructing the semiotic mode of film. Semiotic multimodality -- The internal organisation of semiotic strata -- Composing and combining semiotic modes -- Materiality and "epistemological commitment" -- (...) Christian Metz and the grande syntagmatique of the image track. The original model -- Two examples of analysis with the grande syntagmatique -- Revisions and rebuttals -- Foundations for analysis: filmic units. The basic units of film: preliminaries -- Audiovisual iconic representations -- Perception, perceptual realism and reliable measurement -- Multiplicity: from perception to discourse -- Filmic units revisited: discourse-motivated definitions -- The paradigmatic organisation of film. Beyond Metz: towards a grande paradigmatique -- Capturing discourse dependency structures in film -- The paradigmatic dimensions of projection, taxis and plane -- Two examples of paradigmatic analysis -- Summary and conclusions. (shrink)

On the life and philosophy of Ramana Maharshi and his views on Advaita and epistemology.

The partisan split in American politics is the result of a major transformation of the West, as the psychology of the past based on hierarchy and privilege is being replaced by a psychology of equality. The status of women and minorities is at the center of this. The West's long history of inequality is gradually changing. When women's equality is considered symbolically, it represents the feminine rising to parity with the masculine, a status it has not held since prehistory. Minority (...) groups have carried the projected shadow of the White majority for centuries; that is gradually ending. Integration of the feminine and the shadow are core concepts of C.G. Jung's psychology of individuation. The emerging equality of women and minorities indicates that our group psychology is entering a period of individuation. This is a huge change, at least as profound as pagan Rome becoming Christian or medieval Europe transitioning into the modern West. The turmoil of our time is because of the great historical change as we leave what has been the modern West. The turmoil is the widespread appearance of the same conflicts that Jung saw in his patients a century ago. The same answer still applies, the path Jung realized at the time, individuation, and it is already beginning to shape our future. In this book author John Cahman traces the history of Western Civilization as a developmental process and shows how our time marks a great turning point in that story as we leave an age of sexism, racism, and hierarchy and enter one of individuation. (shrink)

A dramatic retelling of the story of the Transcendentalists, revealing them not as isolated authors but as a community of social activists who shaped progressive American values. Conflagration illuminates the connections between key members of the Transcendentalist circle—including James Freeman Clarke, Elizabeth Peabody, Caroline Healey Dall, Elizabeth Stanton, Thomas Wentworth Higginson, Theodore Parker, and Margaret Fuller—who created a community dedicated to radical social activism. These authors and activists laid the groundwork for democratic and progressive religion in America. In the tumultuous (...) decades before and immediately after the Civil War, the Transcendentalists changed nineteenth-century America, leading what Theodore Parker called “a Second American Revolution.” They instigated lasting change in American society, not only through their literary achievements but also through their activism: transcendentalists fought for the abolition of slavery, democratically governed churches, equal rights for women, and against the dehumanizing effects of brutal economic competition and growing social inequality. The Transcendentalists’ passion for social equality stemmed from their belief in spiritual friendship—transcending differences in social situation, gender, class, theology, and race. Together, their fight for justice changed the American sociopolitical landscape. They understood that none of us can ever fulfill our own moral and spiritual potential unless we care about the full spiritual and moral flourishing of others. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work.This work is in the public domain in (...) the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Acknowledgments -- Introduction -- A composite definition -- Agreeing to differ -- Sympathy and deception -- How best to rule -- Entry and exit -- Intelligence in states -- Enemies -- Down with authenticity -- The disenchantment of the intellectuals -- The problem with communism -- The destruction of trust -- Imperialism, the perversion of nationalism -- Conclusion -- Index.

Our experience of the physical world around us, and of the social environments in which we function, is increasingly mediated by information and communication technology, which is itself evolving ever more rapidly and pervasively. This book presents a coherent and detailed account of why we experience feelings of being present in the physical world and in computer-mediated environments, why we often don't, and why it matters - for design, psychotherapy, tool use and social creativity amongst other practical applications. Since the (...) extent to which presence is experienced in a technology-mediated interactive context can be manipulated by design, and in almost unlimited ways, we can use explorations with mediated presence to provide new insights into the psychology of presence in both the physical and technology-mediated worlds. (shrink)

Since difficult ideas are best understood when they wear a human face, in these six stories the main characters personify several 'isms' the author has written and taught about during his academic career. These 'isms' include German-Americanism, idealism, positivism or realism, and experimentalism. Several 'special relationships' in the stories are based on the author's experiences over many years in the United Kingdom and in teaching the liberal arts."--Back cover.

An autograph Florilegium Thomisticum by Georgios Gennadios II-Scholarios detected in Par. Gr. 1868 is edited and commented. Its 8 extracts from Summa contra Gentiles and 8 extracts from Summa theologiae were intended by the compiler to serve his purpose to compose a refutation of Georgios Gemistos-Plethon’s anti-Christian chef d’oeuvre, the Laws. Although this refutation was never produced, parts of this Florilegium Thomisticum are detected in Gennadios’ Against Plethon’s objections to Aristotle and offer some indirect yet valuable information about the content (...) of the once forever lost parts of the Laws. This evidence, in combination with Plethon’s extreme anti-Aristotelianism and implicit anti-Thomism, leads to the conclusion that Scholarios’ strong Aristotelianism was just an aspect of his being a convinced Thomist who regarded Aquinas’ Summae as an effective arsenal for combating Plethon’s anti-Christian Platonism, whereas Plethon’s anti-Aristotelianism was an implication of his repudiating Thomas’ synthesis of Christianity and Aristotle. More generally, the central role of Aquinas in Gennadios’ feud with Plethon implies that the bequeath of the famous Byzantine quarrel between Platonists and Aristotelianists to the Renaissance West is but an elaborated “calque” from the Latin Middle Ages. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)