Journal of Social Philosophy, Volume 52, Issue 3, Page 377-382, Fall 2021.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Handbook of Research and Policy in Art EducationCharles M. DornHandbook of Research and Policy in Art Education, edited by Elliot Eisner and Michael Day. Mahwah, N.J.: Lawrence Erlbaum, 2004, 879 pp., $90.00 paper.The Handbook of Research and Policy in Art Education is an 875-page compendium of articles addressing nearly every conceivable issue in the field and is, if nothing else, a valuable tour de force for any reader (...) who wants to come up to speed on issues in the field. It is not, however, either strictly a handbook or a complete exploration of either art education policy or research. This in no way diminishes its potential value as a source for policy issues and research that are of significant concern to the field.The publication presents 36 individual or joint authored chapters on (1) historical currents in art education, (2) policy perspectives impacting the teaching of art, (3) learning in the visual arts, (4) teaching and teacher education, (5) forms of assessment in art education, and (6) emerging visions of the field. Each of the six sections begins with a short introductory statement by the researcher responsible for reviewing the essays in that session. These section editors include F. Graeme-Chalmers, Ralph Smith, Anna Kindler, Enid Zimmerman, Elisabeth Soep, and Arthur Efland. Forty-one authors contributed to the book's contents, all of which have nationally recognized expertise in handling the topic discussed.Editors Elliot Eisner and Michael Day view the book as an effort to bring together research and theory, policy, and concepts that guide and give shape to what people in art education try to accomplish—which is, of course, a rather ambitious goal. Even the editors admit the Handbook meets some but not all of these competing orientations. They also claim that the Handbook serves as an assertion that art education is a scholarly field, perhaps even to a fault through mostly ignoring qualitative issues regarding goals, expressive art form, and aesthetics. Also, the editors admit that the Handbook will be a disappointment, which is true, especially with respect to its emphasis on rationales rather than policy problems, on assessment appreciation rather than policy and research, on assessment in art education history as a record of events rather than as policy windows, and on emerging visions as older forms of social and political discourse rather than policy issues, implementation, and evaluation.Nevertheless, the Handbook addresses a number of important policy issues, providing well-developed and valuable views of the field by a variety of important authors and, in some cases, with some rarely seen insights into the nature of the field. I will only review the most salient ideas of the chapter authors in each of the six sections and then comment on what I believe are promising, and sometimes somewhat troubling, directions pointed out in the chapters, including what promises have not been fulfilled. [End Page 111]Section I, on historical currents, includes chapters by F. Graeme Chalmers; Mary Ann Stankiewicz, Pat Amburgy, and Paul Bolin; and John Howell White. Chalmers provides a very thorough overview of the literature on the history of art education, including what he calls the broad perspectives on art education, history, and research interests of art education historians. Overall, he references nearly 300 publications. Stankiewicz, Amburgy, and Bolin then address specific movements in nineteenth-century art education and art, including a brief history of the social function of art, drawing instruction in schools, industrial drawing, manual training, the arts and crafts movement picture study, and progressive education with over 120 references. White, who follows, provides a similar review of major forces, focusing mainly on art education influences in the twentieth century, addressing the contributions of various art educators, arts organizational leaders, artists, government initiatives, and the critical and divergent influences of key post–WW II art education writers. He also documents his work with nearly 300 sources.Section II, on policy perspectives, contains seven chapters, including ones by Ralph Smith; Samuel Hope; Constance Bumgarner Gee; Lois Hetland and Ellen Winner; H. Gene Blocker; and E. Louis Langford and Kelly Scheffer. In Section II, Sam Hope outlines the power of policy and its effect... (shrink)

Only months following the declaration of the Turkish Republic in October 1923, Turkey’s newly appointed Minister of Public Instruction, Sefa Bey, invited U.S. philosopher and educator John Dewey to survey his fledgling country’s educational system. Having just emerged from a brutal war for independence, Turkey was beginning a process of rapid modernization under the leadership of Mustafa Kemal “Atatürk,” and government officials looked to Dewey for recommendations on how to make Turkish schools agencies of social reform that would advance their (...) state’s identity as a democratic republic. Dewey traveled for two months throughout the country with his wife, Alice, and met with teachers and government officials in .. (shrink)

The central question for this book is whether schools should attempt to cultivate patriotism, and if so why, how, and with what conception of patriotism in mind. The promotion of patriotism has figured prominently in the history of public schooling in the United States, always with the idea that patriotism is both an inherently admirable attribute and an essential motivational basis for good citizenship. It has been assumed, in short, that patriotism is a virtue in its own right and that (...) it is a foundational aspect of civic virtue more generally. Through an integrated historical and philosophical approach, this book demonstrates that there have been many and diverse attempts to cultivate patriotism in public schools in the United States and that they have been predicated on different conceptions of patriotism, citizenship, and learning. In order to assess these assumptions and evaluate the various practices of patriotic education, we address the nature of virtue and the motivational foundations of civic responsibility, and we frame a general approach to the ethics of education. We find that the history of attempts to cultivate patriotism in schools offers both cautionary and positive lessons. We argue that there is a virtuous form of patriotism and that an inclusive and enabling just school community may contribute to its development. Yet, we conclude that patriotism is not a virtue as such. We argue that civic virtue is what schools should aim to cultivate, and that civic education should be organized around three components of civic virtue, namely civic intelligence, civic friendship, and civic competence. We hold that virtuous patriotism is an appropriate responsiveness to a country’s value, and that such responsiveness is part and parcel of civic virtue that is also responsive to what has value beyond one’s own country. The book concludes with a defense of global civic education, arguing that it should promote global civic friendship and cooperation. The book situates its understanding of patriotism in the context of nationalist, populist, and authoritarian movements in the United States and Europe, and it mounts a spirited defense of democratic institutions that should be of interest to anyone concerned about the polarization of public life and future of democracy. (shrink)

English summary: The wide-ranging work of Ernst Fraenkel lead to the foundation of postwar political science. In his role as "American in Berlin," Fraenkel helped shape the foundation of modern comparative government theory. Fraenkel's impressive, and in retrospect exemplary, biography, from being a Jewish labor lawyer in the Third Reich to an emigrant to the United States, allowed for him to be described as a commanding figure of the young field of political science of the Adenauer era. Reinhard Dorn (...) illuminates Fraenkel's integrative state and constitutional understanding in two parts. In the first section, he presents foundations and individual components of constitutional-sociological thought, whereby he focuses particular attention on sociological and policy-sociological aspects. The second section documents the performance range of Fraenkel's constitution sociology by comparing Anglo-American and continental European constitutional thinking with its respective constitutional reality, all based on his own interdisciplinary analysis. German text. German description: Die Beschaftigung mit dem breit gefacherten Werk von Ernst Fraenkel fuehrt zu den Grundlagen der Nachkriegs-Politikwissenschaft. In seiner Rolle als Amerikaner in Berlin hat Fraenkel das Fundament der modernen vergleichenden Regierungslehre mitgestaltet. Dabei hat Fraenkels beeindruckende und im Rueckblick exemplarisch wirkende Biographie vom juedischen Arbeitsrechtler und Rechtsanwalt im Dritten Reich ueber den Emigranten in die USA zur Portalfigur der jungen Politikwissenschaft der Adenauer-Ara seine Verfassungsvergleiche erst ermoglicht.In zwei Teilen beleuchtet Reinhard Dorn Fraenkels integratives Staats- und Verfassungsverstandnis: Im ersten Abschnitt stellt er Grundlagen und einzelne Bestandteile seines verfassungssoziologischen Denkens dar, wobei er insbesondere auf soziologische und politiksoziologische Aspekte eingeht. Der zweite Abschnitt dokumentiert die Leistungsbreite von Fraenkels Verfassungssoziologie, indem - ausgehend von dessen eigenen interdisziplinaren Analysen - angloamerikanisches und kontinentaleuropaisches Verfassungsdenken der jeweiligen Verfassungsrealitat gegenuebergestellt wird. (shrink)

The essays look at the role of the military in the Cold War and after, and review the prospects for war and peace in the next century."--BOOK JACKET.

In The Origin of Species (1859) Darwin challenged many of the most deeply-held beliefs of the Western world. Arguing for a material, not divine, origin of species, he showed that new species are achieved by "natural selection." The Origin communicates the enthusiasm of original thinking in an open, descriptive style, and Darwin's emphasis on the value of diversity speaks more strongly now than ever. As well as a stimulating introduction and detailed notes, this edition offers a register of the many (...) writers referred to by Darwin in the text. (shrink)

Familiarity with Charles Darwin's treatise on evolution is essential to every well-educated individual. One of the most important books ever published--and a continuing source of controversy, a century and a half later--this classic of science is reproduced in a facsimile of the critically acclaimed first edition.

The present edition provides a detailed and accessible discussion ofhis theories and adds an account of the immediate responses to the book on publication.

Should engineering ethics be taught? Despite the obvious truism that we all want our students to be moral engineers who practice virtuous professional behavior, I argue, in this article that the question itself obscures several ambiguities that prompt preliminary resolution. Upon clarification of these ambiguities, and an attempt to delineate key issues that make the question a philosophically interesting one, I conclude that engineering ethics not only should not, but cannot, be taught if we understand “teaching engineering ethics” to mean (...) training engineers to be moral individuals (as some advocates seem to have proposed). However, I also conclude that there is a justification to teaching engineering ethics, insofar as we are able to clearly identify the most desirable and efficacious pedagogical approach to the subject area, which I propose to be a case study-based format that utilizes the principle of human cognitive pattern recognition. (shrink)

David Charles presents a major new study of Aristotle's views on meaning, essence, necessity, and related topics. These interconnected views are central to Aristotle's metaphysics, philosophy of language, and philosophy of science, and are also highly relevant to current philosophical debates. Charles aims to reach a clear understanding of Aristotle's claims and arguments, to assess their truth, and to evaluate their importance to ancient and modern philosophy.

The essays collected in this volume all explore the problem of the relation between moral philosophy and modernity. Charles Larmore addresses this problem by attempting to define the way distinctive forms of modern experience should orientate our moral thinking. Charles Larmore wonders whether the dominant forms of modern philosophy have not become blind to important dimensions of the moral life. The book argues against recent attempts to return to the virtue-centered perspective of ancient Greek ethics. As well as (...) exploring the differences between ancient and modern ethics, the author examines such topics as the roles of reason and history in our moral understanding, the inadequacy of philsophical naturalism, and the foundations of modern liberalism. There are also extended discussions of a number of leading contemporary philosophers: Rawls, Habermas, Williams and Rorty. (shrink)

This book proposes a new paradigm for the interpretation of Plato's early and middle dialogues. Rejecting the usual assumption of a distinct 'Socratic' period in the development of Plato's thought, this view regards the earlier works as deliberate preparation for the exposition of Plato's mature philosophy. Differences between the dialogues do not represent different stages in Plato's own thinking but rather different aspects and moments in the presentation of a new and unfamiliar view of reality. Once the fictional character of (...) the Socratic genre is recognised, there is no reason to regard Plato's early dialogues as representing the philosophy of the historical Socrates. The result is a unified interpretation of all of the dialogues down to the Republic and the Phaedrus. (shrink)

Logic, Methodology and Philosophy of Science VII.

This wide-ranging anthology of philosophical writings on the concept of God presents a systematic overview of the chief conceptions of deity as well as skeptical and atheistic critiques of theological ideas. The selections cover key philosophic developments in this subject area from ancient times to modern in both the East and West. Editors Hartshorne and Reese-two of the most highly respected scholars in the philosophy of religion-have not only selected many arresting passages from the world's great thinkers but have also (...) analyzed and evaluated the underlying ideas, showing how they fit into major, overarching systems of thought. Part One, "Classical Views," includes passages from ancient Egyptian, Indian, Chinese, and Judeo-Christian scriptures as well as philosophical writings from ancient Greece, the medieval church, and the Enlightenment. Part Two, "Modern Views," considers the ideas of more recent influential thinkers from diverse cultures and philosophical schools: Schelling, Peirce, Whitehead, Schweitzer, Buber, Radhakrishnan, and Watts, among others, are represented and discussed. Part Three, "Skeptical or Atheistic Views: Ancient and Modern," examines various kinds of skepticism and includes selections from Carneades, Buddha, Hume, Schopenhauer, Feuerbach, Nietzsche, Dennes, and Freud. Throughout their presentation the editors analyze and contrast theistic, atheistic, pantheistic, and panentheistic systems of thought. Philosophers Speak of God is a richly varied selection of high-quality writing on a perennial subject that will provide the serious student a thorough foundation in the philosophy of religion. (shrink)

The propensity interpretation of fitness (PIF) is commonly taken to be subject to a set of simple counterexamples. We argue that three of the most important of these are not counterexamples to the PIF itself, but only to the traditional mathematical model of this propensity: fitness as expected number of offspring. They fail to demonstrate that a new mathematical model of the PIF could not succeed where this older model fails. We then propose a new formalization of the PIF that (...) avoids these (and other) counterexamples. By producing a counterexample-free model of the PIF, we call into question one of the primary motivations for adopting the statisticalist interpretation of fitness. In addition, this new model has the benefit of being more closely allied with contemporary mathematical biology than the traditional model of the PIF. (shrink)

Nearly everyone has wronged another. Who among us has not longed to be forgiven? Who has not struggled to forgive? Charles Griswold has written the first comprehensive philosophical book on forgiveness in both its interpersonal and political contexts, as well as its relation to reconciliation. Having examined the place of forgiveness in ancient philosophy and in modern thought, he discusses what forgiveness is, what conditions the parties to it must meet, its relation to revenge and hatred, when it is (...) permissible and whether it is obligatory, and why it is a virtue. Griswold argues that forgiveness is inappropriate in politics, and analyzes the nature and limits of political apology with reference to historical examples. The book concludes with an examination of the relation between memory, narrative, and truth. (shrink)

Invited media scholars and journalists examine the general issue of nuclear waste, risk and the sicentific promises that were made, but not kept, about safe disposal. The mass media uncovered and reported on nuclear waste problems at Rocky Flats in Colorado and Hanford in Washington. Two environmental journalists review efforts to expose problems at these sites, how secrecy hampered reporting, and the effects of media coverage on nearby residents. An environmental communications scholar evaluates media coverage, the role of the U.S. (...) Department of Energy, and the impact of secrecy on public risk perceptions and attitudes toward government nuclear waste policies. (shrink)

Dieses Buch bietet eine elementare, in sich geschlossene Einführung in die analytische Sprachphilosophie anhand einer systematischen und chronologischen Behandlung der Referenzproblematik: Welche Rollen spielen die singulären Terme (vor allem Eigennamen und Kennzeichnungen) in natürlichen Sprachen? Es werden die Lösungsversuche Meinongs, Freges, Russells, Carnaps, Strawsons, Donnellans und Kripkes rekonstruiert und miteinander verglichen. Jeder der Beiträge dieser bedeutenden analytischen Philosophen wird unter drei Gesichtspunkten betrachtet. Erstens: Was leistet er zur Lösung des Problems der leeren Referenz? (Was z.B. bedeutet ein singulärer Term wie (...) «Pegasus», der nichts zu bezeichnen scheint?) Zweitens: Was leistet er zur Lösung des Problems des ausgeschlossenen Dritten? (Ist z.B. ein Satz wie «Pegasus ist weiss oder Pegasus ist nicht weiss», der gemäss dem Gesetz vom ausgeschlossenen Dritten logisch wahr sein müsste, in Wirklichkeit falsch?) Drittens: Was leistet er zur Lösung des Problems der indirekten Kontexte? (Wie kommt es z.B., dass «Peter glaubt, dass der Abendstern ein Fixstern ist» wahr und «Peter glaubt, dass der Morgenstern ein Fixstern ist» falsch sein kann?). (shrink)

We define the term \a set T of sentential-logical formulae grounds a sentential-logical formula A from a syntactic point of view\ in such a way that A is a syntactic sentential-logical consequence of T, and specific additional syntactic requirements regarding T and A are fulfilled. These additional requirements are developed strictly within the syntactics of sentential-logical languages, the three most important being new, namely: to be atomically minimal, to be minimal in degree, and not to be conjunction-like. Our approach is (...) independent of any specific sentential-logical calculus. (shrink)

In Part 1, I contend (using Coriolanus as my mouthpiece) that Keeley and Clarke have failed to show that there is anything intellectually suspect about conspiracy theories per se. Conspiracy theorists need not commit the ‘fundamental attribution error’ there is no reason to suppose that all or most conspiracy theories constitute the cores of degenerating research programs, nor does situationism - a dubious doctrine in itself - lend any support to a systematic skepticism about conspiracy theories. In Part 2. I (...) argue (in propria persona) that the idea that there is something suspect about conspiracy theories is one of the most dangerous and idiotic superstitions to disgrace our political culture. (shrink)

According to the conceptualist view in the philosophy of perception, we must possess concepts for all the objects, properties and relations which feature in our perceptual experiences. In this paper, I investigate the possibility of developing an argument against the conceptualist view by appealing to the notion of attention. In Part One, I begin by setting out an apparently promising version of such an argument, a version which appeals to a link between attention and perceptual demonstrative concept possession. In Part (...) Two, however, I show how the conceptualist can challenge what appears to be the key premise of the argument, and I go on to describe, in Part Three, an important further difficulty which we face if we attempt to overcome this challenge in a particular way. My conclusion will be that the conceptualist's challenge to the argument is convincing and hence that the argument remains inconclusive. (shrink)

In The Autonomy of Morality Charles Larmore challenges two ideas that have shaped the modern mind. The world, he argues, is not a realm of value-neutral fact, nor does human freedom consist in imposing principles of our own devising on an alien reality. Rather, reason consists in being responsive to reasons for thought and action that arise from the world itself. Larmore shows that the moral good has an authority that speaks for itself. Only in this light does the (...) true basis of a liberal political order come into view, as well as the role of unexpected goods in the makeup of a life lived well. (shrink)

The place of religion in society has changed profoundly in the last few centuries, particularly in the West. In what will be a defining book for our time, Taylor takes up the question of what these changes mean, and what, precisely, happens when a society becomes one in which faith is only one human possibility among others.

The transcendental aesthetic -- Arithmetic and the categories -- Remarks on pure natural science -- Two studies in the reception of Kant's philosophy of arithmetic: postscript to part I -- Some remarks on Frege's conception of extension -- Postscript to essay 5 -- Frege's correspondence: postscript to essay 6 -- Brentano on judgment and truth -- Husserl and the linguistic turn.

Iris Murdoch and moral philosophy -- Understanding the other: a Gadamerian view on conceptual schemes -- Language not mysterious? -- Celan and the recovery of language -- Nationalism and modernity -- Conditions of an unforced consensus on human rights -- Democratic exclusion (and its remedies?) -- Religious mobilizations -- Themes from a secular age -- The immanent counter-enlightenment -- Notes on the sources of violence: perennial and modern -- The future of the religious past -- Disenchantment-re-enchantment -- What does secularism (...) mean? -- Die blosse Vernunft ("reason alone") -- Perils of moralism -- What was the Axial revolution? (shrink)

Despite his position as one of the first philosophers to write in the “post- Darwinian” world, the critique of Darwin by Friedrich Nietzsche is often ignored for a host of unsatisfactory reasons. I argue that Nietzsche’s critique of Darwin is important to the study of both Nietzsche’s and Darwin’s impact on philosophy. Further, I show that the central claims of Nietzsche’s critique have been broadly misunderstood. I then present a new reading of Nietzsche’s core criticism of Darwin. An important part (...) of Nietzsche’s response can best be understood as an aesthetic critique of Darwin, reacting to what he saw as Darwin having drained life of an essential component of objective aesthetic value. For Nietzsche, Darwin’s theory is false because it is too intellectual, because it searches for rules, regulations, and uniformity in a realm where none of these are to be found – and, moreover, where they should not be found. Such a reading goes furthest toward making Nietzsche’s criticism substantive and relevant. Finally, I attempt to relate this novel explanation of Nietzsche’s critique to topics in contemporary philosophy of biology, particularly work on the evolutionary explanation of culture. (shrink)

The Tattvasaṃgraha, or Encyclopedia of Metaphysics, is the most influential and most frequently studied philosophical text from the late period of Indian Buddhism. This edition includes verses by Śāntarakṣita (c. 725-788 CE), which are clarified and expounded in the commentary of his student Kamalaśīla (c. 740-795 CE); both of these authors played crucial roles in founding the Buddhist tradition of Tibet. In the Tattvasaṃgraha, they explain, discuss and critique a vast range of views and arguments from across the whole South (...) Asian philosophical and religious spectrum. The work deals at length with ideas drawn from Buddhism, Jainism, and a variety of traditions now incorporated within Hinduism, including Mīmāṃsā, Nyāya-vaiśeṣika, and Sāṃkhya; it also includes the earliest discussion of Advaita Vedānta in any Buddhist text. The chapters selected for translation from Sanskrit and Tibetan deal with such fundamental philosophical issues as the existence or nonexistence of God and the soul; the nature of matter and of causal relationships; the connection between words and their referents; the rules of logic; the sources of our knowledge; and the compatibility of beliefs about karma with Buddhism's fundamental claim that there is no self. Introductory chapters discuss translation choices and explain the forms of argument and methods of reasoning employed by Śāntarakṣita and Kamalaśīla. (shrink)

This is, to the best of my knowledge, the first published attempt at a rigorous logical formalization of a passage in Leibniz's Monadology. The method we followed was suggested by Johannes Czermak.

White supremacy is the unnamed political system that has made the modern world what it is today. You will not find this term in introductory, or even advanced, texts in political theory. A standard undergraduate philosophy course will start off with plato and Aristotle, perhaps say something about Augustine, Aquinas, and Machiavelli, move on to Hobbes, Locke, Mill, and Marx, and then wind up with Rawls and Nozick. It will introduce you to notions of aristocracy, democracy, absolutism, liberalism, representative government, (...) socialism, welfare capitalism, andlibertarianism. But though it covers more than two thousand years of Western political thought and runs the ostensible gamut of political systems, there will be no mention of the basic political system that has shaped the world for the past several hundred years. And this omission is not accidental. Rather, it reflects the fact that standard textbooks and courses have for the most part been written and designed by whites, who take their racial privilege so much for granted that they do not even see it as political, as a form of domination. Ironically, the most important political system of recent global history-the system of domination by which white people have historically ruled over and, in certain important ways, continue to rule over nonwhite people-is not seen as a political system at all. It is just taken for granted; it is the background against which other systems, which we are to see as political are highlighted. This book is an attempt to redirect your vision, to make you see what, in a sense, has been there all along. (shrink)

Es werden vier verbreitete Verwendungsweisen des Wortes ‘Argument’ beschrieben, an Beispielen erläutert und dann schrittweise expliziert. Die wichtigsten Explikata sind: ‘eine Satzfolge x ist ein deskriptives Argument in Standardform’, ‘ein deskriptives Argument x in Standardform ist bei der subjektiven Wahrscheinlichkeitsverteilung p stark (bzw. schwach)’, ‘ein Aussagesatz x ist bei der subjektiven Wahrscheinlichkeitsverteilung p ein Argument für (bzw. gegen) einen Aussagesatz y’, ‘ein geordneter Tripel x von deskriptiven Argumenten in Standardform, von Argumentebenen und von Argumentsträngen ist eine deskriptive Argumenthierarchie in Standardform’, (...) ‘eine deskriptive Argumenthierarchie x in Standardform ist gültig (bzw. ungültig; stichhaltig; konsistent; inkonsistent; sichtlich zirkelhaft; stark (bzw. schwach) bei der subjektiven Wahrscheinlichkeitsverteilung p)’. (shrink)

Charles Beitz rejects two highly influential conceptions of international theory as empirically inaccurate and theoretically misleading. In one, international relations is a Hobbesian state of nature in which moral judgments are entirely inappropriate, and in the other, states are analogous to persons in domestic society in having rights of autonomy that insulate them from external moral assessment and political interference. Beitz postulates that a theory of international politics should include a revised principle of state autonomy based on the justice (...) of a state's domestic institutions, and a principle of international distributive justice to establish a fair division of resources and wealth among persons situated in diverse national societies. (shrink)

This volume presents a series of essays published by Charles Kahn over a period of forty years, in which he seeks to explicate the ancient Greek concept of ...