This chapter contains sections titled: A prima facie case for teaching as a practice MacIntyre's objection Schools as surroundings.

In the middle of the 19th century a new value began to appear in Western Europe - the belief that (in the words of Matthew Arnold) 'the exercise of a creative activity is the true function of man'. This book gives an account of the stages by which, and the reasons why, this development occurred at that time. In so doing it reveals a historical puzzle, for the main factors which can be seen to have given rise to the (...) new value - mainly scientific, technological, economic and political - were not reflected in the value itself, for that was applied almost exclusively to artistic and cultural activity. John Hope Mason sets out to explain this puzzle by showing how throughout European history there have been two radically different views of the creative attribute. An early example of one view was the character of Prometheus in Greek mythology; influential examples of the second were the figures of God the Creator in Judaeo-Christian theology and the neo-Platonic One in Hellenistic philosophy. The book shows how the contrast represented by those figures informed discussions of genius in the 18th century and indicates why the notion of creativity which came to prevail then assimilated it with purely aesthetic and moral concerns. Combining a broad perspective with a close analysis of key figures - from Adam Smith, Rousseau and Kant, to Arnold, Marx and Nietzsche - this book casts a new light on a central value of the modern world. (shrink)

David Garland's The Culture of Control provides a powerful analysis of trends in crime and criminal justice policy over the last 30 years. This note re?examines two parts of the Garland thesis. First, it argues that punitive criminal justice policy is rooted in an authoritarian neoconservative politics that shares little with free?market ideology. Second, research on the collateral consequences of incarceration suggests that the penal system, at least in America, has become a significant influence on, rather than just a (...) product of, the social structure of late modernity. (shrink)

In this paper, I give examples of the similarities in thought which I have found in the works of philosophers and thinkers of ancient Greece and ancient India. Being a comparative philosopher, I have worked with both traditions for many years. In fact, the more I do research in both traditions, the more similarities I have found in various views or perspectives, beliefs and values.After briefly explaining some of the similarities, I argue that an ongoing exploration and comparison of these (...) two great traditions can help humans to understand the origins of knowledge, especially philosophical knowledge, and that because the study involves both Western and non-Western traditions, it will require comparative philosophers to undertake the study. Furthermore, since the study will involve research concerning the two cultures, anthropologists, linguists, and some historians will also be needed in this undertaking. (shrink)

Ethics, communication skills, and the law ('practice skills') are important in all aspects of modern health care. Doctors and nurses must be sensitive to the ethical aspects of their work and understand the legal framework within which clinical decisions are made. Well developed skills of communication, with patients, their relatives and other members of the clinical team, are a key feature of good clinical practice Until recently, the important of practice skills has been relatively neglected in health care education. This (...) situation is changing. The UK General Medical Council, for example, has recently identified three aspects as part of the core of the medical course, and the move to degree courses in nursing has led to an increasing focus of practice skills in nurse education. The Oxford Practice Skills Project (OPSP) team have developed a course, within the University of Oxford Clinical School, which covers the teaching of practice skills in an integrated manner. This course is widely recognized as one of the most systematic developments of education in these areas. This manual describes the OPSP course in detail and provides teaching materials. Although developed initially for medical students, it should be helpful to all those involved in teaching ethics, communication skills, and law in health care. Each Seminar is described in detail Tutors' guides are provided Student handouts are included Contains guidelines for introducing 'practice skills' into a busy clinical curriculum Includes over forty case histories for teaching and examination Gives details of many useful sources and resources Details a variety of teaching methods together with their advantages and disadvantages Provides an ethics teaching toolkit for clinical teachers new to this area Readers are welcome to photocopy any part of this manual for their own teaching. (shrink)

Pornography is no longer an activity confined to a small group of individuals or the privacy of one’s home. Rather, it has permeated modern culture, including the work environment. Given the pervasive nature of pornography, we study how viewing pornography affects unethical behavior at work. Using survey data from a sample that approximates a nationally representative sample in terms of demographics, we find a positive correlation between viewing pornography and intended unethical behavior. We then conduct an experiment to provide (...) causal evidence. The experiment confirms the survey—consuming pornography causes individuals to be less ethical. We find that this relationship is mediated by increased moral disengagement from dehumanization of others due to viewing pornography. Combined, our results suggest that choosing to consume pornography causes individuals to behave less ethically. Because unethical employee behavior has been linked to numerous negative organization outcomes including fraud, collusion, and other self-serving behaviors, our results have implications for most societal organizations. (shrink)

Teacher behaviors are one of the most significant factors influencing student learning. Students from different cultures may have different interpretations of their teachers’ behaviors. This study compared the associations between teacher strictness, teacher feedback, and students’ motivational beliefs using data from six Western countries and six East Asian regions in the Program for International Student Assessment 2015. A total of 89,869 15-year-old students were included in data analysis. The findings indicate that teacher strictness was negatively associated with Western (...) students’ motivation, but positively related to that of East Asian students; teacher feedback had significant positive associations with the motivational beliefs of both Western and East Asian students; and there was a positive relationship between teacher strictness and teacher feedback in East Asian context. These results highlight the need to consider cultural factors when interpreting students’ reactions to teacher behaviors. (shrink)

Modern, Stevie At its annual general meeting in May this year, the Council of Australian Humanist Societies voted in support of volunteer ethics teachers entering public schools and teaching ethics programs to students as a secular alternative in religious education. The motion was put to the meeting by the NSW Society with the support of the Humanist Society of Victoria. The motion was opposed by the Queensland, Western Australian and South Australian Societies. Here is why the motion is a (...) grave mistake, and why Western Australia moved its own motion against it. (shrink)

In The Demoralization of Western Culture Ralph Fevre undertakes an explanation of these difficulties.

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Ideas 64.3 (2003) 489-510 [Access article in PDF] The Analysis of Culture Revisited:Pure Texts, Applied Texts, Literary Historicisms, Cultural Histories Warren Boutcher School of English and Drama, Queen Mary, University of London Theory What is the relationship between study of canonical texts and broader social and cultural history? This question lies behind the contemporary academic issue of historicism and the public "culture (...) wars" that broke out in the late 1980s, but it was asked by Raymond Williams in the late 1950s and by German and French intellectuals of the 1930s. For the purposes of the present argument I shall distinguish between three broad phases in the responses of those who have taken the inquiry up most actively. Each phase began with what were perceived as crises or turning-points in the humanities corresponding to watersheds in wider history. The first and most profound began after the global crisis of 1929-33 and continued through the global wars that followed. A second began in the mid-1950s after McCarthyism, the consolidation of the Cold War and the Soviet invasion of Hungary. A third phase began in the mid-1970s, after the events of 1968 brought on the extended period of social unrest which found one important epicenter in the universities themselves and which broke out again in the more civilized form of the culture wars already mentioned.Most discussions of historicism do not engage directly with the practice of history. The second half of the paper will therefore ask what the theoretical account offered in the first half means for historical research that starts from past texts, and will include as one of its practical examples a case-study in the modern intellectual history offered in outline below. [End Page 489] Literary Histories of Ideas After the First World War an intellectual revolt took place against the isolation of aesthetic experience in the European tradition. It was led in England and America by teachers who wanted to establish that the general critical intelligence acquired in English literary studies could be applied in extra-literary fields from anthropology to social psychology. In England, English literature as a single discipline was to be the "liaison field of study"; in America it fell to pre-professional literary education in general. 1 The common project was to use refined literary experience of texts as the base from which to conduct value-laden, historically informed analysis of the contemporary problems of interwar European and American society, of western culture and civilization. 2 As consolidated in English intellectual culture between the pre-war and immediate post-war period this has been dubbed the moment of Scrutiny, the influential literary periodical headed by F. R. Leavis. In American intellectual culture it might well be dubbed the moment of Partisan Review, an equally influential periodical whose leading literary critic was Lionel Trilling. 3Leavis's at once dissident and élitist literary criticism concealed a sociology designed to salvage the humane culture of an earlier England from amidst the decay of mass civilization. 4 Trilling used European culture to critique what he perceived to be the superficiality of modern American civilization and literature. His criticism became the Ellis Island of intellectual life, the product of an immigrant culture desirous of assimilation by means of high culture to an American society whose better values were formed by the European canon. 5 For both, then, distinctive histories of society and social change, culture and cultural change were central to the enterprise of criticism. 6 Culture in their hands was a value-laden English or European way of life that shaped and was shaped by the highest artistic consciousness. As such, it carried a new awareness of alienation and repression in the midst of modern society or civilization. The aesthetic critical sense of a Leavis or a Trilling was now a sense of past and present cultural and social life. It competed successfully with claims to the [End Page 490] same ground made by what were seen as cruder sociological theories of... (shrink)

Zygmunt Bauman said of 1968 that he could not empathize with the enthusiasm of the Western Left, that this was some kind of party. In Eastern Europe 1968 stood for an end, not a hope. Soon Bauman would be forced into exile, opening a new and brilliant phase of his intellectual trajectory. Sketches in the Theory of Culture was his last Polish book. It was suppressed in 1968, the contract cancelled in retaliation against his support for reforming (...) politics. Now it has been rediscovered, originally in galley proofs, and translated by Dariusz Brzezinski for Polity Press. Like much of Bauman’s work, it is sprawling and inclusive, taking in anthropology, sociology of culture, ethnology and semiotics. It anticipates his life-long enthusiasm for Lévi-Strauss; and it also foreshadows some of the themes much later to be identified as liquid modern, though it may be the case that the theme of continuity is rather social turbulence from postwar reconstruction to the travails of socialist Poland. In this paper I review some of its themes and its status in the body of his work, and offer some introductory remarks on its importance to the study of culture. (shrink)

In 1872 Nietzsche shocked the European philological community with the publication of the Birth of Tragedy. In this fervid first book Nietzsche looked to ancient Greek culture in the hope of finding the path to a revitalization of modern German culture. Cultural health was at this point unquestionably his paramount concern. Yet postwar Nietzsche scholarship has typically held that after his Untimely Meditations which followed soon after, Nietzsche’s philosophy took a sharply individualist turn—an interpretation largely due to (...) Walter Kaufmann’s noble and influential effort to counter the Nazi appropriation of Nietzsche by stressing Nietzsche’s anti-political individualism and downplaying his seemingly more noxious Kulturphilosophie. But even after Nietzsche gave up on the idea of German culture as something blessed with inner truth and greatness and Nietzsche gave up on the idea of German culture as something blessed with inner truth and greatness and pregnant with the potential for renewed splendor–heaping scorn instead on the Germans and their newly-founded Reich–he still, I argue, continued to take culture, as a collective social achievement, to be something of prime importance. Indeed, it is for this reason that he took the flourishing of great individuals–especially artists and intellectuals–to be vital. Their singularity and their excellence redeems the decadent cultural landscape from the bovine blight of the “last man” and the self-satis!ed, uncreative, and barren mediocrity he represents. My dissertation uses Nietzsche’s perfectionistic ideal of a flourishing culture as a point of departure for investigating many of the central themes in his work: his criticism of the ideals enshrined in conventional morality; his attack on Christianity; his celebration of individual human excellence and cultural accomplishment; his lamentations about cultural decline; his troubling remarks about the need for slavery (“in some sense or other”) if a society is to flourish; and his grand ambitions for a “revaluation of all values.”. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Mikhail Bakhtin, Vyacheslav Ivanov, and the Rhetorical Culture of the Russian Third RenaissanceFilipp SapienzaAlthough Mikhail Bakhtin figures centrally in multiculturalism, community, pedagogy, and rhetoric (Bruffee 1986; Welch 1993; Zebroski 1994; Zappen, Gurak, and Doheney-Farina 1997; Mutnick 1996; Halasek 2001, 182; see also Bialostosky 1986) many of his major ideas remain enigmatic and controversial. The elusive aspects of Bakhtin's theories exist in part because rhetoricians know little about Bakhtin's (...) own rhetorical culture. Theorists recognize this problem and call for a reworking of Bakhtin more on his own terms. This call has been made to resolve concerns about Bakhtin's ambivalence toward rhetoric. Since Bakhtin disliked rhetoric, any use of Bakhtin in rhetorical theory is largely a hybrid synthesis of his distinct ideas on poetics, prose, satire, the epic, the novel, and so forth. John Murphy proposes a reconception of Bakhtin closely built around his ambivalence and guided by the question, "what do we [rhetoricians] mean by the concept of a rhetorical tradition?" (2001, 259). The suggestion encourages rhetoricians to take Bakhtin more on his own terms than has been done in the past. Unfortunately, as the word "we" indicates, Murphy reworks Bakhtin primarily in terms of Western ideas about rhetoric. Slavists and "Bakhtinologists" in Russia argue that when talking about Bakhtin, "we" has often meant Western, obscuring the Russian cultural roots of his theories (Kozhinov 1993; Miller and Platter 1993, 118). The privileging of Western perspectives has also been criticized by scholars of other discourse cultures. Discussing American Indian rhetoric, Malea Powell argues that "we" means a Rhetorical Tradition that begins "with the Greeks, goes Roman, briefly sojourns in Italy, then shows up in England and Scotland, hops the ocean to America and settles in" (2002, 397). Differences in interpreting Bakhtin also proceed from translation difficulties between Russian and English. The Russian reader views Bakhtin in more essentialist ways as opposed to the "post-modern give-and-take" theorist of many Western [End Page 123] interpretations (Emerson 1990, 113). Read in the Russian language and from that cultural context, Bakhtin's vocabulary contains "conspicuous" elements of Orthodox Christianity and Slavic nationalist ideas (Kozhinov 1993; Mihailovic 1997) that reveal a Russian theological subtext to his ideas about community and dialogue.In this essay, I provide a reading of Bakhtin against the background of his own rhetorical culture. More specifically, I offer an analysis of an intertextual dialogue about language and community between Bakhtin and the symbolist writer Vyacheslav Ivanov. Scholars identify Ivanov as a poet, philosopher, and teacher who profoundly impacted Bakhtin (Mal'chukova 1992, 55). The Russian symbolists upheld strong nationalist ideals and a linguistic theory rooted in metaphysics (Mirsky 1972, 188). Many Slavists and Russian readers of Bakhtin suspect that Ivanov strongly influenced Bakhtin's rhetoric even though, for reasons unknown but that are suspected to be political, Bakhtin understates his debt to him (Ivanov 2001, 3). Bakhtin was not unlike his contemporaries in sharing an interest and vocabulary that addressed the major threads of symbolism. Read side by side with Ivanov's essays in Russian, Bakhtin's rhetoric displays a mixture of the European, Slavic, and Christian ideals that were in parlance among many Russian theorists in early twentieth-century Russia. Bakhtin and Ivanov give us a glimpse of this rhetorical culture. More specifically, they help us to better understand our appropriations of Bakhtin based on an elucidation of the meaning of specific terms as they existed among Bakhtin's contemporaries.The method that I use requires translation of specific Russian passages into English. Terms and phrases are interpreted against the usage background of others in early twentieth-century Russia. Bakhtin's Slavic-theological connections become evident through the elucidation of these intertextual references. Through this method, a common and accepted practice in Slavic literary studies, the use of key words and phrases are traced in and among texts to identify a discourse among authors and explicate its meaning.1 As Steven Mailloux points out, a "rhetorical hermeneutics" focuses on "the historical sets of topics, arguments, tropes, ideologies, and so forth" that give meaning to rhetoric (1988, 15-16). The approach is necessary due to the unique political and artistic circumstances during the early... (shrink)

Amidst all the anticipation, anxiety, and hype swirling around the year 2000, we may find ourselves searching for some sure guidance as we enter the new millennium. Dharma: The Way of Transcendence provides it. Written by His Divine Grace A. C. Bhaktivedanta Swami Prabhupada, whom scholars and spiritual leaders worldwide recognize as the most distinguished teacher of Indian culture and philosophy of the modern age, Dharma answers essential questions thoughtful people ask in every millenium: Who am I? What are (...) my deepest needs? How can I fulfill them? Srila Prabhupada writes, "The body and the mind are but superfluous outer coverings of the spirit soul. The spirit soul's needs must be fulfilled. The need of the spirit soul is that he wants to get out of the limited sphere of material bondage and fulfill his desire for complete freedom. He wants to get out of the covered walls of the greater universe. He wants to see the free light and the spirit." To learn what that free light and spirit are, and how you can see them, read Dharma. Book jacket. (shrink)

In reviewing the contents of the first to five speakers, we back up to the United States in writing "real and reasonable method" when the issues faced in: scientific research methods than in the general concept Concept in humanities research methods; and people in the academic literature on the low-order. We first consider how the amount of Dilthey and Heidegger deal with these issues. Ⅰ. Natural sciences and humanities approach argue Dilthey tried to explain the expression of human literature, there (...) is a independent but equally effective method of theoretical foundation. In German, Geisteswissenschaften range widely from the arts and sociology. The rise of hermeneutics, Dilthey, in his famous thesis, the mean deep to begin with Homer to explain the hope臘who traveled through Roman times and hope臘. However, Dilthey still seek to achieve "universal and effective " results, which makes him turn to the scientific method. Heidegger's teacher, Hu stopper Seoul , rather than with the mathematical background of the humanities, to use phenomenology to philosophy as a "rigorous science ". Conversely, neural science and philosophy with Heidegger humanities background. This makes Heidegger's hermeneutics of Dilthey and his interest. Heidegger was a critic of scientific objectivity, and even have commentaries description: "Scientists do not think" . His search for the source of the problem of modernity to Descartes who, because of Cartesian subjectivity of the world as a projection. Ⅱ. Up to the U.S. desire to restore the respect for human studies of up to U.S. desire to restore respect for the human sciences, but he does not find the key steps in Dilthey, but in Heidegger's "Art works of origin >. Ⅲ. Up to the United States after the Western aesthetic of Kant's critique of Gadamer to use his real art of management for the new hole to criticize the police after Kant the aesthetic development. This is the "true management and methods" section of the important elements. Ⅳ. Heidegger in breakthrough in the art lecture on Heidegger, providing up to restore the emphasis on the United States who required breakthrough in the planning literature. Ⅴ. Methods exist regardless hermeneutics the implications of Gadamer's philosophical hermeneutics can be seen as a new understanding of the analysis, so that his exposure to critical science and humanities in the nature of the two methods. Ⅵ. The universality of hermeneutics Gadamer in the "real and reasonable method" after the publication of a thesis advocated, he analyzed the universality of understanding can be applied in science and humanities in the training. Regardless of this guide provide us some background to explore the "real management and methods" in the 14 key concepts, these concepts will be in the seventh, eight speakers presented. After reviewing the content of Lectures 1-5, we turn to the issue that Gadamer was confronting when he wrote Truth and Method: the general sense of the superiority of scientific methods of research over humanistic methods, and the lower status of the humanities in academe . We first consider this issue in Dilthey and Heidegger. Section Ⅰ: The Contest over Methods in the Natural and Human Sciences Dilthey attempted to articulate a separate but equally valid methodological basis for interpretation in the humanities. In Germany, the range of the Geisteswissenschaften was wide, from art to sociology. In his famous essay on the rise of hermeneutics, Dilthey started, significantly, with the Greek interpreters of Homer and moved up through Greek and Roman times. Nevertheless, Dilthey was still seeking to achieve "universally valid" results , which moved him in the direction of scientific methods. Heidegger's teacher, Husserl, had a background in mathematics rather than the humanities and wanted to use phenomenology to make philosophy into a "rigorous science." Heidegger, in contrast, had a humanistic background in theology and philosophy and especially Greek philosophy. This caused him to be interested in Dilthey and his hermeneutics. Heidegger was a critic of scientific objectivity and once even remarked, "The scientist does not think." He traced the problems of modernity back to Descartes, who saw the world as a projection of his subjectivity. Section Ⅱ. Gadamer's Desire to Restore Respect to the Human Studies Gadamer desired to restore re spect to the human sciences, but he found the decisive step for doing so not in Dilthey but in Heidegger's The Origin of the Work of Art. Section Ⅲ: Gadamer's critique of Western aesthetics since Kant Gadamer used his new insight into the truth of art to criticize the development of aesthetics since Kant. This is a major element in the first section of Truth and Method. Section Ⅳ: Heidegger's Breakthrough in "The Origin of the Artwork" Heidegger's lectures on art offered Gadamer the breakthrough he needed in his project of restoring respect to the humanities. Section Ⅴ: The Implications of an Ontological Hermeneutics for Method Gadamer's new philosophical hermeneutics as an analysis of understanding put him in a position to criticize method per se in both the sciences and humanities. Section Ⅵ: The Universality of Hermeneutics In an essay published after Truth and Method Gadamer moved toward asserting the universality of his analysis of understanding as applying both to scientific disciplines and to the humanities. Understanding here was understanding universally, in general, in all respects. With this introduction we have some background for exploring the fourteen key concepts in Truth and Method itself that will be presented in lectures 7 and 8. (shrink)

Politics is on the one hand an attempt to implement certain good, a desire for achieving agreed objectives, on the other hand – as Max Weber says – a simultaneous a#empt to avoid a particular evil. If in defining the notion of politics there are references to good and evil, purpose and desire, it has to include the non-political spheres – culture, axiology, religion. Mark Lilla argues that for decades we have been aware of the great and final separation (...) that has taken place in Western Europe between political and religious life. This awareness implies a conviction, which is obligatory today in most countries and societies, that to separate politics from religion is a great achievement. For many thinkers and politicians this is an undisputed success from which the West learns to benefit while preparing other regions of the world for such separation. Therefore it seems that modern politics should be free from religious inspiration and temptation. On the other hand, many sociologists and political scientists show the vitality of religious attitudes, proving that in its deepest essence religion is an expression of human behaviour. Each person and each community always has an element of irreducibility which is an internal defence against reducing man to “here and now”, restricting his world to what is useful and usable. We experience that in man there is a natural opening to what is transcendent. Thus, if man is ever to achieve individual and social reconciliation with himself, he will always look for rational and moral meanings. This situation creates a platform for the emergence of a completely new a#itude in society and politics – to seek and pursue spirituality in a world without religion. Increasingly, the understanding of religion reveals itself in a wide etymological sense, sociological and ethnological: religare – “to connect”, “to bind”, “to build community ties”. Religion so understood would be a great solution to the dilemma of separation – the adoption of religion (bonds) without the doctrine, while ensuring social cohesion, strengthening the feeling of being together, maintaining a spiritual connection. Many thinkers are convinced that we cannot base social life only on fear, discipline and economy; we need a deeper and stronger foundations for Community Cohesion. But is such a project possible at all? Is politics becoming a place for the formation of relationships, education and conservation of values, a narrative space which tells citizens what is good and right and what is wrong and alien? Can it replace religion in its deepest essence – in its intimate sense of an exploration and discovery of transcendence? Will it not become a caricature of religion, and a caricature of politics, and ultimately a trap for freedom? (shrink)

Poreskoro, with three cat and four dog heads and a snake with a forked tongue as his tail, is responsible for epidemics of contagious diseases in Romany folklore. The Pishachas of Vedic mythology lurk in charnel houses and graveyards, waiting for humans to infect with madness. In Christian demonology, Pythius is known as the ruler of the eighth circle of the Inferno, bestowing heinous and unspeakable tortures on those who have committed fraud. Demons are the stuff of legends, and they (...) are everywhere in mythology and theology. These are just three of the more than thirty I counted that start with the letter P.How lucky we are for the advent of science. A rational tonic, it scatters our demons, demystifying the world for us—or so, at least, we think. As Canales brilliantly shows in this book, our assumption has been far off the mark. In physics, computer science, genetics, neuroscience, and economics, not to mention in the very foundations of rationality itself, an underworld of imaginary creatures has sustained and continues to inhabit modern science. Scientific demons appear in many guises: as atomic and subatomic particle manipulators, as feedback and parallel-processing experts, as messengers who can travel faster than the speed of light, as computer-code spies, gene and bit selectors in evolution and in informatics, as triggers of cascades from the nano level to the level of full-blown ecological and astrophysical theaters. By inventing them, we have learned that causality does not always hold at the level of atoms, that the speed of message transmission is limited, that living systems spend energy, that perpetual-motion machines are impossible, and that there are corners of the universe we have not imagined.We have all heard of Laplace's Demon, and Maxwell's, but who knew that, borrowing from physics, the historian Henry Adams considered the action of demons in geopolitics or that the economist Paul Samuelson analyzed their role in producing more efficient markets? Who knew that the generation that gave us the Internet and artificial intelligence were tasked by their teachers in graduate school to insert as many demons as possible into their programs? Who among us has heard of Darwin's Demon, or Maxwell-Szilárd-Brillouin's, or Monod's, or Loschmidt's? Who is aware of Norbert Weiner's use of demons in conceptualizing cybernetics, or of the great scholar of Kabbalah Gershom Scholem's comparison between Israel's superfast computers and the Golem?As Canales shows convincingly, it has been difficult for both historians and scientists to countenance demons in science, and so they have been written out, in many ways and many instances, of the histories of which they are part and parcel. Thomas Kuhn and even the more radical philosopher Paul Feyerabend both failed to acknowledge in their social critiques of science the extent to which an imaginary underworld of beings has been constitutive of the modern scientific imagination. Ironically, it was the man who provided a hard-and-fast criterion by which to distinguish scientific and nonscientific pursuits, Karl Popper, who ultimately saw the light. Revisiting his classic book The Logic of Scientific Discovery from 1934, he clarified in Postscript to the Logic of Scientific Discovery in 1982 the extent to which every historical era has been characterized by a particular demon. We moderns believe that science is about facts and numbers, but we are mistaken. As Canales beautifully summarizes the stakes of her project, “What first sets science on its path of discovery—then as now—is the continued use of the imagination.”Tracking the fate of demons in modern thought from Descartes to Lord Kelvin to H. G. Wells to David Bohm, and from Conrad Hal Waddington to Henry Compton to Stephen Hawking and Steven Pinker, Bedeviled assumes that the demons of the church or of paganism and the demons of science differ and resemble each other in ways that can be usefully elaborated. What is more crucial, however, is how such demons become real, how they morph from fears to hopes, and from thought experiments into real experiments, and ultimately to things in this world like computer programs, transistors, and nanorobots. From weather systems to messenger RNAs to black holes, demons emerge everywhere. The hard question is: How does the imagination actually drive discovery and understanding? How does it change our world?Perhaps it has been a sidetrack to consider whether we have or have never been modern. Clearly, what reason will not allow, it perennially recruits for a shadowland that helps us to better see our world. Rather than aiming to exorcise science, one day, of all of its methodological and epistemological ghosts, perhaps we might make peace with the notion that every culture struggles with distinguishing truth from falsehood in its own unique way. Such struggles are sensitive to their times and are accomplished through leaps of imagination. But fear not: the debunking of “Western rationality” casts no wet blanket on the project of Enlightenment. If anything, as Canales writes, “an account of science that considers how scientists themselves do science only risks adding new insights into our repertoire of knowledge.” Perhaps, therefore, there is solace to be gained from the dictum, Always choose the Devil you know. Ultimately, there may be no other way forward. (shrink)

A curriculum that reflects a pluralist, multi-cultural society in a characteristically ‘Western’ way may seem to militate against traditionalist sub-cultures, but this outcome is less ‘Western’ than ‘modern’, in Habermas's sense.‘Modernisation’, involving the institutionalisation of rationality and the decentering of consciousness, and thus acceptance of the ‘Western’ solution, is possible within any culture, regardless of its content. In a Western society all are economically compelled to a partial ‘modernisation’, and in Habermas's view all cultures in (...) modern societies suffer erosion by the extension and intrusion of economic and administrative sub-systems. Cultural modernisation affords the strongest available resistance to this erosion. Thus, a supposedly ‘Western’ curriculum approach would strengthen sub-cultures, notwithstanding the demise of traditionalism [1]. (shrink)

In this broad overview of culture, ancient and modern, Patrick Madigan examines an historical series of philosophical failures, each more serious than the last: the incompleteness of Aristotelian analysis; the weakness of the Plotinian synthesis; the limited Cartesian response to the arch skeptic; the "distinction without a difference" in the Leibnizian/Kantian strategy; and the ensuing current romantic settlement as a victory which is indistinguishable from defeat since it leaves everything as it found it. All this leads to our current (...) insecurity and instability as focused on by Nietzsche. And so we come ultimately full swing to the origins of Christianity and Jesus' role as the experience of the "fidelity of God.". (shrink)

The culture of mass education has become an enduring tradition in Western Nigeria. The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool. Early converts were taught how to read the Bible in vernacular – a measure that helped produce the first widespread literate class in Western Nigeria. Thereafter, mass education was promoted through (...) the opening of primary and secondary schools as well as teacher training colleges and trade schools. The pioneering missionary efforts, complemented in later years by the colonial government, received an accelerated boost, reaching a peak in the mid-1950s during the era of internal self-rule when the Western Nigerian government introduced the Free Education Programme in the region. In spite of the termination of the government that introduced the Free Education Scheme following the military take-over in 1966, the rising trend of popular education continued unabated. Military and civilian governments alike have, ever since, remained committed to mass education such that popular Education remains to this day, the greatest industry in Western Nigeria. The contention in this Paper is that the culture of mass education in Western Nigeria, even to this day, and in spite of occasional modifications, is a logical conclusion to an established culture of mass education, the root of which is traceable to the Christian missionary era. The paper concludes with an analysis of the impact, which the various phases of the evolutionary process have made on the history of education in Western Nigeria in particular, and the country as a whole. (shrink)

A brilliant and comprehensive history of the creation of the modern Western mind. Soul Machine takes us back to the origins of modernity, a time when a crisis in religious authority and the scientific revolution led to searching questions about the nature of human inner life. This is the story of how a new concept—the mind—emerged as a potential solution, one that was part soul and part machine, but fully neither. In this groundbreaking work, award-winning historian George Makari (...) shows how writers, philosophers, physicians, and anatomists worked to construct notions of the mind as not an ethereal thing, but a natural one. From the ascent of Oliver Cromwell to the fall of Napoleon, seminal thinkers like Hobbes, Locke, Diderot, and Kant worked alongside often-forgotten brain specialists, physiologists, and alienists in the hopes of mapping the inner world. Conducted in a cauldron of political turmoil, these frequently shocking, always embattled efforts would give rise to psychiatry, mind sciences such as phrenology, and radically new visions of the self. Further, they would be crucial to the establishment of secular ethics and political liberalism. Boldly original, wide-ranging, and brilliantly synthetic, Soul Machine gives us a masterful, new account of the making of the modern Western mind. (shrink)

The culture of mass education has become an enduring tradition in Western Nigeria. The root of this culture is traceable to the mid-nineteenth century when the Christian missionary bodies began a process of systematic evangelization, using Western education as a medium and an indispensable tool. Early converts were taught how to read the Bible in vernacular – a measure that helped produce the first widespread literate class in Western Nigeria. Thereafter, mass education was promoted through (...) the opening of primary and secondary schools as well as teacher training colleges and trade schools. The pioneering missionary efforts, complemented in later years by the colonial government, received an accelerated boost, reaching a peak in the mid-1950s during the era of internal self-rule when the Western Nigerian government introduced the Free Education Programme in the region. In spite of the termination of the government that introduced the Free Education Scheme following the military take-over in 1966, the rising trend of popular education continued unabated. Military and civilian governments alike have, ever since, remained committed to mass education such that popular Education remains to this day, the greatest industry in Western Nigeria. The contention in this Paper is that the culture of mass education in Western Nigeria, even to this day, and in spite of occasional modifications, is a logical conclusion to an established culture of mass education, the root of which is traceable to the Christian missionary era. The paper concludes with an analysis of the impact, which the various phases of the evolutionary process have made on the history of education in Western Nigeria in particular, and the country as a whole. (shrink)

Humanism built Western civilization as we know it today. Its achievements include the liberation of the individual, democracy, universal rights, and widespread prosperity and comfort. Its ambassadors are the heroes of modern culture—Erasmus, Holbein, Shakespeare, Velázquez, Descartes, Kant, Freud. Those who sought to contain humanism’s pride within a frame of higher truth—Luther, Calvin, Poussin, Kierkegaard—could barely interrupt its torrential progress. Those who sought to reform humanism’s tenets from within—Marx, Darwin, and Nietzsche—were tested by the success of their own (...) prophecies. So runs the approved view. It is not shared by John Carroll. Instead, Carroll articulates a disruptive and compelling alternative narrative of the course of Western civilization since the Renaissance and the Reformation contrived to unleash reason, will, and a superhuman man on the world. The West’s five-hundred-year experiment with humanism has failed, he maintains in this bracing study of humanism’s rise to preeminence and its headlong tumble into contradiction, because humans ultimately need some kind of contact with a higher, or metaphysical, order beyond the confines of their time-bound, mundane selves. And if this wasn’t entirely clear before September 11, 2001, Carroll concludes, it surely is now. His provocative and brilliant arguments will challenge received wisdom on every side. (shrink)

This volume surveys 150 law books of fundamental importance in the history of Western legal literature and culture. The entries are organized in three sections: the first dealing with the transitional period of fifteenth-century editions of medieval authorities, the second spanning the early modern period from the sixteenth to the eighteenth century, and the third focusing on the nineteenth and twentieth centuries. The contributors are scholars from all over the world. Each 'old book' is analyzed by a recognized (...) specialist in the specific field of interest. Individual entries give a short biography of the author and discuss the significance of the works in the time and setting of their publication, and in their broader influence on the development of law worldwide. Introductory essays explore the development of Western legal traditions, especially the influence of the English common law, and of Roman and canon law on legal writers, and the borrowings and interaction between them. The book goes beyond the study of institutions and traditions of individual countries to chart a broader perspective on the transmission of legal concepts across legal, political, and geographical boundaries. Examining the branches of this genealogical tree of books makes clear their pervasive influence on modern legal systems, including attempts at rationalizing custom or creating new hybrid systems by transplanting Western legal concepts into other jurisdictions. (shrink)

An international team of over 100 leading scholars has been brought together to provide authoritative exposition of how history's most important philosophical thinkers - fron antiquity to the present day - have sought to analyse the concepts and tenets central to Western religious belief, especially Christianity. Divided, chronologically, into five volumes, _The History of Western Philosophy of Religion_ is designed to be accessible to a wide range of readers, from the scholar looking for original insight and the latest (...) research findings to the student wishing for a masterly encapsulation of a particular philosopher's views. It will become the standard reference in the field. Features: each volume opens with a general introduction, presenting an overview of philosophy of religion in the period each essay opens with a brief biography, then outlines and analyses that philosopher's contribution to thinking on religion, and concludes with key further reading essays are cross-referenced, highlighting the development of major ideas and influences across history each volume closes with a chronology, presenting a contextual guide to the main religious, political, cultural and artistic events of the period each volume contains its own bibliography and index. (shrink)

The article is devoted to a critical analysis of modern approaches to the memorialization of culture prevailing in Western European philosophical thought, using the example of R. Debray's mediology. It is shown that the very appeal to the problems of death and the preservation of the memory of the past is extremely significant today against the background of the "acceleration of history", the loss of the unity of historical time and the plurality of views on the past. However, (...) the translation of the experience of the past through traces of memory reduces the idea of culture only to its "bodily" expression. Culture is considered as the sum of acquisitions accumulated and transferred by a individual as a biological species. The conclusion is made about the convergence in modern concepts of the notion of memory with the notion of information. The view of the accumulation and distribution of artifacts in the outside world as a universal way of compensating for the collective "unconsciousness" of mankind is criticized. (shrink)

He work of the Russian nationwide conference ‘National identity through language and literature. Characteristics of conceptoshere of national culture‘ is analyzed in the article. Previous theoretical sources on the issue in question are summarized. The matters represented in the considered scientific forum are generalized. Diachronic analysis of national cultural consciousness as well as complex cognitive-based approach are used to investigate the issue. Special attention is paid to the study of linguistic world-image as exemplified in fiction, folklore, religious texts, business (...) papers, scholarly works and media texts, as well as to the research of intercultural communication in the era of multiculturalism and globalization. As long as terms ‘cultural code‘, ‘national code‘, and ‘fictional code‘ are not precisely defined, the problem of terminological field was noted, as well as the issue of linguo-cognitive interpretation of methods for representing country image in linguistic consciousness. The attention was paid to Russian as a foreign language, to perception and transforming of European cultural codes by American and western European writers in synchronous and diachronic ways. Geopolitical factor of North and South that matters both in global and local context was noted, particularly the issue of German distinction of the modern European mindset was reviewed. Lots of speaker papers mirrored interdisciplinary links that is of importance for contemporary scholarship in the context of globalization and multicultural society. Up-to-date schools of thought in the field of linguistics, literary studies and journalism were represented. (shrink)

One of the challenges facing instructors of Chinese philosophy courses at many Western universities is the fact that students can often bring orientalizing assumptions and expectations to their encounters with primary sources. This paper examines the nature of this student bias and surveys four pedagogical approaches to confronting it in the context of undergraduate Chinese philosophy curricula. After showcasing some of the inadequacies of these approaches, I argue in favor of a fifth approach that deploys sources from the “pre-history” (...) of comparative philosophy, viz. documents by some of the first Western interpreters of Chinese thought. Such sources give students an access point to the Chinese primary source material that might be prima facie more culturally familiar, while also prompting them to recognize the limitations of that perspective. Of course, most of these early Western interpretations are naive, ignorant, or even blatantly xenophobic; but as Confucius stresses, even bad role-models can still serve as effective teachers by reminding us of pitfalls to avoid. Thus, if we can appreciate the failings of earlier interpretive efforts, we may be more cautious and open-minded in how we ourselves approach primary texts. An analysis is given of the hermeneutic climate of early modern European-Chinese comparativism, and Leibniz’s writings on Confucianism are unpacked as a specific case-study of this teaching strategy. (shrink)

This collection of essays constitutes the first history of modern Japanese aesthetics in any language. It introduces readers through lucid and readable translations to works on the philosophy of art written by major Japanese thinkers from the late nineteenth century to the present. Selected from a variety of sources (monographs, journals, catalogues), the essays cover topics related to the study of beauty in art and nature. The translations are organized into four parts. The first, "The Introduction of Aesthetics," traces the (...) formation of notions of "beauty," "culture," and "art" in Japan. It includes discussion of the creation of the museum in Japan and the frenetic efforts of Nishi Amane, Okakura Tenshin, Ernest Fenollosa, and Mori Ogai to introduce German, British, and French aesthetic thought to the Japanese. This is followed by three sections that examine the transformation of the aesthetic field into an academic discipline that flourished at three major Japanese universities. "Aesthetics at Waseda University" begins with an essay on the spiritualism and idealism of Onishi Hajime and continues with essays on the impact of German Lebensphilosophie ("philosophy of life") on Shimamura Hogetsu and Takayama Chogyu, and work by the major Waseda aesthetician of the twentieth century, Aizu Yaichi. Thinkers of the Tokyo School adopted a "scientific" method in the study of art theory. Part 3, "Aesthetics at the University of Tokyo," focuses on the ideas of Otsuka Yasuji (holder of the world’s first Chair of Aesthetics), Onishi Yoshinori, Watsuji Tetsuro, Abe Jiro, Takeuchi Toshio, and Imamichi Tomonobu. The section concludes with a look at the contemporary philosopher Sakabe Megumi. The last section, "Aesthetics at the University of Kyoto," includes essays on Nakagawa Shigeki and Fukada Yasukazu, pioneers in the field of aesthetics, and on the philosophy of art of the "Kyoto School," which was deeply inspired by the thought of Nishida Kitaro. Finally the work of Kuki Shuzo, an influential teacher of Western philosophy at the University of Kyoto, is examined. A History of Modern Japanese Aesthetics is a companion volume to Modern Japanese Aesthetics: A Reader (UH Press, 1999). (shrink)

This chapter aims to discuss critically the changing values in higher education within the context of culturally, ethnically and religiously plural modern European societies with a special focus on the case of emerging European Islamic higher education institutions. The inquiry argues for the need to rethink the core values in Islamic and western liberal, secular higher education in order to facilitate a new creative engagement between these two distinctive perspectives on higher education that share an intertwined intellectual legacy. The (...) focus of the study is framed by the following questions: Do central educational values of Islam and western secular higher education remain in conflict? To what extent can a critical dialogue of convergence be facilitated between the educational/pedagogic cultures of Islamic and western higher education? Why should such a critical engagement be based on a shared relational ethics of respecting the dignity of difference and recognition of mutual interdependence? The study adopts a phenomenology- infomed critical, comparative analysis method while exploring the topic within its historical and contempoaray dimensiosns. The original contribution of the inquiry lies in its reflective engagement with the Islamic and western values of higher education and developing a distinctive conceptual framework to facilitate a new pedagogic dialogue among the communities of learners and teachers coming from these educational cultures who increasingly share the same social space. After presenting the aims and context of the inquiry, a brief historical account of Islamic and western values of higher education will be provided. This will be followed by discussing the arguments supporting the incompatibility of Islamic and western values of education. The incompatibility thesis will be deconstructed by critically examining its logic of binary literalism. By drawing on the evidence suggesting presence of a shared reflective, critical educational heritage between Islam and the West, the chapter argues for the need to revive these forgotten traditions of pedagogic curiosity and critical openness to inspire a new cross-pollinating dialogue capable of acknowledging the dignity of being different and recognizing the reality of sharing an interdependent world. (shrink)

With his remarkable range of vision, the author takes us on a voyage of discovery that leads from Eden to Fellini, from paradise to parody - plotting the various models of the imagination as: Hebraic, Greek, medieval, Romantic, existential and post-modern.

The rise of modern science took place in Western Europe, and one may ask why this was the case. We analyze the roots of modern science by replacing scientific ideas within the framework of Western culture, notably the twin heritage of biblical thought and Greek philosophy. We also investigate Eastern traditions so as to highlight Western beliefs by comparison, and to argue for their relevance to contemporary science. Classical Western conceptions that fostered the rise of (...) science are now largely obsolete, and Eastern thought might be a source of new insights. (shrink)

As one aspect of China's modernization, the importation of Western psychiatric ideas poses a mystery. How are such ideas integrated with traditional assumptions? The apparently wholesale adoption of Western psychiatric categories runs counter to the fact that the Chinese have been generally reluctant to define problems in highly individualized psychiatric terms. Our lack of knowledge as to how the Chinese and Western medical models interface raises questions about the cross-cultural applicability of psychiatric theory. Ironically, the very conceptual (...) categories intended to facilitate professional discourse obscure cultural, political, and epistemological differences between Chinese and Western thought.This paper focuses on certain incongruities in psychiatric theory and practice in order to underscore many unresolved issues that still exist with respect to our cross-cultural understandings of mental illness. Insofar as the trend has been towards standardizing methodology, taxonomies have been generated without a corresponding development in textured comparison. Originating from Western theoretical frameworks, comparative analyses have been otherwise devoid of culture-specific knowledge. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Gandhi's Hope: Learning from Other Religions as a Path to PeaceChristopher Key ChappleGandhi's Hope: Learning from Other Religions as a Path to Peace. By Jay McDaniel. Maryknoll, NY: Orbis Books, 2005. 134 + viii pp.This book by prominent Protestant theologian Jay McDaniel suggests that Mahatma Gandhi challenged the modern world by publicly revealing that which he learned from other faith traditions and advocating this path as (...) a way for intercultural understanding. The wisdom of Gandhi holds special poignancy today, when the processes of globalization and migration have placed followers of different faiths in closer proximity than can be remembered in the past five hundred years.Jay McDaniel writes with crisp clarity and organizes his insights into bite-sized pieces. He lays out five challenges that face all the world's faiths: compassion, self-criticism, simple living, ecological awareness, and welcoming religious diversity. In approaching this decidedly postmodern list of issues, McDaniel draws from two primary resources: the experiences shared by his students at Hendrix College and the writings of Alfred North Whitehead. Along the way, he invokes the Buddhist teacher and leader Thich Nhat Hanh and several progressive Catholics, including Sister Joan Chittester and theologians Hans Küng and Paul Knitter.Continuing with a style developed in his earlier books, McDaniel latches onto a [End Page 237] metaphor and extends it to illustrate his central point—in this case, the value of diversity. In past books, he has used the image of the hunter and the hunted to underscore the need to respect animals. In Gandhi's Hope, the metaphor he employs is that of a jazz concert, with all different manner of instruments pooling their resources to create a tapestry of diverse yet harmonious music.Although the title of the book may seem to indicate that Gandhi will serve as thefocus, in fact, Whitehead anchors McDaniel's approach. Through an updated approach to Whitehead, McDaniel seeks to answer the questions regarding diversity and compassion that he has posed. He suggests that an experience of concrescence will result in the sort of heightened awareness needed to increase one's conscience and to make the ethical changes needed to respond to the current state of the world. McDaniel identifies twelve "planks" that will usher Whitehead's vision into the contemporary world. These twelve aspects seem also to be heavily influenced by McDaniel's own encounter with Buddhism: interdependence, impermanence, indeterminism, mind/matter, deep listening, value, God, creativity, persuasive power, divine empathy, many forms of salvation, and life after death. These broad categories embrace key notions found in all religious traditions. Some traditions emphasize certain aspects more than others. Buddhists cleave to impermanence and Jews to establishing a covenant with God, but Jews also recognize that all things will pass, and Buddhists revere their great teacher and many strive to emulate his experience through techniques akin to those who worship God.In order for religious traditions to maintain their urgency and relevance, McDaniel suggests that they must respond actively to the looming threat of environmental degradation. Consumer culture drives people into a state of indifference about natural resources, and arrogance prevents people from taking an interest in the life patterns and cultures of others. These tendencies lie at the root of the world's troubles. McDaniel suggests that process theology can remedy these ills by calling people into a state of compassion and can help guide people toward adopting thoughtful self-criticism, to living a more simple life, to recognizing the importance of other living beings and ecosystems, and to celebrating diversity of cultures. Echoing a refrain long associated with process thought, McDaniel writes "the universe is a creative and creating process of interdependent events, lured by but not controlled by God, such that the future is not yet decided, not even by God" (p. 71). To the extent that religions sustain themselves by reinforcing separateness and promoting a narrow cultural identity and/or an unthinking fundamentalism, they can be an impediment to peace, which, for McDaniel, is an important goal of the world's religions.When attempting to theologize about ultimate matters, McDaniel posits "four faces of the sacred," which he lists as the Abyss... (shrink)

The Celebration of Death in Contemporary Culture investigates the emergence and meaning of the cult of death. Over the last three decades, Halloween has grown to rival Christmas in its popularity and profitability; dark tourism has emerged as a rapidly expanding industry; and funerals have become less traditional. "Corpse chic" and "skull style" have entered mainstream fashion, while elements of gothic, horror, torture porn, and slasher movies have streamed into more conventional genres. Monsters have become pop culture heroes: (...) vampires, zombies, and serial killers now appeal broadly to audiences of all ages. This book considers, for the first time, these phenomena as aspects of a single movement, documenting its development in contemporary Western culture. Previous considerations of our fixation on death have not developed a convincing theory linking the mounting demand for images of violent death and the dramatic changes in death-related social rituals and practices. This book offers a conceptual framework that connects the observations of the simulated world of fiction and movies--including The Twilight Saga, The Vampire Diaries, Night Watch, Hannibal, and the Harry Potter series--to social and cultural practices, providing an analysis of the specific aesthetics and the intellectual and historical conditions that triggered the cult of death. It also considers the celebration of death in the context of a longstanding critique of humanism and investigates the role played by 20th-century French theory, as well as by posthumanism, transhumanism, and the animal rights movement, in the formation of the current antihumanist atmosphere. With its critique of movie and book blockbusters and the death-related social rituals, festivals, and fashions that have coalesced into the cult of death, this timely volume will appeal to anyone hoping to better understand a defining phenomenon of our age. Scholars and general readers of cultural studies, film and literary studies, anthropology, and American and Russian studies will find this book thought-provoking. (shrink)

This paper makes a bold attempt to make sense of contemporary Koreans’ common expectation of the educational role of public school teachers by tracing its historical and cultural roots to the neo-Confucian humanistic tradition of the Joseon dynasty in Korea that lasted for about 500 years until Korea began to modernize in the late nineteenth century. In this attempt, the key concepts to be explored as equivalent to the Western idea of ‘liberal learning’ are the Confucian ethics of ‘learning (...) for oneself’ and its relation to schooling and teaching. The discussion focuses on whether and how this ethics of learning can be recovered in such a way as to accommodate the postmodern condition of our society, as the educational legacy of the humanistic tradition of East Asia that can keep the public spirit alive in modern schooling. (shrink)

ABSTRACTMy paper aims to situate and contextualize György Márkus’s key writings on cultural modernity on the one hand in relation to their theoretical antecedents in Kant and Hegel’s conception of modern society as a society of culture and in Lukacs’s reception of Kant and Hegel in his early pre-Marxist works, and on the other hand in relation to an examination of the contemporary ramifications of certain tendencies in modern culture highlighted in Márkus’s writings. The paper is accordingly (...) divided into two parts. Part I sets out to reconstruct the presuppositions of Márkus’s theory of the high culture of classical modernity in order to bring out the descriptive strength and the analytic contribution of his approach in relation to the tradition of cultural critique in modernity, in particular in Western Marxism. Part II aims to show how Márkus’s theory of modern culture from the late eighteenth century to the end of World War II contains elements crucial to the theorization of contemporary culture, characterized by new forms of paradoxicality that go beyond his own model. (shrink)

How did science come to have such a central place in Western culture? How did our ways of thinking, and our moral, political, and social values, come to be modelled around scientific values? Stephen Gaukroger traces the story of how these values developed, and how they influenced society and culture from the 19th to the mid-20th century.