The contemporary operating environment for deployed United States military operations largely focuses on deployments to predominantly Islamic countries. The differences in cultural values between d...

In these skeptical and disillusioned times, there are still groups of people scattered throughout the world who are trying to live out utopian dreams. These communities challenge the inevitability and morality of dominant political and economic models. By putting utopian religious ethics into practice, they attest to the real possibility of social alternatives. In Seeds of the Kingdom, Anna L. Peterson reflects on the experiences of two very different communities, one inhabited by impoverished former refugees in the mountains of (...) El Salvador and the other by Amish farmers in the Midwestern U.S. What makes these groups stand out among advocates of environmental protection, political justice, and sustainable development is their religious orientation. They aim, without apology, to embody the reign of God on earth. The Salvadoran community is grounded in Roman Catholic social thought, while the Amish adhere to Anabaptist tradition. Peterson offers a detailed portrait of these communities' history, social organization, religious life, environmental values, and agricultural practices. She discovers both practical and ideological commonalities in these two comparatively successful and sustainable communities, including a strong collective identity, deep attachment to local landscapes, a desire to preserve non-human as well as human lives, and, perhaps unexpectedly, a utopian horizon that provides both goals and the hope of reaching them. By examining the process by which people struggle to live according to a transcendent value system, she sheds light on both the actual and the potential place of religion in public life. Peterson argues that the Amish and Salvadoran communities, geographically and culturally removed from the industrialized West, have relevance for the political and environmental problems of the developed world. These communities have succeeded in the face of significant internal and external challenges, offering important practical and theoretical lessons on how to achieve ecological sustainability and social justice in the wider world. (shrink)

Theory of Mind (ToM) is the cognitive achievement that enables us to report our propositional attitudes, to attribute such attitudes to others, and to use such postulated or observed mental states in the prediction and explanation of behavior. Most normally developing children acquire ToM between the ages of 3 and 5 years, but serious delays beyond this chronological and mental age have been observed in children with autism, as well as in those with severe sensory impairments. We examine data from (...) studies of ToM in normally developing children and those with deafness, blindness, autism and Williams syndrome, as well as data from lower primates, in a search for answers to key theoretical questions concerning the origins, nature and representation of knowledge about the mind. In answer to these, we offer a framework according to which ToM is jointly dependent upon language and social experience, and is produced by a conjunction of language acquisition with children's growing social understanding, acquired through conversation and interaction with others. We argue that adequate language and adequate social skills are jointly causally sufficient, and individually causally necessary, for producing ToM. Thus our account supports a social developmental theory of the genesis of human cognition, inspired by the work of Sellars and Vygotsky. How are we to decide whether to take reason to be an essentially private thing that can, however, turn on a public display when it chooses to do so, or, like conversing, to be an essentially social skill, which can, however, be retained a while through periods of solitary confinement? (Annette Baier, The Commons of the Mind, p. 5). The squirrel does not infer by induction that it is going to need stores next winter as well (Wittgenstein, On Certainty§ 287). The problem of thought and language thus extends beyond the limits of natural science and becomes the focal problem of historical human psychology, i.e. of social psychology. Consequently, it must be posed in a different way (Vygotsky, Thought and Language, p. 51). From the very first days of the child's development his activities acquire a meaning of their own in a system of social behaviour and, being directed towards a definite purpose, are refracted through the prism of the child's environment. The path from object to child and from child to object passes through another person. This complex human structure is the product of a developmental process deeply rooted in the links between individual and social history (Vygotsky, Mind in Society, p. 30). (shrink)

Eustathios, in his commentary to Homer's Iliad 768.20–2 preserves two elements of Attic speech which could derive originally from comedy. Although neither of them appears as so much as a conjecture in standard collections, a possibility that they are quotations from a lost comedy merits testing. They may, as it turns out, even be fragments of a comedy by Kratinos. The argument for this possibility rests on a manner Eustathios has of presenting evidence to support his general observations. The pattern (...) is as follows: He will say that such-and-such a usage can be observed among the ancients, and then he will cite an ancient author in whose work he has observed such a phenomenon. A good, simple, short example of this presentation can be found at Eustathios' Commentary to Homer's Odyssey 1419.50–4; λλ κα πλλαξ ξ ο κα παλλακή κα παλλκια δ κατ Aλιν Διονσιον ο παλλήκια ο παδες, στιν ερεν παρ τος παλαιος ο δικαστήριον στοροσιν πνυµον τς Παλλδος. 'Aριστοφνης κων κτεν σε τκνον. δ'πεκρνατο π Παλλαδωι κτλ. (shrink)

An interfaith perspective on meditation discusses such aspects of the practice as its spiritual foundations, the benefits of energy-building exercises and affirmations, techniques for effective prayer, and ways to measure inner practice.

Elie Wiesel, plucked from the ashes of the Holocaust, became a Nobel Peace laureate, an activist on behalf of the oppressed, a teacher, an award-winning novelist, and a renowned humanist. He moved easily among world leaders but was equally at home among the disenfranchised. Following his Nobel Prize, Wiesel established the Elie Wiesel Foundation for Humanity; one of their early initiatives was the founding of the Elie Wiesel Ethics Essay Contest. The reflections in this volume come from judges of the (...) contest. They share their personal and professional experiences working with and learning from Wiesel, providing a glimpse of the person behind the public figure. At a time when the future seems ominous and chaotic at best, these reflections hold on to the promise of an ethically and morally robust possibility. The students whose essays prompt this sense of hope are remarkable for their insight and dedication. The messages embedded in the judges’ reflections mirror Wiesel’s convictions about the importance of friendship, the need to interrogate (without abandoning) God, and the power of remembrance in order to fight indifference. (shrink)

This is a “bottom-up” paper in the sense that it draws lessons in defining disciplinary categories under study from a series of empirical studies of interdisciplinarity. In particular, we are in the process of studying the interchange of research-based knowledge between Cognitive Science and Educational Research. This has posed a set of design decisions that we believe warrant consideration as others study cross-disciplinary research processes.

This paper argues that Hegel has much to say to modern mathematical philosophy, although the Hegelian perspective needs to be substantially developed to incorporate within it the extensive advances in post-Hegelian mathematics and its logic. Key to that perspective is the self-referential character of the fundamental concepts of philosophy. The Hegelian approach provides a framework for answering the philosophical problems, discussed by Kurt Gödel in his paper on Bertrand Russell, which arise out of the existence in mathematics of self-referential, non-constructive (...) concepts (such as class). (shrink)

There is at present no intelligible account of what the statements of pure mathematics are about. The philosophy of mathematics is in a mess! Marvin J. Greenberg.

The concept of projection from one space to another, with a consequent loss of information, can be seen in the relationships of gene to protein and language description to real situation. Such a transformation can only be reversed if extra external information is re-supplied. The genetic algorithm embodying this idea is now used in applied mathematics for exploring a configuration space. Such a dialectic – transformation back and forth between two kinds of description – extends the traditional Hegelian concept used (...) by Engels and others of change as resulting from a resolution of the conflict of two opposing tendencies and provides for evolution of the joint system. (shrink)

A brief biography of the Chinese teacher and sage whose teachings, though largely ignored during his lifetime, influenced all aspects of Chinese life for many centuries after his death.

A biography of the nineteenth-century Danish philosopher who created an intellectual universe though he spent his life in a limited environment.

Throughout his life, Hegel showed great interest in physics and mathematics. His most sustained, surviving treatment of Euclidean geometry is his early work ‘Geometrische Studien’, which he completed while he was a private tutor [Hoffmeister] in Frankfurt, shortly before leaving for Jena to join Schelling.GSis not easy reading, but despite that, it seems to me that Hegel presents in it a remarkably erudite as well as interesting and insightful critique of geometry. He investigates some of the themes from the foundations (...) of geometry, in particular from the first book of theElements of Euclid. Like the mathematical philosophies of Kant and Frege, Hegel's understanding of geometry is conceptually based, but unlike them, it is also grounded in the classical Greek philosophy of mathematics, which achieved its definitive expression in Proclus's great commentary onEuclid 1. Much of this classical philosophy of geometry is forgotten nowadays, under the influence of the great modern mathematical philosophers. In my view, it well deserves reconsideration, especially since, as illustrated by Gödel's incompleteness theorems, modern mathematical philosophy has failed in its attempt to ground mathematics within the framework of formal systems.Much ofGShas not survived, and what remains is condensed and fragmentary. It seems that originally, Hegel covered all of the propositions ofEuclid 1rather than just the 14 propositions that are covered in what remains of the originalGS. I have given detailed treatment ofGStogether with related material in Hegel's Jena dissertation elsewhere. The objective of the present paper is to introduce the translation ofGS. (shrink)

Summary Since at least the time of Helmholtz, the process of visual perception has been regarded as a two-stage affair consisting of an initial sensory stage corresponding to the proximal stimulus and a subsequent cognitive stage corresponding to the distal object. This construction amounts to an awkward mind body dualism wherein part of perception is done by the body and the other part is done by the mind. Gestalt theory rejected both raw sensations and their cognitive interpretation, offering a single (...) unified perceptual process that responds to an extended pattern of stimulation. They proposed organizational rules that describe how objects arise from the indifferent retinal mosaic. The same grouping principles by which objects are segmented also function to segregate regions of uniform illumination. Lightness values can then be computed by comparing luminance values within each such framework of illumination, with no need for the mystical concept of taking the illumination into account. (shrink)

We live in an age beset by religiously inspired violence. Terms such as "holy war" are the stock-in-trade of the evening news. But what is the relationship between holiness and violence? Can acts such as murder ever truly be described as holy? In Does Judaism Condone Violence?, Alan Mittleman offers a searching philosophical investigation of such questions in the Jewish tradition. Jewish texts feature episodes of divinely inspired violence, and the position of the Jews as God's chosen people has (...) been invoked to justify violent acts today. Are these justifications valid? Or does our understanding of the holy entail an ethic that argues against violence?Reconstructing the concept of the holy through a philosophical examination of biblical texts, Mittleman finds that the holy and the good are inextricably linked, and that our experience of holiness is authenticated through its moral consequences. Our understanding of the holy develops through reflection on God's creation of the natural world, and our values emerge through our relations with that world. Ultimately, Mittleman concludes, religious justifications for violence cannot be sustained. (shrink)

Will appeal to thoughtful readers who ponder the "big question" of the meaning of life. It explores the question both in a philosophical way and through using classical and contemporary Jewish texts. Both philosophy and Judaism run into ineliminable doubt. This shared circumstance can promote honest dialogue.