Proxies of mate value must be evolutionarily salient. Gangestad & Simpson (G&S) have made a good case that fluctuating asymmetry is an important proxy of male mate value that correlates well with genetic and developmental quality. The use of financial variables as proxies for male investment ability by Gangestad, Simpson, and virtually every other investigator of human mating in evolutionary perspective, is, however, more problematic. Correspondence:a1 Address correspondence to the first author. Department of Anthropology, University of California, Santa Barbara, CA (...) 93106 [email protected] www.anth.ucsb.edu/faculty/hagen. (shrink)

Evolutionary models of human cooperation are increasingly emphasizing the role of reputation and the requisite truthful “gossiping” about reputation-relevant behavior. If resources were allocated among individuals according to their reputations, competition for resources via competition for “good” reputations would have created incentives for exaggerated or deceptive gossip about oneself and one’s competitors in ancestral societies. Correspondingly, humans should have psychological adaptations to assess gossip veracity. Using social psychological methods, we explored cues of gossip veracity in four experiments. We found that (...) simple reiteration increased gossip veracity, but only for those who found the gossip relatively uninteresting. Multiple sources of gossip increased its veracity, as did the independence of those sources. Information that suggested alternative, benign interpretations of gossip decreased its veracity. Competition between a gossiper and her target decreased gossip veracity. These results provide preliminary evidence for psychological adaptations for assessing gossip veracity, mechanisms that might be used to assess veracity in other domains involving social exchange of information. (shrink)

In the sixth chapter of his Theory of Knowledge Roderick Chisholm refers to an example suggested by Alexius Meinong in order to show that the traditional definition of knowledge is in need of some modification. In this paper I should like to show that Chisholm's argument rests on a mistaken assumption as to what an individual's doxastic responsibilities are.

Edmund Gettier is Professor Emeritus at the University of Massachusetts, Amherst. This short piece, published in 1963, seemed to many decisively to refute an otherwise attractive analysis of knowledge. It stimulated a renewed effort, still ongoing, to clarify exactly what knowledge comprises.

In this study, we investigated endorsement of two types of prescriptive views of aging, namely active aging and altruistic disengagement. The study comprised a large international sample of middle-aged and older adults, covering the age range from 40 to 90 years. Participants rated their personal endorsement of prescriptive views of active aging and altruistic disengagement targeting older adults in general. Findings showed that endorsement was higher for prescriptions for active aging than for prescriptions for altruistic disengagement. Age groups in the (...) sample differed regarding their endorsement of both prescriptive views of active aging and altruistic disengagement with older adults showing higher endorsement than middle-aged adults did. Prescriptive views of active aging and altruistic disengagement related positively to each other and to the superordinate social belief that older adults should not become a burden, which attests to their functional similarity. In contrast, prescriptive views of active aging and altruistic disengagement were associated with psychological adjustment in opposite ways, with endorsement of active aging being related to better adjustment outcomes such as life satisfaction and subjective health. Our findings highlight the internalization of prescriptive views of aging in older people and their implications for their development and well-being. (shrink)

Patient centred diagnosis is best practised through shared decision making; an iterative dialogue between doctor and patient, whichrespects a patient’s needs, values, preferences, and circumstances. -/- Shared decision making for diagnostic situations differs fundamentally from that for treatment decisions. This has important implications when considering its practical application. -/- The nature of dialogue should be tailored to the specific diagnostic decision; scenarios with higher stakes or uncertainty usually require more detailed conversations.

Aus dem Inhalt: I. Maclean, Introduction M.J. B. Allen, In principio: Marsilio Ficino on the Life of Text D. Perler, Diskussionen uber mentale Sprache im 16. Jahrhundert E. Kessler, Die verborgene Gegenwart und Funktion des Nominalismus in der Renaissance-Philosophie: das Problem der Universalien A. De Pace, Copernicus against a Rhetorical Approach to the Beauty of the Universe. The Influence of the Phaedo on the De revolutionibus H. Mikkeli, Art and Nature in the Renaissance Commentaries and Textbooks on Aristotle's Physics U. (...) Langer, The Ring of Gyges in Plato, Cicero, and Lorenzo Valla: The Moral Force of Fictional Examples I. Maclean, Legal fictions and fictional entities in Renaissance jurisprudence M.-L. Demonet, Les etres de raison, ou les modes d'etre de la litterature M.L. Bianchi, Signs, Signaturae and Natursprache in Paracelsus and Bohme N. G. Siraisi, Disease and symptom as problematic concepts in Renaissance medicine J. Rohls, Schrift, Wort und Sache in der fruhen protestantischen Theologie C. Lohr, Possibility and Reality in Suarez's Disputationes metaphysicae Weitere Beitrage von: B. Vickers, C. Leijenhorst, M. Friedrich. (shrink)

This study examines the outcomes of a four-year faculty learning community (FLC) that aimed to transform departmental ethics curriculum by supporting Earth Sciences faculty members as they ethically inquired into their teaching of ethics and refined existing courses in alignment with an Integrated Community-Engaged Learning and Ethical Reflection (ICELER) framework. We present ethnographic case studies that unpack processes through which three faculty members transformed undergraduate courses. We assembled case studies by triangulating interview data, course artifacts, and faculty reflections. We examine (...) how faculty (1) built awareness around teaching ethics, (2) took responsibility for and made judgments about teaching ethics, (3) experimented by designing and implementing ICELER-inspired courses, and (4) interrogated the outcomes of their ethics teaching, utilizing findings to enhance awareness and revise courses. The paper closes by introducing a model detailing how instructors inquire into ethics teaching and how model components might inspire future educational practice and research. (shrink)

Salve Spinoza! Von S. Hessing.--Lasset uns gutmachen das Unrecht, von D. Ben Gurion.--Spinoza und die Ewigkeit der Seele, von I. Brucar.--Das Lamm Benedikt Spinoza, von C. Brunner.--Fünf Szenen aus dem Leben Spinozas, von F. Droop.-Die Gestalt, von S. Dubnow.--Der gotische Jude, von C. Gebhardt.--Die Bedeutung der Affectenlehre Spinozas, von V. Gherasim.--Der Lebensphilosoph Spinoza, von M. Grunwald.--Über das vermeintlich Unmoralische von Spinozas politischer Theorie, von H. F. Hallett.--Die Glückseligkeit des freien Menschen, von S. Hessing.--Der Missverstandene, von J. Klatzkin.--Der jüdische Charakter der (...) Lehre Spinozas, von J. Klausner.--Ein Bekenntnis, von M. Marcianu.--Spinoza und das Ideal des Menschen, von I. Myslicki.--Spinozaverehrung eines Nichtspinozisten, von I. Niemirower.--Eine Spinozahuldigung, von I. Petrovici.--Der Lichtstrahl Spinozas, von R. Rolland.--Spinozas Bibelkritik und Gottesbegriff, von K. Sass.--Vom grundlegenden Dualismus in Spinozas System, von C. Siegel.--Der Jude Spinoza, von N. Sokolow.--Der Schriftsteller Spinoza, von A. Zweig.--Äusserungen von: A. Einstein, S. Freud und J. Wasserman. (shrink)

The Jewish Philosophy Reader is the first comprehensive anthology of classic writings on Jewish philosophy from the Bible to postmodernism. The Reader is clearly divided into four separate parts: Foundations and First Principles, Medieval and Renaissance Jewish Philosophy, Modern Jewish Thought, and Contemporary Jewish Philosophy. Each part is clearly introduced by the editors. The readings featured are representative writings of each era listed above and are from the following major thinkers: Abrabanel, Baeck, Bergman, Borowitz, Buber, Cohen, Crescas, Fackenheim, Geiger, Gersonides, (...) Goodman, Graetz, Halevi, Hartman, Heschel, Hess, Hirsch, Ibn Ezra, Ibn Gabirol, Ibn Paquda, Kellner, Kook, Krochmal, Leibowitz, Levinas, Maimonides, Maybaum, Mendelssohn, Novak, Philo, Plaskow, Rosenzweig, Saadia, Scholem, Seeskin, Soloveitchik, Spinoza, Strauss, Wolf, Zunz. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:?;5. HUME AND SPINOZA It is strange that there has been so little interest in comparing two great philosophers, Hume and -Spinoza, who were both so important and influential in bringing about the decline of traditional religion. Jessop's bibliography indicates no interest in Hume and Spinoza up to the 1930 's. The Hume conferences of 1976, as far as I have been able to 2 determine, avoided the topic. (...) In one of the better new Hume volumes, Livingston and King, Hume, A Re-evaluation, 3 Spinoza is cited twice, and once incorrectly at that. On the other hand, in the massive new Spinoza volume edited by Siegfried Hessing, Speculum Spinozanun 1677-1977, Hume is mentioned four times, but only one of these has any real relevance to Hume's views vis-a-vis Spinoza's. Some discussion of Hume's comments, usually brief, occurs in the commentators. B. M. Laing, in David Hume, (London 1932), has just three short references to Spinoza. John Laird, in Hume's Philosophy of Human Nature, (London 1932) has a couple of cursory references to Spinoza, plus a bit more extended statement of Pierre Bay le" s critique of him. In H. H. Price, Hume's Theory of the External World, (Oxford 1940), there is one paragraph on Hume and Spinoza. In Norman Kemp Smith, The Philosophy of David Hume (London 1941), there are three references to Spinoza. Rachel Kydd, Reason and Conduct in Hume's Treatise (Oxford 194 6), has the greatest number of references to Spinoza. She was concerned to compare him with Hume on other matters than are dealt with in this paper, namely Spinoza's theory of reason and 9 the passions. In contrast, André Leroy, David Hume, (Paris 1953), has just one paragraph on Spinoza dealing with the immateriality of the soul; and Ernest C. Mossner, in his monumental Life of David Hume, (Austin 1954), has only one reference to Spinoza - James Beattie's denunciation of Hume, Hobbes, Malebranche, Leibniz and Spinoza. Lastly, in a fairly recent commentary by James Noxon, Spinoza is mentioned 66. three times, but not for anything in Hume's text. Noxon does point out (p. 75) that Spinoza is not mentioned in ] 2 Hume's correspondence. John H. Randall has offered an explanation for this neglect of Spinoza by Hume scholars, namely that "Hume stands for all time as the antithesis of Spinoza in his thought". In the England of Hume's day, Spinoza was little known, but still better known at the time than he was in France or England. Spinoza's Tractatus Theologico-Politicus 14 had been twice translated into English anonymously. He had been attacked by Bishop Stillingfleet, by John Evelyn, by Berkeley and several others. But Spinoza was not a major figure, except to the English Deists, and to Hume's early patron, the Chevalier Andrew Michael Ramsay. Most of the information known about Spinoza came from Pierre Bayle' s Historical and Critical Dictionary, where the article "Spinoza" is the longest in the Dictionary, about three hundred pages in length. My suspicion, or hypothesis, is that Hume first became interested in Spinoza through Ramsay, and then learned what he knew about Spinoza from Bayle' s article. When the young David Hume went to France to write his A Treatise of Human Nature in 1734, he went first to see the Chevalier Ramsay, who entertained Hume for about two weeks. Ramsay was a leading Scottish Catholic, was the teacher of Bonnie Prince Charlie, a leading Scottish revolutionary, 18 as well as the Grand Master of the Free Masons. With Ramsay's eclectic views it is not odd that he had a serious interest in Spinoza's theory, and that he was composing answers to it. Ramsay advised Hume about his own book, and Hume felt he had to show Ramsay the Treatise before he 19 brought it back to England. In the Treatise there is a not too well studied section on Spinoza, Of the immateriality of the soul 20 (T240-45). In introducing Spinoza into the discussion of 67. the immateriality of the soul, Hume follows what was common practice in his day, namely to insult Spinoza and his theory... (shrink)

This book consists of four major papers written by Peter Achinstein, Peter Geach, Wesley Salmon, and J. L. Mackie. Each of the papers has two commentaries. Achinstein’s paper is commented on by Mary Hesse and R. Harré; Geach’s paper, by Peter Winch and Grete Henry; Salmon’s paper, by D. H. Mellor and L. Jonathan Cohen; Mackie’s paper, by Renford Bambrough and Martin Hollis. Each author of the original paper then replies to his two commentators. All four papers are concerned with (...) some aspect of the concept of explanation. Achinstein’s and Salmon’s papers are extensions and justifications of their previous work. For example, Salmon has argued against Hempel’s account of scientific explanation and has maintained that certain scientific explanations are not arguments of any kind, and that consequently they need not embody the high probabilities that would be required to provide reasonable ground for expectation of the event to be explained. He argues instead that a statistical explanation of a particular event "consists of an assemblage of factors relevant to the occurrence or non-occurrence of the event to be explained, along with the associated probability values". He indicates in the present volume that he does not wish to create the impression "that ability to transmit a mark is any mysterious kind of necessary connection or ‘power’ of the sort Hume criticized in Locke". There is little likelihood that Salmon would be misconstrued in this way. Also there is recent literature to the effect that Locke was clearer on the issues of causality than Hume and that there is nothing "mysterious" in Locke’s notion of powerful particulars. Why are they any more mysterious than the passive particulars preferred by Humeans? (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Oberlin's First Philosopher* EDWARD H. MADDEN ASA MAHANWAS THE FroST president of Oberlin College (1835-50) and professor of moral philosophy--the usual pattern during these years of "academic orthodoxy" when Christianity was purveyed in American colleges as the philosophy.1 The orthodox professors argued philosophical points very little but rather "presented" and "illustrated" their basic truths. 2 In some ways Mahan fit the stereotype. He did not always probe deeply into (...) questions or always offer reasons for his conclusions. His books are full of phrases like "it could not be otherwise", "no one, it is presumed, will deny that", "it is intuitively evident", "everyone cannot but know", and so on. And he frequently cited other philosophers, as well as the Scriptures, as "authorities." He even cited lengthy passages from Jonathan Edwards whenever he could, even though he differed with Edwards on almost every major point f In more important ways Mahan, however, does not fit the stereotype. Unlike Francis Wayland and most of the other academic orthodoxy before 1850, he had read, and been influenced by, German and French philosophers as well as the Scottish realists. Mahan was particularly influenced by Kant and Cousin. An astute contemporary reviewer remarked that Mahan, like Cousin, was an eclectic. "His eclecticism degenerates sometimes into the merely aggressive, and he delights occasionally in strange and incongruous combinations of Kant, Coleridge, Cousin and himself, but showing here and there great vigor and acuteness, and very considerable philosophical ability." a The aggressiveness of Mahan also sets him apart from the rest of the orthodoxy. He was too fiery by temperament to pass up polemics and hence got to the heart of some basic philosophical problems. He attacked the Edwardian doctrine of determinism and was led, by the vigor of his attack, into what many nineteenth-century Christians considered heresy3 He attacked utilitarianism in all its forms, including Paley's, in a far more consistent and thorough fashion than Francis Wayland and the other followers of Scottish realism and English intuitionism. And first and foremost he vigorously attacked the moral philosophy of his colleague Charles Grandison Finney, famous evangelist, professor of theology, and president-to-be of Oberlin. The spiritedness of his criticisms frequently aroused the ire of his Oberlin colleagues, but the spirited- *Research for some of the material in this paper was made possible by a grant from the Penrose Fund of the AmericanPhilosophicalSociety. ~Cf. Herbert W. Schneider, A History o] American Philosophy (2nd ed.; New York: Columbia University Press, 1963),pp. 195-220; and Joseph L. Blau, Men and Movements in American Philosophy (New York: Prentice-Hall, Inc., 1952). 2Cf. E. H. Madden, "Francis Wayland and the Limits of Moral Responsibility," Proceedings o] the American Philosophical Bociety, Vol. 106 (1962),pp. 348-359. *Quoted by R. S. Fletcher in his History o] Oberlin College (Oberlin, Ohio, 1943),II, 701. 4Fletcher, I, 223-231. [57] 58 HISTORY OF PHILOSOPHY hess fortunately was accompanied by a "considerable philosophical ability" that merits close attention. I Mahan's critique of Edwards appears in his Doctrine o] the Will, first published in 1844. According to Mahan, "Edwards stands convicted of a fundamental error in philosophy, an error which gives form and character to his whole workmthe confounding of the Will with the Sensibility, and thus confounding the characteristics of the phenomena of the former faculty with those of the phenomena of the latter." 5 The trouble is that the whole of Edwards' work "is constructed without an appeal to Consciousness, the only proper and authoritative tribunal of appeal in the case." 8 If we attend carefully to consciousness, said Mahan, we can distinguish volition from the strongest desire and hence must distinguish between the separate faculties of will as personal activity and sensation as mere passive impression. The latter does not "act," it merely "suffers." The will is the moving force in life and unless it can be shown that there is some necessary connection between will and sensation--which, in fact, cannot be done--then it follows that the will is free, that is, the source of "personal activity." Mahan's rejection of universal determinism, of course, entailed the rejection of the Calvinistic doctrine of election... (shrink)

In the second part of the study the Chiliastic Soul concept is discussed as the goal of unity. This is done by focusing on the Castalian "game" and the death of Joseph Knecht. In addition, evidence is presented for certain fundamental conceptual similarities in the thought of Hesse and Hegel and Hesse and Jung, respectively. The author argues not only for the relevance of dialectics as key to a full understanding of Hesse but for the proposition that Hegel, Jung, and (...) Hesse share a primary intuition of ultimate unity or non-duality which shows striking parallels to the metaphysical foundations of the I Ching, Lao-Tze's tao, and the Vedantic atman-brahman identity. Finally, the death of Joseph Knecht is interpreted as affirmation of transformation in the light of Jungian alchemical symbolism. (shrink)

This article explores a rarely acknowledged and all too often specifically denied possibility: the relevance of Hegel’s philosophy to the interpretation of the literary work of Hermann Hesse. Contemporary Hesse scholars critical of this position, such as Edmund Gnefkow, Martin Pfeifer, and Mark Boulby, tend to view Hegel primarily as a rigorously rationalist philosopher of history. Thus they perpetuate a myth which has long been abandoned by the mainstream of Hegelian scholarship and should have been permanently laid to rest by (...) Iwan Iljin in Die Philosophie Hegels als kontemplative Gotteslehre when he presented convincing evidence for considering Hegel as an “intuitively-rational clairvoyant”. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Music Education for Social Change–Constructing an Activist Music Education by Juliet HessMartin BergerJuliet Hess, Music Education for Social Change–Constructing an Activist Music Education (New York, Routledge, 2019)Juliet Hess’s book is written with great passion and composed for a very good reason. It is published in troubling times when music educators are looking for new perspectives on old problems and in search of a revived relevance for (...) the subject. Although music educators appear to be better qualified for their jobs than ever before, there is still an underlying concern that we have lost the positive political influence on society we might have had in the past, that our contributions to enhancing tolerance and social justice are at stake again, and that our voices are not being heard. Or, in other words, that we lack relevance if we do not act.Juliet Hess raises her voice, reclaiming this relevance at a time when “[h]ate continually manifests in both new and familiar ways” and “the presence of oppression is consistent across time.”1 According to her, rising-up against oppressive ideologies, injustices, and material violence is imperative and urgent. Hess calls on finding ways for music education to contribute to resistance and hails concepts that allow educators to devise a distinctly anti-oppressive pedagogy. Her purpose is to offer a framework for what she calls an “activist music education,” a pedagogy that “aims to address the sexism, racism, Islamophobia, anti-Semitism, heterosexism, cisgenderism, classism, ableism, anti-immigrant [End Page 207] sentiments, and other oppressions so prevalent in our society.”2 Inspired by the impact of their musicking, Hess conducts interviews with twenty activist musicians, exploring common themes, perceptions, values, philosophies, and ideas. All individuals interviewed are involved in social change movements across the United States and Canada. Hess positions them as “catalysts for change in music education,”3 providing “a means to conceptualize activist music education for school music.”4 Activism and music, says Hess, are “enmeshed and inextricably connected,”5 since both intrinsically involve exploring historical, political, social, and cultural contexts.Inspired by the relevance of activist music to a society, Hess is in search of a similar meaning for music education. As a result, she sketches a possible K-12 curriculum with three essential goals: fostering connection with Others, honoring and sharing lived experience, and enabling critical reflection on the world.6 In search of a conceptualization for her idea, Hess draws mainly on Freirian and critical pedagogy as a theoretical framework, placing lived experience at the center of education, and with conscientization and praxis being her key terms.7 According to Hess, praxis, defined as “the integration of thoughtful reflection and action,”8 is fundamental to any kind of transformation, while conscientization refers to processes through which learners “become aware and reflect upon the conditions that shape their lives.”9 Although Hess acknowledges the valuable scholarly contribution to critical pedagogy in the past, she remains careful in its application, urging music educators to “avert any dogmatic implementation.”10 As a result, she suggests a “tri-faceted pedagogy for future activism,”11 which is connective, communicative, and critical: “a pedagogy of community, based on activist musicians’ emphasis on connectivity, a pedagogy of expression rooted in honoring lived experiences and sharing them through music, and a pedagogy of noticing that emerges from activist-musicians’ work on critical thinking.”12 This combination will, according to her, set “the conditions for future activism among youth and offers a possible practical enactment of critical pedagogy for music education.”13 A valuable and most inspiring read!Although I strongly agree with the intention of this book, I do have some questions. The dream of a classroom that exercises social criticism both through thinking about music and through musicking itself has always been an aspiration. Scholars have regularly encouraged music educators to be public intellectuals and agents of change, ideally striving for social justice (or at the very least for social awareness), and preparing learners to be global citizens, able to think critically and ready to engage with the world.14 It is widely agreed that “music education deserves to be seen as a serious form of cultural... (shrink)

"Koltun-Fromm’s reading of Hess is of crucial import for those who study the construction of self in the modern world as well as for those who are concerned with Hess and his contributions to modern thought.... a reading of Hess that is subtle, judicious, insightful, and well supported." —David Ellenson Moses Hess, a fascinating 19th-century German Jewish intellectual figure, was at times religious and secular, traditional and modern, practical and theoretical, socialist and nationalist. Ken Koltun-Fromm’s radical (...) reinterpretation of his writings shows Hess as a Jew struggling with the meaning of conflicting commitments and impulses. Modern readers will realize that in Hess’s life, as in their own, these commitments remain fragmented and torn. As contemporary Jews negotiate multiple, often contradictory allegiances in the modern world, Koltun-Fromm argues that Hess’s struggle to unite conflicting traditions and frameworks of meaning offers intellectual and practical resources to re-examine the dilemmas of modern Jewish identity. Adopting Charles Taylor’s philosophical theory of the self to uncover Hess’s various commitments, Koltun-Fromm demonstrates that Hess offers a rich, textured, though deeply conflicted and torn account of the modern Jew. This groundbreaking study in conceptions of identity in modern Jewish texts is a vital contribution to the diverse fields of Jewish intellectual history, philosophy, Zionism, and religious studies. Jewish Literature and Culture—Alvin H. Rosenfeld, editor Published with the generous support of the Koret Foundation. (shrink)

This piece of work intends to shed light on Alexander of Aphrodisias from the second-century Aristotle commentator through the history of Aristotelian psychology up to the sixteenth century's clandestine prompter of the new philosophy of nature. In the millennium after his death the head of the Peripatetic school in Athens served as the authority on Aristotle in the Neo-Platonic school, survived the Arabic centuries of philosophy as Averroes' exemplary exponent of the mortality of the soul and as such was not (...) considered worthy of translation by the Latin Scholastics. This attitude changed only in the Late Middle Ages, when the resistance against Averroes grew fierce and Alexander emerged as the only Aristotelian alternative to him. In 1495 his account of Aristotle's psychology was translated and published and the underlying principles of a natural philosophy, based on sense perception and exempt from metaphysics, became accessible. The prompt reception and widespread endorsement of Alexander's teaching testify to his impact throughout the sixteenth century. (shrink)

This paper examines Hermann Hesse's penultimate novel, The Journey to the East, from an educational point of view. Hesse was a man of the West who turned to the idea of 'the East' in seeking to understand himself and his society. While highly critical of elements of Western modernism, Hesse nonetheless viewed 'the East' through Western lenses and drew inspiration from other Western thinkers. At the end of The Journey to the East, the main character, H.H., believes he has found (...) the solution to his despair. This paper argues that he has not, at least not in the fullest sense Hesse came to see was possible. H.H. relies too heavily on faith and abandons reason too quickly in seeking to become 'absorbed' into the Other that he regards as his higher self. An answer to H.H.'s existential angst can be found in Hesse's final novel, The Glass Bead Game, where educational growth through the development of a critical, questioning, inquiring attitude is a central theme. (shrink)

This detailed 1990 book describes the light and dark adaptation of receptoral and post-receptoral mechanisms from a number of perspectives. The authors emphasise the importance of the study of achromatopsia, a rare congenital condition in which the visual mechanisms that mediate day vision are absent whilst those that mediate night vision remain intact.

This is the first concise study to give full credit to the collaboration of works between French nobleman, writer and politician Alexis de Tocqueville (1805-59) and his travel companion and friend Gustave de Beaumont (1802-66), and puts this collaboration into its social, historical and theoretical context. It accompanies the two friends to the US and analyses the fruitful encounter between the New and the Old World that was the result of that journey, particularly in relation to emerging Atlantic democracies and (...) revolutions. This includes the hopes but also the problems and contradictions that they have come to represent. The book also follows Tocqueville and Beaumont to England, Ireland, and Algeria. It discusses their political careers and their engagement in the abolitionist movement, their fight for liberal social and political reform, as well as their futile attempt to rationalize French colonization in Algeria. (shrink)

To the extent that contemporary literature can irritate common understandings of literature and the present, it can also function as a stimulus and corrective for literary studies that do not always already presuppose to know what literature is. This has recently become visible in confrontations with social media, in which literary and time-diagnostic modes of writing come together in different ways in experiments with digital tools, as in the context of more conventional forms of literature and corresponding theoretical discourses, to (...) produce what can be called »representing the present«. (shrink)