The article discusses issues of interaction between the scientific systems of Eastern and Western Europe in the context of current global and local conflicts. Also, ethical issues are considered in connection with solving such problems in science, as well as examining similarities and differences of the scientific systems and their possible modelling. Some practical recommendations are included, based on the suggested academic speculations.

The article discusses issues of interaction between the scientific systems of Eastern and Western Europe in the context of current global and local conflicts. Also, ethical issues are considered in connection with solving such problems in science, as well as examining similarities and differences of the scientific systems and their possible modelling. Some practical recommendations are included, based on the suggested academic speculations.

This book provides a comprehensive guide to the conceptual methodological, and epistemological problems of biology, and treats in depth the major developments in molecular biology and evolutionary theory that have transformed both biology and its philosophy in recent decades. At the same time the work is a sustained argument for a particular philosophy of biology that unifies disparate issues and offers a framework for expectations about the future directions of the life sciences. The argument explores differences between autonomist and anti-autonomist (...) views of biology. The result is a vindication of reductionism, but one that is unexpectedly hollow. For it leaves the exponents of the autonomy of biology from physical science with as much as their view of biology really requires - and rather more than the reductionist might comfortably concede. Professor Rosenberg shows how the problems of the philosophy of biology are interconnected and how their solutions are interdependent, However, this book focuses more on the direct concerns of biologists, rather than the traditional agenda of philosophers' problems about biology. This departure from earlier books on the subject results both in greater understanding and relevance of the philosophy of science to biology as a whole. (shrink)

The aim of interpretation is to capture the past in the future: to capture, not to recapture, first, because the iterative prefix suggests that meaning, which was once manifest, must now be found again. But the postulated author dispenses with this assumption. Literary texts are produced by very complicated actions, while the significance of even our simplest acts is often far from clear. Parts of the meaning of a text may become clear only because of developments occurring long after its (...) composition. And though the fact that an author means something may be equivalent to the fact that a writer could have meant it, this is not to say that the writer did, on whatever level, actually mean it.Alexander Nehamas, professor of philosophy at the University of Pittsburgh, has written articles on ancient Greek philosophy, literary theory, Nietzsche and Thomas Mann. (shrink)

This important philosophical reflection on love and sexuality from a broadly Christian perspective is aimed at philosophers, theologians, and educated Christian readers. Alexander R. Pruss focuses on foundational questions on the nature of romantic love and on controversial questions in sexual ethics on the basis of the fundamental idea that romantic love pursues union of two persons as one body. _One Body_ begins with an account, inspired by St. Thomas Aquinas, of the general nature of love as constituted by (...) components of goodwill, appreciation, and unitiveness. Different forms of love, such as parental, collegial, filial, friendly, fraternal, or romantic, Pruss argues, differ primarily not in terms of goodwill or appreciation but in terms of the kind of union that is sought. Pruss examines romantic love as distinguished from other kinds of love by a focus on a particular kind of union, a deep union as one body achieved through the joint biological striving of the sort involved in reproduction. Taking the account of the union that romantic love seeks as a foundation, the book considers the nature of marriage and applies its account to controversial ethical questions, such as the connection between love, sex, and commitment and the moral issues involving contraception, same-sex activity, and reproductive technology. With philosophical rigor and sophistication, Pruss provides carefully argued answers to controversial questions in Christian sexual ethics. "This is a terrific—really quite extraordinary—work of scholarship. It is quite simply the best work on Christian sexual ethics that I have seen. It will become the text that anyone who ventures into the field will have to grapple with—a kind of touchstone. Moreover, it is filled with arguments with which even secular writers on sexual morality will have to engage and come to terms." —_Robert P. George, Princeton University __ "_One Body_ is an excellent piece of philosophical-theological reflection on the nature of sexuality and marriage. This book has the potential to become a standard go-to text for professors and students working on sex ethics issues, whether in philosophy or theology, both for the richness of its arguments, and the scope of its coverage of cases. " — Christopher Tollefsen, University of South Carolina_ "Alexander Pruss here develops sound and humane answers to the whole range of main questions about human sexual and reproductive choices. His principal argument for the key answers is very different from the one I have articulated over the past fifteen years. But his argumentation is at every point attractively direct, careful, energetic in framing and responding to objections, and admirably attentive to realities and the human goods at stake." —_John Finnis, University of Oxford _. (shrink)

Professor Eckstein's book is a study of China's efforts to achieve rapid modernization of its economy within a socialist framework. Eckstein begins with an examination of economic development in pre-Communist China, specifically focusing on the resources and liabilities inherited by the new regime in 1949 and their effects on development policies. He then analyses the economic objectives of the Communist leadership - narrowing income disparities, maintaining full employment without inflation, and achieving rapid industrialization - and argues that the implementation (...) of these goals required a potent ideology capable of providing a strong faith and motivational force for the mass mobilization of resources. In discussing the methods used by the government to achieve its aims, Eckstein makes a thorough evaluation of China's general framework for economic planning, particularly in regard to the distribution and pricing of farm products and the allocation of resources in the industrial sector. The author also evaluates the radical institutional changes in property relations and in economic organization in the People's Republic of China. (shrink)

Este pequeno texto é uma singela homenagem que dedico para o meu exprofessor da graduação em Filosofia e meu orientador no mestrado em Ética e Epistemologia da UFPI. Trata-se de um texto rememorativo e de agradecimentos pela convivência e aprendizagem que tive com o professor Dr. José Sérgio D. da Fonseca. A grata oportunidade de conhecer o professor Dr. José Sérgio ocorreu-me por volta do ano 2009 em uma disciplina de seminário, na qual o professor José Sérgio (...) ministrou um curso sobre filosofia da mente, se minha memória não falha. (shrink)

This study presents a substantial and often radical reinterpretation of some of the central themes of Locke's thought. Professor Alexander concentrates on the Essay Concerning Human Understanding and aims to restore that to its proper historical context. In Part I he gives a clear exposition of some of the scientific theories of Robert Boyle, which, he argues, heavily influenced Locke in employing similar concepts and terminology. Against this background, he goes on in Part II to provide an account (...) of Locke's views on the external world and our knowledge of it. He shows those views to be more consistent and plausible than is generally allowed, demonstrating how they make sense and enable scientific explanations of nature. In examining the views of Locke and Boyle together, the book throws light both on the development of philosophy and the beginnings of modern science, and in particular it makes a considerable and original contribution to our understanding of Locke's philosophy. (shrink)

This paper examines the available evidence on one of the most radical ideas in the history of eugenics and utopianism. In the mid-1920s, the zoology professor Ilia Ivanov submitted to the Soviet government a project for hybridizing humans and apes by means of artificial insemination. He received substantial financing and organized expeditions to Africa to catch apes for his experiments. His project caused an international sensation. The American Association for the Advancement of Atheism announced its fund-raising campaign to support (...) Ivanov’s project but gave it a scandalously racist interpretation. Ivanov’s own motivation remained unclear, as did the motivation of those in the Bolshevik government who supported Ivanov until his arrest in 1930. This paper discusses three hypothetical reasons for Ivanov’s adventure: first, hybridization between humans and apes, should it be successful, would support the atheist propaganda of the Bolsheviks; second, regardless of the success of hybridization, Ivanov would catch and bring to Russia apes, which were necessary for the rejuvenation programs that were fashionable among the Bolshevik elite; and third, hybridization, should it be successful, would pave the way to the New Socialist Man whose ‘construction by scientific means’ was the official purpose of the Bolsheviks. Ivanov’s ideas were arguably important for the American proponent of reform eugenics, Herman Muller, and for the Soviet anthropologist Boris Porshnev. (shrink)

This biography of the famous Soviet physicist Leonid Isaakovich Mandelstam (1889-1944), who became a Professor at Moscow State University in 1925, describes his contributions to both physics and technology, as well as discussing the scientific community which formed around him, usually called the Mandelstam school. Mandelstam's life story is thereby placed in its proper cultural context. The following more general issues are taken under consideration: the impact of German scientific culture on Russian science; the problems and fates of Russian (...) intellectuals during the revolutionary and post-revolutionary years; the formation of the Soviet Academy of Sciences; and transformation of the system of higher education in the USSR during the 1920's and 1930's.The author shows that Mandelstam's fundamental writings and his lectures notes allow to reconstruct his philosophy of science and his approach to the social and ethical functions of science and science education. That reconstruction is enhanced through extensive use of hitherto unpublished archival material as well as the transcripts of personal interviews conducted by the author. (shrink)

This biography of the famous Soviet physicist Leonid Isaakovich Mandelstam (1889-1944), who became a Professor at Moscow State University in 1925, describes his contributions to both physics and technology, as well as discussing the scientific community which formed around him, usually called the Mandelstam school. Mandelstam's life story is thereby placed in its proper cultural context. The following more general issues are taken under consideration: the impact of German scientific culture on Russian science; the problems and fates of Russian (...) intellectuals during the revolutionary and post-revolutionary years; the formation of the Soviet Academy of Sciences; and transformation of the system of higher education in the USSR during the 1920's and 1930's.The author shows that Mandelstam's fundamental writings and his lectures notes allow to reconstruct his philosophy of science and his approach to the social and ethical functions of science and science education. That reconstruction is enhanced through extensive use of hitherto unpublished archival material as well as the transcripts of personal interviews conducted by the author. (shrink)

Diese neueste Buchveröffentlichung von Professor Vincenzo RUGGIERI SJ, der am Pontificio Istituto Orientale in Rom byzantinische Archäologie und byzantinische Geschichte lehrt, stellt einige archäologische byzantinische Stätten aus seinem traditionellen Forschungsgebiet in der historischen Kirchenprovinz Karien vor, die im westlichen Kleinasien gelegen war. Hier wartet R. nun zum größten Teil mit von ihm selbst aufgefundenen und erforschten Monumenten auf und das vorgelegte Werk kann als die geographisch nördliche Fortsetzung der im selben Verlag bereits im Jahre 2003 erschienenen stattlichen und sehr (...) umfangreichen Monographie über die frühchristlichen und byzantinischen Denkmäler am Golf von Keramos (V. RUGGIERI, Il golfo di Keramos. Dal tardo-antico al medioevo bizantino. Soveria Mannelli 2003. 441 S.; vgl. dazu nun auch die Rezension von: M. DENNERT, Oriens Christianus 89 (2005), 295–297.) begriffen werden – dieser Meeresarm gehört übrigens auch zu Karien. Zugrunde liegen beiden Buchpublikationen Ergebnisse etlicher in den 1990er Jahren durchgeführter systematischer Geländebegehungen (‚Surveys‘) des Forschungsteams um R., von denen an einigen auch der Verfasser dieser Zeilen mitgewirkt hat; vgl. A. Zäh, OCP 63 (1997) 147 ff. Die hier vorgestellten bisher zum größten Teil neu aufgefundenen und hiermit bekannt gemachten byzantinischen Denkmäler sind auf der Halbinsel von Halikarnassos (heute: Bodrum) und im westlichen Karien (Myndos, Bargylia) gelegen – des Weiteren werden hier einige Binnen-Orte in Zentralkarien (Euromos, Mylasa, Labraunda, Stratonikeia und Lagina) und viele weitere kleinere Fundorte vorgestellt. Die großen historischen Stätten des nördlichen Karien, wie Milet, Aphrodisias (Stauroúpolis) oder Antiocheia ad Meandrum, werden nicht behandelt. Die hier vorgeführten Orte und Regionen verfügen über eine stattliche Anzahl von Denkmälern, die nun nicht minder bedeutender sind als der Denkmälerbestand am Golf von Keramos, und das mag damit die hier vorgelegte zusammenfassende weitere monographische Abhandlung rechtfertigen. Denn das Werk fasst die wesentlichen Ergebnisse der Ruggieri-Forschungen der 1990er Jahre zusammen, die bisher über diverse JÖB- und OCP-Artikel verstreut erschienen sind (im Literaturverzeichnis Bibliografia S. 32 f. teilweise aufgeführt) und aus, einschränkend erst im Untertitel genannten, diversen Poleïs und deren Umland in Karien stammen. Das Buch bringt aber im Gegensatz zu diesen Artikeln auch gute farbige Abb. der hier entdeckten byzantinischen Wandmalereien und führt ebenso diverse Fußbodenmosaike und Bauskulpturfragmente erneut – zum Teil allerdings bisher auch völlig unbekanntes Material – in übersichtlicher Art und Weise vor. Das Werk ist als eine Gesamtschau der Ruggieri-Entdeckungen in diesem Gebiet anzusprechen. R. ist dem Kleinasien-Kenner seit langem als ein detailverliebter Beobachter und Auffinder sowie hartnäckiger Initiator und fortwährend laufender verlässlicher Motor einer planmäßigen christlichen kunstgeographischen Erschließung nicht nur dieser Region bekannt – wie es auch diese Publikation eindringlich veranschaulicht. (shrink)

Alex has written an excellent thesis in the area of computable model theory. The latter is a subject that nicely combines model-theoretic ideas with delicate recursiontheoretic constructions. The results demand good knowledge of both fields. In his thesis, Alex begins by reviewing the essential model-theoretic facts, especially the Baldwin-Lachlan result about uncountably categorical theories. This he follows with a brief discussion of recursion theory, including mention of the priority method. The deepest part of the thesis concerns the study of the (...) recursive spectrum of an uncountably categorical theory, i.e. the set of n ≤ ! such that the n-th model of the theory (in the Baldwin-Lachlan sense) has a computable presentation. This is a deep and very active area of conteporary research in computable model theory which Alex discusses in considerable detail. The exposition is very good and therefore the thesis makes a nice introduction to the subject for a wide community of logicians. (Sy-David Friedman, Professor of Mathematical Logic, Director of the Kurt Godel Research Center for Mathematical Logic, University of Vienna). (shrink)

Im Oldenburger Jahrbuch für Philosophie stellen externe und interne Professor*innen und Nachwuchswissenschaftler*innen ihre Forschung vor, Absolvent*innen des Instituts finden hier Gelegenheit, ihre Thesen zu präsentieren und zur Diskussion zu stellen. Die versammelten Texte sollen einen Einblick geben in das Leben des Instituts und in die vielfältigen Diskussionen, die hier geführt werden; sie streifen dabei zahlreiche Themen der gegenwärtigen Philosophie: Fragen aus der Geschichte der Philosophie, der Kritischen Theorie, der Analytischen Philosophie, der Politischen Philosophie, der Philosophie der Existenz, Fragen nach (...) dem Subjekt und Fragen der Erkenntnistheorie stehen hier nebeneinander. Trotz aller thematischer Differenzen fühlen sich die Verfasser*innen dem gemeinsamen philosophischen Gespräch verpflichtet. (shrink)

Eduard Hanslick Eduard Hanslick was a Prague-born Austrian aesthetic theorist, music critic, and the first professor of aesthetics and history of music at the University of Vienna, who is commonly considered the founder of musical formalism in aesthetics. His seminal treatise Vom Musikalisch-Schönen of 1854 is one of the most … Continue reading Hanslick, Eduard →.

Professor Morales’ Coss Dialogue Lecture demonstrates the utility of pragmatism for his work as a social scientist across three projects: 1) field research studying the acephalous and heterogenous social order of Chicago’s Maxwell Street Market; 2) nascent research how unseen religious orders animate the lives of im/migrants and their contributions to food systems; and 3) large-scale longitudinal research on farmers markets using the Metrics + Indicators for Impact (MIFI) toolkit. The first two sections of my paper applaud and build (...) upon Morales’ first two projects, and my extremely brief third section raises some questions about positivist specters that may haunt the MIFI project insofar as it is conceptualized, described, and deployed using the terms favored by mainstream social science. (shrink)

In this review of three recent books on higher education, Alexander Sidorkin shows how the disinterested discourse that appears to be anticapitalist and anticommercial is actually a way of obtaining income from state subsidies. What links the books under review—Cary Nelson's No University Is an Island: Saving Academic Freedom, Frank Donoghue's The Last Professors: The Corporate University and the Fate of the Humanities, and Jennifer Washburn's University, Inc.: The Corporate Corruption of Higher Education—is their critical evaluation of the corporatization (...) and commercialization of higher education. In his analysis of this common theme, Sidorkin considers discourse as a means of production, and he maintains that the semiotic fields produced by discourse may create inflationary bubbles unless they engage in innovative discursive practices. Higher education is shaped by the trend toward massification, which makes the innovative discourse essential. Sidorkin concludes that the discursive energy of proponents of higher education should be focused on solving the numerous problems that arise from the massification of higher education rather than trying to reverse the trend and return to some golden age of academia. (shrink)

As a legal aid union president in New Haven, laboring within shouting distance of a different large research university, I recall how our membership rolled our eyes when Professors Greiner, Pattanayak, and Hennesy of Harvard published their study providing evidence, through a randomized control trial, that law clinic housing work made no difference for clients.1 Representing, as I was, “lawyers, secretaries, and paralegals who have dedicated their careers to serving poor clients in crisis,”2 the authors’ conclusion generated first shock, then (...) denial, and then an anxious realization that somebody’s job was to research and disseminate such conclusions. In a 2013 United States where there was one legal aid lawyer for every 8,893 people who qualified,3 where federal Legal Services Corporation funding had dropped 40% over ten years in real dollars,4 and in an America that spends as much on Halloween costumes for its pets as it does legal aid for the poor,5 the inquiry felt like a pile-on. It made no more sense to us than asking if a teacher is “good for students,” a nurse “good for the sick,” or a chef “good for the hungry.”6. (shrink)

This article considers the evolution of the Russian University system during the First World War. Most of the imperial period, until the end of 1916, thanks to the liberal policy of the Minister of People’s Education, Pavel Nikolayevič Ignat’ev, a reformist course was implemented (drafting of a new statute, increasing the autonomy of universities). Particularly important and promising was the expansion of universities’ network and opening of new universities in Rostov-on-Don, Perm, as well as the expansion of Saratov and Tomsk (...) universities. In 1917 Ministers of Education of the Provisional Government (A. Manuilov, S. Oldenburg, S. Salazkin) also followed the Ignat’ev’s liberal course received support with the bottom-up initiatives (introduction of regular institution of associate professors, attracting of younger lecturers to the university management). Paradoxically, for the university system the result of crisis which lasted through the war period and the beginning of the revolution marked the democratization of management and the expansion of the students’ enrollment and the number of universities. (shrink)

I begin my analysis of consent by agreeing with Professor Hurd that consent functions as a “moral transformative” by altering the obligations and permissions that determine the Tightness of others' actions. I further agree with her that consent is intimately related to the capacity for autonomous action; one who cannot alter others' obligations through consent is not fully autonomous. I cannot improve on her elaboration of these points.

Five decades ago, Henry Knowles Beecher, a renowned professor of research anesthesiology, sought to solve a problem created by modern medicine. The solution proposed by Beecher and his colleagues on the Ad Hoc Committee of the Harvard Medical School to Examine the Definition of Brain Death proved very influential.1 Indeed, other contemporaneous medical developments magnified its significance yet also made the solution it offered somewhat problematic. As we mark this fiftieth anniversary, at a time when concerns about the conceptual (...) model on which its recommendations rested are being voiced by critics from medicine as well as philosophy, it is worthwhile to view the committee's report in relation to the problem that prompted its existence as well as the one to which it was quickly applied. (shrink)

More is known about the pervasiveness of college cheating than reasons why students cheat. This article reports the results of a study that applied the theory of reasoned action and partial least squares methodology to analyze the responses of 144 students to a survey on cheating behavior. Approximately 60% of the business students and 64% of the non-business students admitted to such behavior. Among cheaters, a "desire to get ahead" was the most important motivating factor - a surprising result given (...) the comprehensive set of factors tested in the study. Among non-cheaters, the presence of a "moral anchor" such as an ethical professor was most important. The article also includes a set of important caveats that might limit this study and suggests some avenues for further study. (shrink)

This paper examines the available evidence on one of the most radical ideas in the history of eugenics and utopianism. In the mid-1920s, the zoology professor Ilia Ivanov submitted to the Soviet government a project for hybridizing humans and apes by means of artificial insemination. He received substantial financing and organized expeditions to Africa to catch apes for his experiments. His project caused an international sensation. The American Association for the Advancement of Atheism announced its fund-raising campaign to support (...) Ivanov’s project but gave it a scandalously racist interpretation. Ivanov’s own motivation remained unclear, as did the motivation of those in the Bolshevik government who supported Ivanov until his arrest in 1930. This paper discusses three hypothetical reasons for Ivanov’s adventure: first, hybridization between humans and apes, should it be successful, would support the atheist propaganda of the Bolsheviks; second, regardless of the success of hybridization, Ivanov would catch and bring to Russia apes, which were necessary for the rejuvenation programs that were fashionable among the Bolshevik elite; and third, hybridization, should it be successful, would pave the way to the New Socialist Man whose ‘construction by scientific means’ was the official purpose of the Bolsheviks. Ivanov’s ideas were arguably important for the American proponent of reform eugenics, Herman Muller, and for the Soviet anthropologist Boris Porshnev. (shrink)

Thomas C. Leonard presents an intellectual history of the Progressive Era from the perspective of economists. It is hard to understate the influence this group had in developing Progressive ideas. Leonard brilliantly details how Progressive economists wielded enormous influence not only in spreading ideas about traditional economic concepts, but also ideas and theories that influenced political and civil liberties. For example, the Progressives gave us the social science professor, the scholar-activist, social worker, muckraking journalist, and expert government advisor. All (...) of these reform-vocations, according to Leonard, sought to replace the invisible hand of the market with the visible hand of the administrative state. In short, Leonard’s book is a must-read for everyone remotely interested in political economy. (shrink)

In his book Attention , Professor Alan White says ‘When you see X , it follows that if X is Y , you see Y whether you realise it or not.’ If, in passing through Paris, I saw a tall complex iron structure and that structure is the Eiffel Tower, then I saw the Eiffel Tower whether I realised it or not. I accept this, but because recent philosophical writings and discussions have cast doubt on the validity of the (...) inference-pattern I saw x ; x is y ; so I saw y and certain related patterns, it is clear that we cannot be content with this unvarnished statement. Various entertaining examples are produced to show that some instances of this pattern are invalid and therefore that the pattern itself is invalid. If I saw Jones at noon and at noon Jones was bribing Smith then, it is alleged, I cannot conclude that I saw Jones bribing Smith. Similarly, it is said, from the facts that I saw a man in the far distance and that that man was my father, I cannot conclude that I saw my father in the far distance; from the facts that I saw a foot and that that foot was Lloyd George's I cannot conclude that I saw Lloyd George. (shrink)

In his book Attention, Professor Alan White says ‘When you see X, it follows that if X is Y, you see Y whether you realise it or not.’ If, in passing through Paris, I saw a tall complex iron structure and that structure is the Eiffel Tower, then I saw the Eiffel Tower whether I realised it or not. I accept this, but because recent philosophical writings and discussions have cast doubt on the validity of the inference-patternI saw x; (...) x is y; so I saw yand certain related patterns, it is clear that we cannot be content with this unvarnished statement. Various entertaining examples are produced to show that some instances of this pattern are invalid and therefore that the pattern itself is invalid. If I saw Jones at noon and at noon Jones was bribing Smith then, it is alleged, I cannot conclude that I saw Jones bribing Smith. Similarly, it is said, from the facts that I saw a man in the far distance and that that man was my father, I cannot conclude that I saw my father in the far distance; from the facts that I saw a foot and that that foot was Lloyd George's I cannot conclude that I saw Lloyd George. (shrink)

In Philosophy 51, October 1976, 471–472, Professor Tom Regan takes ud to task for our attack on Kant's theory concerning the moral status of animals. The ground of Regan's criticism is that ‘… it is clear that Kant does not suppose, as… Broadie and Pybus erroneously assume that he does, that the concept of maltreating an animal, on the one hand, and, on the other, the concept of using an animal as a means, are the same or logically equivalent (...) concepts’ . Regan argues that Kant does not say that we should avoid treating animals as a means. Rather, he claims, Kant's view is that we have an indirect duty not to maltreat animals, since in maltreating them we treat, or run the risk of treating, as a mere means rationality in ourselves or in others. (shrink)

In his paper the author establishes some arguments against the thesis of professor Walter Schweidler. The later defends the anti-representationalist claim that not every kind of knowledge is to evaluate on its truth and falsehood. The author maintains the opposite thesis that the all knowledge including the one about social premises of any kind of science may be evaluated (although not eventually proved) on their truth or falseness.

In lieu of an abstract, here is a brief excerpt of the content:On Reviewing: A Response to Mary Ann StankiewiczRalph A. Smith, Professor EmeritusI very much appreciate the positive comments made by Mary Ann Stankiewicz in her review published in Studies in Art Education of my Readings in Discipline-Based Art Education: A Literature of Educational Reform.1 I was gratified to read that she believes the volume is a comprehensive and valuable guide that all art educators should own as a (...) reference source for the intellectual history of American art education in the late-twentieth century. Stankiewicz further notes my steadfastness in holding to a vision ofaesthetic education that is firmly rooted in the humanities and my forthrightness in acknowledging that a different choice of selections might well convey a somewhat different picture of Discipline-Based Art Education (DBAE). Between encomia, however, Stankiewicz raises questions about my editorial politics (that is, opportunities editors have to make selections they think are important) and my views about art education.The format of Stankiewicz's review was patterned after an essay in the volume by Frances Schoonmaker who discusses the professional preparation of teachers in terms of autobiography, school contexts, and scholarship. Accordingly, Stankiewicz recalls in some detail her own extensive participation in the Getty's educational venture in art education. And instead of referring to the Introduction's discussion of historical antecedents of DBAE she provides her own account of events that were contemporaneous with Getty's period of operation and refers to some currents of contemporary thinking. In other words, she does not give the kind of space to the book's contents that reviewers usually do.2 This prompted me to recall some material from the book's Introduction, which is followed by a sketch of the DBAE literature project that furnished the impetus for the volume and rejoinders to some of Stankiewicz's concerns.DBAE RememberedThe Getty Center for Education in the Arts (later renamed the Getty Education Institute for the Arts and eventually discontinued) flourished mainly in the 1980s and 1990s and proceeded under the banner of DBAE. The Getty's notion of DBAE supported a major trend that had been growing in the field since the mid-1950s. In this respect the Getty initiative was neither novel nor revolutionary. Yet by correcting an error of certain reform movements, namely those whose tendency was to bypass professionals in the field, it did constitute a significant venture. Getty officers perceived the field to be [End Page 93] moving in the direction of strengthening the content of art education with additional content that was believed requisite for an intelligent and sensitive engagement with works of art. In effect the Getty position argued that a well-developed sense of art is composed not just of the rudiments of artistic creation art but also those of a number of other relevant disciplines, for example the interrelated disciplines of art making, art history, art criticism, and aesthetics (usually understood as the philosophy of art). It was acknowledged that these were not the only disciplines relevant to art education, but they were considered to be basic. Nor was it believed that these disciplines should be taught as separate subjects; rather, they were meant to suggest content and useful modes of inquiry. As Stankiewicz notes, DBAE endorsed both the substantive and procedural dimensions of the cognitive revolution that was occurring in thinking about mind and learning. Indeed, mind building emerged as one of the major themes in the theory underlying the Getty approach.3Not surprisingly, the Getty approach had its critics. As pointed out in my "Afterthoughts,"the Getty initiative was contemporaneous with the increasing politicization of cultural and educational life.4 The critical literature produced in this climate — subscribing variously to postmodernism, multiculturalism, feminism, cultural studies, social reconstructionism, and deconstruction — was often by turns extreme, dense, and intimidating. It further tended to be skeptical of Western cultural values and traditions. I think it is fair to say that many in the field of art education were ill prepared to digest these writings or to be alert to some of their potential negative consequences. I mention just a few of these.For example, although developing an appreciation for hitherto unfamiliar cultures is... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Remembering Lewis E. HahnGeorge C. H. Sun, President, John Howie, Professor Emeritus, Thomas Alexander, Professor and Director of Graduate Studies, Kenneth W. Stikkers, Professor and Chair, Randall Auxier, Professor, Robert Hahn, Professor, Joseph Wu, Professor Emeritus, Elizabeth R. Eames, Professor Emeritus, Martin Lu, Professor of Philosophy, George Kimball Plochmann, Professor Emeritus, Matt Sronkoski, Philosophy Graduate and Academic Adviser, Dave (...) Clarke, Professor Emeritus, Eugenie Gatens-Robinson, Professor Emerita, Hans H. Rudnick, Professor Emeritus, Stephen Bickham, Professor EmeritusPresident, and Don Mikula (bio)The following testimonials were offered on the occasion of a memorial gathering for Dr. Lewis E. Hahn held on February 19, 2005, and were compiled for presentation here by Sharon (Hahn) Crowell.A Tribute to Dr. Lewis E. Hahn (1908-2004) from a Global PerspectiveGeorge C. H. Sun President, Thomé H. Fang Institute, Inc., Mobile, AlabamaAmong the philosophical community in both the East and the West, no word of introduction is needed for our beloved Master, who was the recipient of numerous distinctions and honors, with titles that included "Man of the Year in Philosophy" and "Award of Lifetime Achievement." The very name "Lewis E. Hahn" itself already stands now for genuineness, dedication, and fulfillment.A great work is a dialogue with eternity; a great person is such a work. In less than thirty years he succeeded in developing Carbondale from what had been a small college town in the Midwest into the Mecca of American philosophy. His most important achievements were the Dewey Center and the Pepper Archives that he helped install at SIUC These, among other such institutions, will remain a unique contribution, a glory of American philosophy, and a monument in the history of human thought.For posterity Lewis E. Hahn will remain an object of wonder and amazement. How is it possible for one human being to have accomplished so much, so well, and in so short a span of time—less than one century—in breadth, depth, and diversity? Some one hundred years ago, by bridging the gap between the New World and the Old, William James was hailed as the great genius of international friendship among philosophical thinkers, but we now find a greater genius in Lewis E. Hahn, who succeeded in bringing together the peoples of East and West from at least four continents: Europe, Australia, America (both North and Latin America), and Asia. To my knowledge, few of his predecessors and contemporaries have been half so widely read and liberal-minded as he was, in view of the range and scope of the Library of Living Philosophers that he helped continue after the passing of its founder, Dr. Paul A. Schilpp.What type of man was Hahn, our younger generation will wonder? Only a pluralist approach can help us understand the true character of such a legendary pluralist-contextualist. In short, he was "a full personality." As I recall, while working on my dissertation with him in the 1970s, we had a brief discussion on Confucius, the sage of ancient China. "A full personality!" was his laconic assessment. Suddenly I realized, to quote the Analects: "The Master is talking about himself!" For, as the Buddhists put it, only a Buddha can understand a Buddha. Or, as William James put it, only one who has philosophy can appreciate philosophy. Many friends [End Page 1] of my generation admire him so much; Te Chen of Hong Kong calls him "a great Confucian in America." Those who regret the loss of many precious Confucian virtues in China today have now rediscovered them in the person of Lewis E. Hahn! If Nietzsche called Kant "a great Chinese in Königsberg," it is simply because he had not encountered our own Master.A paradigm of academic leadership, Dr. Hahn is simply irreplaceable—this is a tribute I personally heard in Carbondale in the late 1960s. It is not an exaggeration to say that he was a superb administrator, and he could have been the best Secretary of the State we ever had, for he possessed more in the way of philosophical wisdom than all his predecessors put together! As a great teacher, he was no less "serene, good, learned, wise, and ardent" than... (shrink)

This volume contains sOOeen essays written by his students and colleagues in honor of Maurice Natanson. The essays explore some of the diverse themes Professor Natanson has pursued through forty years of teaching and philosophizing in the tradition of existential phenomenology. Because it also includes a lengthy biographical and philosophical interview where one can find an absorbing account of Natanson's Lebens/au/in his own words, there is no need to detail that polypragmatic career here. Suffice to say that even passing (...) acquaintance with the man and the work will reveal that Edmund Husserl's self-description holds equally of his distinguished interpreter: "I seek not to instruct but only to lead, to point out and describe what I see. I claim no other right than that of speaking according to my best lights, principally before myself but in the same manner also before others, as one who has lived in all its seriousness the fate of a philosophical existence. "l For Natanson, as the diversity of the contributions to this volume attest, such seriousness involves something other than that narrow technical vision for which a topic is the more philosophical the less it has to do with anything else. In Natanson's pages-to say nothing of his teaching and conversation-there are no men of straw but living, breathing human beings; with hirn philosophy's tentacles are ubiquitous. (shrink)

The article introduces the pedagogical background and impact of Grue-Sørensen. Knud Grue-Sørensen came to educational science from philosophy and was infl uenced by Kantian philosopher Leonard Nelson. Grue-Sørensen became the first professor of education at the University of Copenhagen. During an era in which research in the fi eld of education became more and more infl uenced by empirical research, Grue- Sørensen held on to a theoretically and historically rooted pedagogy. Among other works he authored a threevolume account of (...) the history of education and the encyclopaedia “Almen Pædagogik”. (shrink)

The first part of the studies contains a fundamental work on "Helmuth Plessner. Philosoph und Soziologe-Wissenschaft als Beruf in der Endzeit des bürgerlichen Humanismus", on which Christian von Ferber wrote until old age and whose discussion is still pending. In the second part of the studies, von Ferber describes his career in the post-war period under the influence and in the circles of Helmuth Plessner and other teachers, up to becoming a professor of sociology. He followed three orientations: Science (...) is more than the acquisition of methodological and theoretical competence. Scepticism is appropriate towards statements that cannot relate to primary reality, and science is related to the values of human life. Funda-mental reflections on the freedom-securing character of sociology and on central questions of health policy and social medicine illuminate Christian von Ferber's life's work and the topicality of his questions. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 39.2 (2005) 97-103 [Access article in PDF] MoMA as Educator: The Legacy of Alfred H. Barr, Jr. Ralph A. Smith Professor Emeritus University of Illinois at Urbana-Champaign Alfred H. Barr, Jr. and the Intellectual Origins of the Museum of Modern Art by Sybil Gordon Kantor. Cambridge: The MIT Press, 2002, xxv, 472 pp., $39.95. ISBN 0-262-11258-2 Sybil Kantor's history of the intellectual origins (...) of the Museum of Modern Art (MoMA) is an engaging account of Alfred Barr, Jr.'s, pivotal role in acquainting an American audience with the modernist movement in art that had developed in Europe and the Soviet Union in the first part of the twentieth century. Scrupulously documented, Kantor's narrative relies heavily on interviews with Barr's contemporaries, his publications, and his extensive correspondence. She also limns portraits of major figures who either influenced his ideas or were instrumental in establishing MoMA. Although the book is very informative about modern art, according to its author it is not intended to be strictly a history of that art. Rather, it is devoted to Barr's early development, his personal characteristics, his attitude toward the cultural and political climate of the times, his definitions of modernism and formalism, and finally, his legacy.Kantor traces Barr's career through the decade of the 1920s, which culminated in his being named the first director of MoMA in 1929; the expansive years of the 1930s and 1940s when, as Kantor puts it, Barr and the museum were at full throttle; and the later years when Barr was relieved of his director's responsibilities to allow him to spend more time on writing and the mounting of exhibitions. He retired from the museum in 1967, began to show signs of ill health in the mid-1970s, and died at the age of 79 in 1981. The Early Years Barr began his studies in the history of art at Princeton where he took courses with Frank Jewett Mather, who taught about modern art, and with Charles Rufus Morey, a distinguished medievalist whose teaching ranged beyond the architecture and sculpture of the Middle Ages to the other arts of that era. Morey's example of comprehensiveness would later stimulate Barr to think along similar lines about modern art and the organization of MoMA. At Harvard's graduate school Barr learned the skills of connoisseurship and museum management from Paul Sachs whose students went on to become directors of major museums across America. Sachs also encouraged Barr's interest in modern art and provided him with numerous letters of [End Page 97] introduction to scholars and museum directors — and occasionally withfunds for his travels.1 Lincoln Kirstein was a close friend, art critic, and earlyally, while Henry-Russell Hitchcock, Walter Gropius, and Philip Johnson significantly affected Barr's understanding of architecture. A large cast of artists, patrons, collectors, writers, trustees, and editors of "little magazines"(so-called because of their relatively small numbers of readers) also enter the scene and play various roles. A few words are in order about Barr himself who, Kantor says, exhibited more rebelliousness, a larger vision, and greater discipline than most of those around him. Barr the Man Kantor portrays a mind and sensibility possessed of exceptional discernment for the new, the difficult, and the worthwhile in the art of the early twentieth century. Barr's feeling for order, organization, and clarity of relations; his commitment to perfection, freedom, and truth; and his faith in the capacity of modern art to overcome prejudices and improve the taste of Americans are not merely reflections of the disciplinary habits inculcated by Barr's Presbyterian upbringing. They also reveal the classical tastes acquired through his art-historical studies and echo the temper of the age.The time — the 1920s through the 1940s — valued both the rationalism of science with its methods of problem solving and the insights of psychoanalysis with its probing of the irrational. Belief in the inevitable progress promised by advances in technology was, however... (shrink)

Professor Benhabib seeks to rely upon discourse theory to ground a `right to membership' — a right of immigrants to seek and be granted naturalization. The effort is unpersuasive because discourse theory cannot provide an answer to the fundamental question of who should participate in the conversation that would establish a right to membership, nor is it clear that persons freely and equally discussing membership rules would reach the normative conclusions that Benhabib defends. Protection of the `rights of others' (...) might be better secured by arguing from human rights principles that guarantee rights to all residents — citizens and immigrants — than by arguing for a right to membership. (shrink)

Apesar do maior reconhecimento da importância das relações entre saúde, religião e espiritualidade no cuidado em saúde, as universidades brasileiras ainda não fornecem treinamento adequado nesse âmbito. O objetivo desse artigo é compreender como docentes de uma universidade pública brasileira percebem as relações entre saúde, religião, espiritualidade e seu ensino. 10 professores foram submetidos à entrevista semiestruturada e os dados foram analisados por meio da análise de conteúdo. Apreenderam-se três núcleos temáticos e, a partir destes, emergiram cinco categorias: Religião e (...) Espiritualidade: Conceitos superpostos?; Bom ou ruim para a saúde?; Dimensão excluída da prática clínica; Ensino: Seria bom, mas não agora; Questionamentos e barreiras à inclusão no ensino. Os resultados demonstraram que os participantes superpunham os conceitos de religião e espiritualidade, reconheceram seus impactos positivos sobre a saúde, entretanto, enfatizaram seus aspectos problemáticos. O ensino de saúde, religião e espiritualidade não foi considerado prioritário e as crenças do corpo docente parecem influenciar nesta posição. Diante da quantidade e qualidade das evidências científicas sobre o impacto positivo da religião/espiritualidade na saúde, a inserção desse tópico na formação dos profissionais de saúde não deve depender apenas das percepções e/ou preferências do corpo docente universitário. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 115 and on a "philosophie de 1'esprit." But he became increasingly interested also in a secular, but non-political, philosophy of religion, which might serve to unite his Platonic idealism and his theory of values. This he formulated in terms of a course of lectures on theodicy, a theodicy closer to Kant than to Leibniz (p. 204). He explained: Notre Th6odic& n'aura pour but ni d'&ablir, ni de (...) r6futer le panth6isme, mais de prouver qu'il exprime fid61ement le contenu de la conscience, et de nous faire sentir par 1~le besoin d'une croyance qui le ddpasse (p. 195). Without cosmology, without ecclesiasticism, it was God's own being that concerned him. "Au fond, comme le voulait Malebranche, nous voyons peut-&re Dieu en lui-m~me" (p. 196). "Dam le peu que j'ai fait, j'ai voulu rester fidble aux grandes pens&s de la philosophie &ernelle qui est la philosophie de l'esprit" (p. 216). HERBERTW. SCHNEIDER Claremont, Calilornia The Phenomenological Movement: A Historical Introduction. By Herbert Spiegelberg. (The Hague: Martinus Nijhoff [Phaenomenologica 5 and 6], 1960. 2 vols. Pp. xxxii + 735.) Professor Spiegelberg's historical introduction to the phenomenological movement is a critical as well as expository effort to trace the development of phenomenological philosophy, taking the work of Edmund Husserl as central to the entire enterprise but also giving serious consideration to his predecessors, associates, and successors. The result is not only an account of phenomenology but an introduction to phenomenological philosophizing. The reader is swiftly caught up in two currents: he may study the history of phenomenology through the chapters devoted to its major representatives, but he may also concern himself with the systematic problems which phenomenologists have encountered and articulated in their careers. The two, of course, are integral, and they are treated that way here. The emphasis, however, is on the phenomena. Even where the discussion is directed toward reporting the reports of others, the stress is still on the "things themselves." In this sense, the history presented here is not merely "about" phenomenology but itself within the horizon of phenomenological procedure. As history, it tells the story of phenomenology; as phenomenology, it reflects upon the phenomena which history recounts. This double stress is evident throughout the two volumes and underlies the purpose of the undertaking as described by the author: 116 HISTORY OF PHILOSOPHY (I) to give a conspectus of the whole range of the Phenomenological Movement, not only of Husserl's part in it; (2) to help understand the background and the reasons for the phenomenological "teachings" in terms related to today's AngloAmerican philosophizing; (3) to take account of, and wherever possible to clarify or answer, the more significant misunderstandings and criticisms of phenomenology (p. xxvi). A quick survey of the contents of the work may be helpful before turning to critical considerations. In his introduction of Volume I, Professor Spiegelberg attempts to state the criteria in terms of which a philosopher is to be considered a "phenomenologist " and his contributions to be taken as part of the subject matter of a history of the phenomenological movement. First, there must be "explicit or implicit adoption by the would-be phenomenologist" of the methods of "direct intuition... as the source and final test of all knowledge, to be incorporated as faithfully as possible in descriptions" and "insight into essential structures as a genuine possibility and a need of philosophical knowledge." Second, there must be "conscious adherence, however qualified, to the Movement as such in full awareness of these methodical principles" (p. 6). The Movement itself is conceived of as a dynamic development from a commonly shared point of departure toward interrelated ends. Movement in this sense does not mean School. The operative criteria are selective enough, however, to enable the author to decide between genuine and pseudo phenomenologies. There then results the inclusion of those figures in the history of philosophy who have either prepared the way for phenomenology or who have carried out genuine phenomenological work. The first volume includes major chapters on Brentano and Stumpf, some ninety pages on Husserl himself, a sizeable section entitled "The Older Phenomenological Movement" which treats the G6ttingen Circle and the Munich Circle (including... (shrink)

Teachers may be skeptical about the possibility of implementing transition pedagogy, as outlined in the first part of this book, given the current context of higher education. Here we synthetize therefore the pedagogical tools that we have identified in the courses offered by establishments that have practiced a transition pedagogy for a long time, as well as those being used at the Campus de la Transition since 2018. We also draw on interviews with experts and practitioners, psychologists, teachers and explorers (...) of new practices. (Interviews with Chrysoline Brabant – clinical psychologist and certified coach, Mark Swilling – founder of the Sustainability Institute, Jacques Tardif – professor at the University of Sherbrooke and specialist in university pedagogy, Laurent Van Ditzhuyzen – co-founder of the Université du Nous, Thibault Griessinger – PhD in cognitive sciences and founder of Acte Lab, Hubert Trapet and Valérie Fayard – Emmaüs France CEO and vice-chair). The chapter starts with the lightest tools, which can be set up quite easily in a classroom, moving towards the most ambitious, and resulting in a coherent picture of the higher establishment in service of the Great Transition teachings. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:298 HISTORY OF PHILOSOPHY has been able to read. The result here is a presentation which is inspired and meaningful itself, astonishing its contemporaries and impressing its deseendants. Now, thirty years later, anthropology and psychology have passed beyond L~vy-Bruhl and Spranger. The moderate idealist interpretation of religion as it is found in Parts IV and V, "The World" and "Forms," must give way to descriptive phenomenology and existential analysis, (...) taking into consideration the internal dialectics of religion as well as the dialectics between the religious and the secular. The domain of meaning (Sinnesreich) appears, upon closer consideration, to be a function of the domain of existence. Contemporary religious consciousness and the confrontation of different such consciousnesses would require a "Part Six." The necessarily brief methodology, attached as Epilegomeua to the substance of the book, only contains the remnants of phenomenological epistemology. Besides at least making the main work of Van der Leeuw more known to the Englishspeaking world, this edition may also stimulate phenomenological discussion where Geisteswissenscha /t has a different connotation than it does in continental Europe. In this discussion, several points will have to be made. Is this book a pure phenomenology, with its evaluative character, its tendency to psychological instead of philosophical foundation, and its lack of philosophy of human consciousness? It should be mid that, unfortunately, hardly any phenomenologist of religion has been philosophically trained. So questions like those of the relation between phenomenology and history, the nature of phenomenological objectivity, the premisses and limits of phenomenological understanding, not to say theological implications of any phenomenology of religion, remain open. Van der Leeuw himself, as a scholar and a man, touched on them, but they still have to be worked out. JACQUESWAARDENBURG University of California, Los Angeles Systematic Theology, III. By Paul Tillich. (Chicago, University of Chicago Press, 1963. Pp. 434. $6.95.) The publication of Tillich's Systematic Theology, Volume III, brings to completion the enterprise begun with Volume I in 1951 and Volume II in 1957. As the author tells us, the project of constructing a systematic theology began as far back as the 1920's at the University of Marburg. Suspended when Tillich fled Hitler's Germany in 1933, it was continued during his twenty years at Union Seminary and his years as a university professor at Harvard. Thus in a significant sense, Volume III completes the work of a lifetime. Yet in another equally important sense it marks the permanent incompleteness of this work. For while this is systematic theology in the sense that it acknowledges and works in terms of rationality or coherence, it is clearly not a system in any final, closed, or absolute sense. Not only does Tillich expressly deny any such aspiration, but his openness to facts and to other men's viewpoints, his mixture of humility and candor in the presence of large and difficult problems all make clear the validity of this denial. It is perhaps worth noting in the present context that at no point in Volume III or indeed throughout the whole Systematic Theology does Tillich appeal to any criterion of judgment other than reasoning from facts. At no point is the reader asked to accept any judgment "on faith" or on any extra-rational authority. To be sure, faith is a basic category for Tillich and a crucial one for the Systematic Theology. Indeed many pages are devoted to its exposition and explication, but never is it understood or used as a basis for accepting propositions beyond or against the evidence. Indeed that whole view of faith is abhorrent to Tillich, and a major theme of his work has been to seek an understanding of faith more adequate alike religiously and intellectually. Among contemporary theologians Tillich is preeminent for the seriousness of his commitment to philosophy. In an autobiographical sketch written many years ago, he placed himself on the border between philosophy and theology. As we read the present volume, the conclusion is borne home that he has continued to live on that border territory, maintaining BOOK REVIEWS 299 an active and significant relation to both adjoining realms. In a day of mutual isolation and often hostility between theology and philosophy... (shrink)

On 18–19 May 2018, a symposium was held in the Research Institute of Irish and Scottish Studies at the University of Aberdeen to commemorate the tenth anniversary of the death of Ronald W. Hepburn (1927–2008). The speakers at this event discussed Hepburn’s oeuvre from several perspectives. For this book, the collection of the revised versions of their talks has been supplemented by the papers of other scholars who were unable to attend the symposium itself. Thus this volume contains contributions from (...) eighteen notable scholars of different disciplines, ranging from contemporary aesthetics and art theory through to philosophical approaches to religion, education and social anthropology. It also includes a bibliography of Hepburn’s writings. The essays were first published in two special issues of the Journal of Scottish Thought, vols. 10–11 (2018–2019). -/- Ronald William Hepburn was born in Aberdeen on 16 March 1927. He went to Aberdeen Grammar School, then he graduated with an M.A. in Philosophy (1951) and obtained his doctorate from the University of Aberdeen (1955). His tutor at Aberdeen was Donald MacKinnon (1913– 1994), a Scottish philosopher and theologian, the author of A Study in Ethical Theory (1957) and The Problem of Metaphysics (1974). Hepburn taught as Lecturer at the Department of Moral Philosophy at Aberdeen (1956–60), and he was also Visiting Associate Professor of Philosophy at New York University (1959–60). He returned from the United States as Professor of Philosophy at Nottingham University. In 1964, he was appointed as a Chair in Philosophy at the University of Edinburgh and between 1965 and 1968 he was also Stanton Lecturer in the Philosophy of Religion at the University of Cambridge. From 1975 until his retirement in 1996, he held the Professorship of Moral Philosophy at Edinburgh. He died in Edinburgh on 23 December 2008. His philosophical interests ranged from theology and the philosophy of religion through moral philosophy and the philosophy of education to art theory and aesthetics. Notably, Hepburn is widely regarded as the founder of modern environmental and everyday aesthetics as a result of the influence of papers in the 1960s which pioneered a new approach to the aesthetics of the natural world. (shrink)

This book functions as a practical guide to support teachers and higher education institutions in the construction of their courses and programmes in light of the Anthropocene. It is divided into two complementary parts. The first part lays the theoretical foundations of what is a transition pedagogy and provides a pedagogical framework. It offers practical tools and didactic levers to be used by teachers and institutions to build a truly transformative pedagogy for students, with reference to universities already experimenting such (...) alternative methods. The second part presents an analysis of the pedagogical tools and levers experienced in worldwide institutions, by teachers, as well as philosophers and experts of pedagogy. The authors of this book advocate for an embodied pedagogy which not only gives students access to content but also to ways of thinking and acting in all conscience. A pedagogy of the Anthropocene epoch therefore encourages the mobilization of reason, emotions and senses as well as systemic reflection in the questioning of our lifestyles and the development of transversal skills. Based on internationally recognized research and practical experiences of institutions and teachers all over the western world, this book gathers the knowledge and experience of professors and researchers, coming from a wide variety of disciplines and cultural context. Their reflections have led them to develop a “head-heart-body approach” and a “6 Gates questioning method” to remodel pedagogy. This book is of interest to those working in the education sector. (shrink)