"Kevin Hart and Geoffrey H. Hartman bring together essays by prominent scholars from a range of disciplines to focus on Blanchot's diverse concerns: literature, art, community, politics, ethics, spirituality, and the Holocaust."--Jacket.

In this fascinating collection of essays, noted critic Geoffrey Hartman raises the essential question of where we can find the real or authentic in today's world, and how this affects the way we understand our human predicament. Hartman explores such issues as the fantasy of total information and perfect communication encouraged by the internet, the biographical excesses of tell-all talk shows that serve to shore up a personal sense of unreality, the tendency to motivate violence in the (...) name of some moral or spiritual necessity, and the increased difficulty of distinguishing between fakery and truth in confessional and testimonial writing. Underlying the entire book is the crucial issue of how the trauma of the Holocaust and other genocidal acts, brought home to us almost daily by the media, is shaping our quest for agency, identity and meaning. Against what he describes as a contempt for the aesthetic in the face of social suffering, Hartman produces a defense of art that helps to recast these questions. His idea is that the form of contemplation produced by the aesthetic, and particularly by poetry, resists both the fantasy of data delivering up their own final meaning and of ideology as a shortcut seeking to deliver us from literature and other deeply reflective and sometimes vulnerable--because self-critical--modes of expression. (shrink)

Literary criticism is neither more nor less important today than it has been since the becoming an accepted activity in the Renaissance. The humanists of the sixteenth and seventeenth centuries created the institution of criticism as we know it: the recovery and analysis of works of art. They printed, edited, and interpreted texts that dated from antiquity and which had been lost or disheveled. Evangelical in their fervor, avid in their search for lost or buried riches, they also put into (...) circulation certain influential ideas. Perhaps the most important of these was that the authoritative version of a book is the original version, freed from interpolation and accretion. A correlative idea was that, similarly, one could rely on an original or natural light in the interpreter, an intuitive good sense that helped him to a true understanding of a text if it was a genuine text. . . . There are signs that we are now nearing the end of this Renaissance humanism. Not because of a determinist or providential march of history, but ideas eventually exhaust what influence they may have. Today, after all, there is no dearth of ancient texts, or of new ones. Editing, moreover, has become only too conscious of the difficulty of recovering an "original" version or edition: in Wordsworth scholarship, for example, the authority of the 1850 Prelude, the text approved by the poet shortly before his death, was challenged by the 1805-6 Prelude printed by de Sélincourt in the 1920s; and the authority of this is in turn being eroded by antecedent manuscripts, the so-called "Five-Books Prelude" and "Two-Part Prelude." It is equally precarious to establish the text of Emily Dickinson's poems—which of the variants are to be chosen as definitive? Or, from another angle, Melville's Billy Budd has become a mine for genetic speculation. Even when no editorial problem exists, a philosophical issue arises as to the concept of originality itself.1 · 1. For the time being, it is enough to quote Hegel's provocative attack on all "Ur-Metaphysics": "What comes later is more concrete and richer; the first is abstract, and least differentiated." Geoffrey Hartman, professor of English and comparative literature at Yale University, is the author of The Unmediated Vision, Andre Malraux, Wordsworth's Poetry, Beyond Formalism, and most recently The Fate of Reading. He is currently working on a book to be published in late 1977, Criticism in the Wilderness. (shrink)

Wallace Martin's response to "Literary Criticism and Its Discontents" is anything but naive. Its most sophisticated device is to posit my invention of a "naive reader" and to suggest that I would place the New Critics and their heirs in that category. But when I see the movement of criticism after Arnold as exhibiting an anti-self-consciousness principle or being so worried about a hypertrophy of the critical spirit that the spirit is acknowledged only by refusing its seminal or creative force, (...) I am not alleging naiveté but "organized innocence," or the privileged assignment of some given, intuitive power of creation to the area of art which excludes the area of philosophy or philosophically-minded commentary. This defensive partition of the critical and the creative spirit, which recognizes the intelligence of the creative writer but refuses the obverse proposition that there may be creative force in the critical writer, I have elsewhere named the Arnoldian concordat. Geoffrey Hartman, professor of English and comparative literature at Yale University, is the author of Criticism in the Wilderness. (shrink)

This excellent book is about Western morality as it interacts with law. It is not contrasting the moral foundations of American law with other value systems. Rather the authors examine the history and great diversity of Western thought, the substance of moral ideas. They range from the ancients to the new old order of the New World. Hazard and Pinto see the various voices articulating moral, political and legal thought as "pregnant with future relevance" for practical decision-making. Thus their approach (...) is not relativistic, but mindful of alternatives and historical context. Hazard and Pinto have written a most thoughtful and stimulating study. -- Gerhard Casper, Professor of Law, Emeritus and President Emeritus, Stanford U. *** Beginning with the reality and challenge of modern Supreme Court confirmation hearings, Hazard and Pinto demonstrate the relationships and differences among law, morals, and politics. Hazard, a legal ethicist and scholar, and Pinto, a biblical historian, are a unique team. Their succinct and vital work draws from the wisdom of the ancients and the evolution of modern thought. Anyone concerned with the living law must understand its moral roots to sense when the old growth should be pruned and the new nurtured in light of evolving principles of liberty, equality, and morality. -- Michael Traynor, President Emeritus, American Law Institute *** In this concise meditation on the relationship between law and morality, one of our leading thinkers on law and the legal profession, himself the embodiment of Aristotelian "practical wisdom", takes us on a most engaging tour of our intellectual and moral heritage, helping us to understand the moral foundations of our modern legal system and the language of the law. I commend this book to any interested reader and particularly to non-lawyers who may not have considered how deeply and mysteriously intertwined our legal rules are with religious belief and historical origins. -- David F. Levi, Dean and Professor of Law, Duke U. School of Law *** This is an unstuffy and lively account of fundamental values in American, and indeed Western, public and civic life. The whole historical background is presented both clearly and comprehensively. This attractively succinct book deserves to be read by all who are interested in our public life. The writing is so incisive and compelling that I read this book in a single sitting. -- Neil H. Andrews, Professor of Civil Justice and Private Law, U. of Cambridge. (shrink)

Psychologists from nineteen countries in Asia and Oceania report on the expansion of western psychology in the region at both the academic and the professional levels. With its own network of associations, conferences, and journals, the comminity of psychologists in the East has braved new frontiers for the discipline.

Keynes always intended to write 'footnotes' to his masterwork _The General Theory_, which would take account of the criticisms made of it and allow him to refine his ideas further. These two volumes contain the work of a wide range of Keynes scholars, including James Tobin, Paul Davidson and Lord Skidelsky, who here have written the 'footnotes' that Keynes never did. The first volume follows the structure of ^The General Theory offering attempts to clarify difficult passages and suggesting ways in (...) which Keynes might have revised his theory in light of his own subsequent work. The second volume contains essays which relate to developments in Keynes scholarship in the years since his death and demonstrates the ongoing validity of the Keynesian tradition. (shrink)

Keynes always intended to write 'footnotes' to his masterwork _The General Theory_, which would take account of the criticisms made of it and allow him to develop and refine his ideas further. However, a number of factors combined to prevent him from doing so before his death in 1946. A wide range of Keynes scholars - including James Tobin, Paul Davidson and Lord Skidelsky - have written here the 'footnotes' that Keynes never did.

This second volume contains essays which relate to developments in Keynes' scholarship and theorizing in the years since his death and demonstrates the ongoing validity of the Keynesian tradition.

Keynes always intended to write 'footnotes' to his masterwork _The General Theory_, which would take account of the criticisms made of it and allow him to develop and refine his ideas further. However, a number of factors combined to prevent him from doing so before his death in 1946. A wide range of Keynes scholars - including James Tobin, Paul Davidson and Lord Skidelsky - have written here the 'footnotes' that Keynes never did.

There are important synergies for the next generation of ethical leaders based on the alignment of modified or adjusted mental models. This entails a synergistic application of moral imagination through collaborative input and critique, rather than "me too" obedience. In this article, we will analyze the Milgram results using frameworks relating to mental models (Werhane et al., Profitable partnerships for poverty alleviation, 2009), as well as work by Moberg on "ethics blind spots'' (Organizational Studies 27(3): 413-428, 2006), and by Bazerman (...) and Chugh on "bounded awareness" (Harvard Business Review, 2006; Mind & Society 6: 1-18, 2007) Using these constructs to examine the Milgram experiment, we will argue that the ways in which the experiments are framed, the presence of an authority figure, the appeal to the authority of science, and the situation in which the naïve participant finds herself or himself, all create a bounded awareness, a narrow blind spot that encourages a climate for obedience, brackets out the opportunity to ask the moral question: "Am I hurting another fellow human being?" and may preclude the subject from utilizing moral imagination to opt out of the experiment. We will conclude that these forms of almost blind obedience to authority are correctable, but with difficulty. We will argue that linking the modification of mental models to an unbinding of awareness represents an important synergistic relationship and one that can build effectively on the lessons learned from our experience with moral imagination. (shrink)

Scientific pluralism is an issue at the forefront of philosophy of science. This landmark work addresses the question, Can pluralism be advanced as a general, philosophical interpretation of science? Scientific Pluralism demonstrates the viability of the view that some phenomena require multiple accounts. Pluralists observe that scientists present various—sometimes even incompatible—models of the world and argue that this is due to the complexity of the world and representational limitations. Including investigations in biology, physics, economics, psychology, and mathematics, this work provides (...) an empirical basis for a consistent stance on pluralism and makes the case that it should change the ways that philosophers, historians, and social scientists analyze scientific knowledge. Contributors: John Bell, U of Western Ontario; Michael Dickson, U of South Carolina; Carla Fehr, Iowa State U; Ronald N. Giere, U of Minnesota; Geoffrey Hellman, U of Minnesota; Alan Richardson, U of British Columbia; C. Wade Savage, U of Minnesota; Esther-Mirjam Sent, U of Nijmegen. Stephen H. Kellert is professor of philosophy at Hamline University and a fellow of the Minnesota Center for Philosophy of Science. Helen E. Longino is professor of philosophy at Stanford University. C. Kenneth Waters is associate professor of philosophy and director of the Minnesota Center for Philosophy of Science. (shrink)

In a career that spans 60 years so far, W.W. Tait has made many highly influential contributions to logic, the philosophy of mathematics, and their history. The present collection of new essays - contributed by former students, colleagues, and friends - is a Festschrift, i.e., a celebration of his life and work. The essays address a variety of themes prominent in his work or related to it. The collection starts with an introduction in which Tait's contributions are sketched and put (...) into context. The eleven essays that follow are arranged in three parts: Part I. Proof Theory and its History; Part II. Logic and Philosophy of Mathematics; and Part III. History of Logic and Philosophy of Mathematics. Each of the essays contributes substantially to one or several of these areas. The authors included are: Steve Awodey, Solomon Feferman, Michael Friedman, Warren Goldfarb, Geoffrey Hellman, William Howard, Stephen Menn, Rebecca Morris, Charles Parsons, Erich Reck, Thomas Ricketts, and Wilfried Sieg. The editor, Erich H. Reck is Professor of Philosophy at the University of California at Riverside. (shrink)

This paper builds on London and Hart’s critique that Prahalad’s best-selling book prompted a unilateral effort to find a fortune at the bottom of the pyramid. Prahalad’s instrumental, firm-centered construction suggests, perhaps unintentionally, a buccaneering style of business enterprise devoted to capturing markets rather than enabling new socially entrepreneurial ventures for those otherwise trapped in conditions of extreme poverty. London and Hart reframe Prahalad’s insight into direct global business enterprise toward “creating a fortune with the base of the pyramid” rather (...) than at the BoP. This shift in language requires a recalibration of strategic focus, we argue, and will necessitate implementation of “moral imagination” to formulate new mental models that can frame the possibility of local entrepreneurs working collaboratively and discursively with development partners drawn from civil society, corporate, and government sectors. Successful partnerships will arise from interactive processes of emergent, co-creative learning within a shared problem domain or “community of practice”. We call attention to three related pluralist framings of situated learning within such communities of practice: decentered stakeholder networks; global action networks; and a focus on “faces and places” as a cognitive lens to humanize and locally situate diverse inhabitants within base of the pyramid partnership projects. (shrink)

The use of role-playing (“active learning”) as a teaching tool has been reported in areas as diverse as social psychology, history and analytical chemistry. Its use as a tool in the teaching of engineering ethics and professionalism is also not new, but the approach develops new perspectives when used in a college class of exceptionally wide cultural diversity. York University is a large urban university (40,000 undergraduates) that draws its enrolment primarily from the Greater Toronto Area, arguably one of the (...) most culturally diverse cities in the world, embracing the largest percentage of Canada’s immigration. Among the area’s five million inhabitants, 50% identify themselves as a visible minority born outside Canada, while over 100 languages and dialects are spoken daily. Although students admitted from this international pool have usually been exposed to western attitudes during secondary education and are rapidly assimilated into Canadian culture, responses to specific ethical issues are strongly influenced by their prior culture. Two and three-part scripts for case studies based on NSF or original scenarios were written to illustrate issues such as gifts, attitudes towards women and ethnic minorities, conflict of interest, whistle-blowing, sexual harassment, individual rights, privacy, environment, intellectual property, and others. Following the presentation, the actors lead group discussion based on previously specified questions. Once the initial shyness and reluctance of some cultures has been overcome through the building of rapport, students have written original scripts based on hypothetical or prior personal situations. The method is now being adopted in a short course format to assist the professional integration of foreign trained engineers. (shrink)

Scientific editors’ policies, including peer review, are based mainly on tradition and belief. Do they actually achieve their desired effects, the selection of the best manuscripts and improvement of those published? Editorial decisions have important consequences—to investigators, the scientific community, and all who might benefit from correct information or be harmed by misleading research results. These decisions should be judged not just by intentions of reviewers and editors but also by the actual consequences of their actions. A small but growing (...) number of studies has put editorial policies to a strong scientific test. In a randomized, controlled trial. blinding reviewers to author and institution was usually successful and improved the quality of reviews. Two studies have shown that, contrary to conventional wisdom, reviewers early in their careers give better reviews than senior reviewers. Many studies have shown low agreement between reviewers but there is disagreement about whether this represents a failing of peer review or the expected and valuable effect of choosing reviewers with complementary expertise. In a study of whether manuscripts are improved by peer review and editing, articles published in Annals of Internal Medicine were improved in 33 of 34 dimensions of reporting quality, but published articles still had room for improvement. Because of the central place of peer review in the scientific community and the resources it requires, more studies are needed to define what it does and does not accomplish. (shrink)

The paper is a set of reflections on the moral culture of modern biology built around the author’s experience as a participant observer in two university laboratories. I draw parallels between laboratory culture and organized religion and point out practical problems in conducting scientific research. The notion that good biologists must be atheists is questioned and failures of organized religion are noted. The paper concludes with a suggestion that research ethics should be rooted in laboratory practice and must include vigorous (...) principles of honesty and justice. Those are not requirements imposed from outside but internal requirements of the research community. (shrink)

In this, the first Reader of Geoffrey Hartman's work, significant essays reflect his abiding interest in English and American poetry, focusing not only on Romanticism but also on the transition from early modern to modern and including reflections on the radical elements in artistic representation.

What gives these words power to speak to us even without the play? No doubt the story of Tereus and Philomela has a universally affecting element: the double violation, the alliance of craft and craft, and what the metaphor specifically refers to: that truth will out, that human consciousness will triumph. The phrase would not be effective without the story, yet its focus is so sharp that a few words seem to yield not simply the structure of one story but (...) that of all stories in so far as they are tell-tales. Aristotle, in fact, mentions Sophocles' kenning during his discussion of how recognition scenes are brought about; and it is interesting that other examples cited by him share the characteristic of seeming to exist prior to the plays that embody them, as if they were riddles or gnomic words imposed by tradition and challenging an adequate setting. Take for example, "So I too must die at the altar like my sister". Or "I came to find my son, and I lose my own life". Or again, "Here we are doomed to die, for here we were cast forth". These phrases, overheard, bring about a recognition. Like "the voice of the shuttle" they have little meaning without a story that sets them. Yet once a story is found their suggestiveness is not absorbed but rather potentiated. And this, perhaps, is what archetype means: a part greater than the whole of which it is a part, a text that demands a context yet is not reducible to it. (shrink)

The statements and arguments based on experimental evidence used to support the claim that the 3d sub-level is below the 4s sub-level in scandium are examined. The flaw in all the arguments is that they assume the order in which the 3d and 4s sub-levels arrange remains the same in both the neutral atom and in its ions. Analysis of the ground and excited states of atomic spectra shows that as the number of electrons relative to the nuclear charge increases, (...) the 3d level moves higher in energy relative to the 4s level. It is perfectly possible that in a neutral scandium atom the 3d sub-level is above the 4s sub-level and that when it ionizes the energy levels simultaneously rearrange during the process. (shrink)

Using data from American emergency call centers, this article focuses on the coordination, and mutual relevance, of participants’ effort to manage two forms of unit completion – sequence closing and concluding the occasion in which the project was pursued. In doing so, we specify the import of sequence organization as one method for conducting, organizing, and resolving interactional projects participants may be said to pursue, and describe a range of possible relations between project completion and occasion closure and the locations (...) from which problems come to be introduced as parties move to resolve projects and close calls. As we show, sequence and occasion closings produced in the service of projects are fateful: they inexorably demand that the participants arrive at some alignment – or make visible their failure to do so – regarding the projects pursued in it, the status of those projects, and thus who, as a consequence, the parties are for another, that is, their ‘identities’. For strangers and familiars both, the management of projects and the manner in which closing is achieved matters. (shrink)

Moral Case Deliberations are reflective dialogues with a group of participants on their own moral dilemmas. Although MCD is successful as clinical ethics support, it also has limitations. 1. Lessons learned from individual MCDs are not shared in order to be used in other contexts 2. Moral learning stays limited to the participants of the MCD; 3. MCD requires quite some organisational effort, 4. MCD deals with one individual concrete case. It does not address other, similar cases. These limitations warrant (...) research into complementary ways of providing CES to healthcare professionals. Our research objective was therefore to develop a low threshold CES tool based on a series of MCDs on autonomy in long-term care. We used a qualitative research design in which we analyzed the process and content of a series of MCDs, combined with reflections on the theoretical background of MCD. In total 28 MCDs were analyzed by means of a thematic content analysis. In various rounds of development, the results of the analysis were combined with theoretical reflections on CES. Consequently, the tool was evaluated in three focus groups and adjusted. The CES tool, called ‘moral compass’, guides the users through a series of six subsequent questions in order to methodically reflect on their concrete moral dilemma, in the form of a booklet of 23 pages. It combines a methodical element that encourages and structures a reflection process with a substantive element, including norms, values, options, strategies, and insights regarding dealing with client autonomy. By using data from a series of MCDs, combined with theoretical reflections on MCD, ethics support and moral learning, we developed a thematic, low-threshold CES tool that supports healthcare professionals in daily practice in dealing with moral questions regarding client autonomy. It integrates examples and insights from earlier MCDs on the same topic. The moral compass is not a replacement of, but can be used complementary to MCD. The feasibility and impact of the moral compass need to be investigated in an evaluative follow-up study. The methodology presented in this paper may be used to develop moral compasses on different topics in various healthcare organizations. (shrink)

While no one seems to believe that business schools or their faculties bear entire responsibility for the ethical decision-making processes of their students, these same institutions do have some burden of accountability for educating students surrounding these skills. To that end, the standards promulgated by the Association to Advance Collegiate School of Business, their global accrediting body, require that students learn ethics as part of a business degree. However, since the AACSB does not require the inclusion of a specific course (...) to achieve this objective, it may be satisfied by establishing a stand-alone course in ethical decision-making, by integrating ethical decision-making into the existing curricula, by some combination of the two strategies, or through some alternative mechanism. Notwithstanding the choice of delivery process, though, the institution must ensure that it is able to demonstrate the students' achievement of learning with regard to ethics, a bar that was raised, or arguably simply modified, in 2003. With learning objectives designed precisely to measure the student delta based on content, process and engagement in a particular class, those programs that have opted for stand-alone ethics courses may be more prepared to respond to assessment-related inquiries regarding their programs or satisfaction of the standards. The relevance of the AACSB standards modification to the current efforts at ethics integration in business programs is instead a re-examination of how to create a program of integration that is designed to ensure the most effective learning results possible, while responding to the challenges presented by the integrated approach. The purpose of this article is to explore some of those challenges that may be somewhat universal to business school programs implementing the integrated approach, and to share one large university's response to those challenges, along with lessons learned. (shrink)