Euphemistically named “pull-ups” are a visually engaging and increasingly engineeredsanitaryproduct designed to capture a market that less than one generation ago was toilet trained at the age of the girl pictured on the packaging.

Perhaps no other critical label has been made to cover more ground than "irony," and in our time irony has come to have so many meanings that by itself it means almost nothing. In this work, Wayne C. Booth cuts through the resulting confusions by analyzing how we manage to share quite specific ironies—and why we often fail when we try to do so. How does a reader or listener recognize the kind of statement which requires him to reject (...) its "clear" and "obvious" meaning? And how does any reader know where to stop, once he has embarked on the hazardous and exhilarating path of rejecting "what the words say" and reconstructing "what the author means"? In the first and longer part of his work, Booth deals with the workings of what he calls "stable irony," irony with a clear rhetorical intent. He then turns to intended instabilities—ironies that resist interpretation and finally lead to the "infinite absolute negativities" that have obsessed criticism since the Romantic period. Professor Booth is always ironically aware that no one can fathom the unfathomable. But by looking closely at unstable ironists like Samuel Becket, he shows that at least some of our commonplaces about meaninglessness require revision. Finally, he explores—with the help of Plato—the wry paradoxes that threaten any uncompromising assertion that all assertion can be undermined by the spirit of irony. (shrink)

The article by Professor Fiester (2015) expresses concern about the long-term moral distress or negative moral emotions, both aspects of moral residue, that linger in some stakeholders’ experiences...

Henry Beecher was a distinguished professor of anesthesia and clinical investigator at Harvard Medical School. He became an iconic figure in bioethics, best known for his 1966 article describing 22 examples of unethical clinical research. This is one of the most frequently cited articles on ethics in the medical literature. Indeed, it may be seen as marking a watershed in the moral climate of medical research. In his history of bioethics, Albert Jonsen characterized Beecher as one of the “stars (...) in the bioethical firmament”. Daniel Callahan, founder of the Hastings Center, explained Beecher’s impact in a 1991 interview:“I think the role of Henry Beecher was very important in the mid 60s when he blew the... (shrink)

At my university we never stop reforming the curriculum, and we’re now discussing the plurality of ways in which our students fulfill our requirement of a full year of “freshman humanities.” Some of us feel that we now provide too many ways: neither students nor faculty members can make a good defense of a requirement—in itself an expression of power, if you will—that leads to scant sharing of readings or subject matters for the students, and to no goals or methods (...) clearly shared by increasingly diverse faculty members. As we attack and defend this kind of flabby pluralism, we naturally find ourselves discussing other kinds of pluralism, and we begin to discover the true depth of a topic that may at first seem “merely practical.” There may be some nouns that can be joined to the phrase “in the classroom” without taking on a total theory of education: Shakespeare in the classroom; Romanticism in the classroom; perhaps even irony in the classroom. But when we try to discuss “pluralism in the classroom,” we throw into the discussion every belief we may have about what education should be and how it should be conducted. To ask whether or in what sense we should be pluralists in the classroom is obviously to ask, in the most fundamental way possible, “What should a teacher teach? What should we hope that every student would learn, regardless of our commitment to this or that doctrine of the moment?”Most teachers, even in a time like ours when professed relativists pluralists abound, answer that question, at least implicitly, like this: One should try very hard to teach the truth—not a “dogma,” of course, perhaps not even a set of propositions, but at least some single right away of doing things. Indeed in some moods any honest teacher might confess to feeling lucky if students learn even one truth or one mode of working. “They’ll meet plenty of plurality just in the nature of their lives.” “They’ll meet plenty of other teachers, most of them with absolutely mistaken views, and my chief task is to set them straight so that when they encounter nonsense they’ll know how to deal with it.” Still, when you press people who talk that way they of course claim that they teach no dogmas, only an appropriately open-minded way of dealing with error in the world. They may even call themselves pluralists or relativists. But it takes no great analytical skill to detect the monisms behind their claims. When pushed, they believe that they hold=--or might someday find—some one way of working, some supremely powerful “killer mode” that can dispose of all other modes with decisive proofs. They work finally in one way only, pursuing, finally, one kind of truth. Wayne C. Booth is George M. Pullman Distinguished Service Professor of English and of Ideas and Methods at the university of Chicago. His previous works on pluralism include Critical Understanding: The Powers and Limits of Pluralism and “Pluralism and Its Rivals” in Now Don’t Try to Reason with Me . He is now completing a book on ethical criticism. (shrink)

What role have experiments played, and should they play, in physics? How does one come to believe rationally in experimental results? The Neglect of Experiment attempts to provide answers to both of these questions. Professor Franklin's approach combines the detailed study of four episodes in the history of twentieth century physics with an examination of some of the philosophical issues involved. The episodes are the discovery of parity nonconservation in the 1950s; the nondiscovery of parity nonconservation in the (...) 1930s, when the results of experiments indicated, at least in retrospect, the symmetry violation, but the significance of those results was not realized; the discovery and acceptance of CP symmetry; and Millikan's oil-drop experiment. Franklin examines the various roles that experiment plays, including its role in deciding between competing theories, confirming theories, and calling fo new theories. The author argues that one can provide a philosophical justification for these roles. He contends that if experiment plays such important roles, then one must have good reason to believe in experimental results. He then deals with deveral problems concerning such reslults, including the epistemology of experiment, how one comes to believe rationally in experimental results, the question of the influence of theoretical presuppositions on results, and the problem of scientific fruad. This original and important contribution to the study of the philosophy of experimental science is an outgrowth of many years of research. Franklin brings to this work more than a decade of experience as an experimental high-energy physicist, along with his significant contributions to the history and philosophy of science. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Introduction to the Special SectionFranklin G. MillerHappy is a female elephant who has been confined at the Bronx Zoo for over 40 years. In 2018 the Nonhuman Rights Project sued the Wildlife Conservation Society, which manages the zoo, seeking habeas corpus for Happy in order to release her to an elephant sanctuary. Numerous amicus curiae briefs were filed in favor and against the petition on behalf of Happy. The (...) case reached the highest court in New York State, which denied the petition of the plaintiff in June 2022.This special section includes views on the case of Happy by David DeGrazia, Martha Nussbaum, and Christine Korsgaard, three distinguished moral philosophers who have made significant contributions to animal ethics. The essays by Martha Nussbaum and Christine Korsgaard are drawn from the amicus briefs that they filed in the legal proceedings, which they agreed could be published here.Professor Nussbaum applies her "capabilities approach" as a foundation for promoting wellbeing and recognizing rights to Happy and to elephants in general. She argues that Happy is a being with a meaningful life and is entitled to be treated with respect and dignity, which is incompatible with her conditions of confinement at the zoo. Professor Korsgaard applies her understanding of the moral philosophy of Immanuel Kant to the case of Happy—a "cognitively sophisticated [End Page 1] animal" which, like human beings, should be treated as an end in herself and not merely as a means to the purposes of human beings. Professor DeGrazia, in an invited essay, analyzes the meanings of "person" and examines the pertinent characteristics of elephants that make them at least "borderline persons," with the moral status of possessing basic rights.While Happy remains confined at the Bronx Zoo, these three incisive contributions challenge readers to reflect on the ethical treatment of nonhuman animals, especially those with complex and rich capacities of intelligence and emotion. [End Page 2]Franklin G. MillerWeill Cornell Medical College, New YorkCopyright © 2023 Johns Hopkins University Press... (shrink)

The authors of this essay challenge the notion that “philosophy” is irredeemably Eurocentric by providing a series of personal, professional, and pedagogical reflections on their experience in a new graduate seminar on “Indigenous philosophy.” The authors—a graduate student, professor, and Indigenous course-facilitator—share in the fashion of “Indigenous storywork,” as outlined by Stó:lō pedagogue Jo-Ann Archibald. We begin with the instructor and how he was personally challenged to re-evaluate his roots and philosophical praxis in spite of his experience teaching over (...) several decades. The second section describes a student experience and how they measured the exigencies of decolonization against the esteem that their family holds for Canada’s brand of multiculturalism. Finally, we turn to the Indigenous seminar facilitator and his skepticism over whether the course truly constituted decolonized, or “landed,” pedagogy. Throughout, the authors ask about the demands of decolonization and how philosophical pedagogy may center Indigenous futurity. (shrink)

Written not by a journalist or politician but rather by a theology professor with a Ph.D. in New Testament studies, Voting by the Bible: The Economic and Foreign Policy Issues begins with the assumption that God intended the Bible to give guidance to every area of life£including how governments should function. Derived from author Wayne Grudemþs magisterial Politics£According to the Bible, this book highlights those economic and foreign-policy issues that have dominated political debate recently. Throughout, author Wayne (...) Grudem supports political positions that would be called more 'conservative' than 'liberal.' However, 'it is important to understand that I see these positions as flowing out of the Bible's teachings rather than positions I hold prior to, or independently of, those biblical teachings,' he writes. 'My primary purpose in the book is not to be liberally or conservative, or Democrat or Republican, but to explain a biblical worldview and a biblical perspective on issues of politics, law, and government.' Concise yet carefully argued, this book is a must-read for any Christian concerned about current debates over the economy, the size and role of government, and the best way forward out of the current recession. Not every reader will agree with the book's conclusions. But by grounding his analysis deeply on Scripture, Grudem has equipped Christians to better understand and respond to some of today's key political debates wisely and in a manner consistent with their primary citizenship as members and ambassadors of the kingdom of God" -- Publisher description. (shrink)

"Although this book looks back mainly to Blake (after all, Locke could not have read Blake) it also looks past Blake to discover a Locke not given much shrift by Blake scholars. It does this in a constantly interesting sinuous juxtaposition of Blake's and Locke's views on a variety of subjects, some wonderfully unexpected. Glausser's grasp of his material is impressive, and he writes with admirable clarity.... A deft blending of historical, biographical, and interpretive scholarship."--Hazard Adams, Byron W. and Alice (...) L. Lockwood Professor of Humanities, University of Washington Locke and Blake is a composite critical biography of two giants of 18th-century culture. Organized by topics of cultural significance for the period, it weaves together two lives, focusing on critical topics as opposed to biographical details, in order to illuminate ideas of Locke and Blake and the cultural contexts and transformations of the "period" they shared. Glausser begins each chapter by sketching a biographical connection between the two men, which in turn leads to a broader discussion of textual as well as cultural significance. From their shared experience of having had paintings stolen by a friend, for instance, Glausser details the two men's angry responses and then explores the larger social issue of private property at each end of the 18th century. Other points of correspondence include mothers and lovers, charges of sedition, medicine and the body, slavery, and printing. Glausser's new approach to the lives and ideas of Locke and Blake offers a more balanced treatment of their relationship than has been available in the past. Through this juxtaposition and rethinking of the two traditional "antagonists" of the period, he moves beyond adversarial caricatures of temperament, faculty, ideology, and intention and illuminates both the century and the two intellectual giants who stood at either end of it. Wayne Glausser is professor of English at DePauw University and author of articles on Locke and Blake as well as various topics in recent American fiction and popular culture. (shrink)

Recent decades have witnessed the extraordinary growth of radical relativism, a doctrine which now dominates the entire culture, from popular music to journalism and from religion to school curricula. According to the radical relativist creed, any proposition can be true or false in relation to a chosen framework, the evaluation of fundamental theories or 'paradigms' is beyond argument, there are no universal standards of rationality, and, methodologically, 'Anything goes!'. As James Harris explains in Against Relativism, the new relativism undoes the (...) work of the Enlightenment and inevitably leads to the conclusion that Galileo was wrong to insist that the Earth indeed moves. Succor for relativism has come from many philosophical schools, both Analytic and 'Continental'. Among the sources of the new relativism are the collapse of Logical Positivism and the shift within anthropology from a linear evolutionary model to numerous models for understanding human culture. In this detailed critique, Professor Harris has selected the strongest and most plausible arguments for relativism within contemporary academic philosophy. He turns the techniques of relativism against relativism itself, showing that it is ultimately self-refuting or otherwise ineffectual. He demonstrates that Quine's rejection of the analytic-synthetic distinction appeals to the very analytic truths Quine tries to dispel; that Kuhn's celebrated account of paradigms must be either self-refuting or unintelligible; that Rorty cannot avoid presuppposing the epistemological principles he attacks; and that (although feminist criticisms of science exert a welcome corrective) attempts to develop a distinctively 'feminist science'are misconceived and unhelpful to feminism. In all these discussions, the author explains the arguments he is criticizing, for the benefit of the non-specialist reader, so that this work can serve as a partisan but fair introduction to some of the most important of present-day philosophy. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Elizabeth Gould, “The Nomadic Turn: Epistemology, Experience, and Women College Band Directors”Stephen Franklin ZdzinskiI want to thank Elizabeth Gould for providing us with a thought-provoking paper examining the journeys of women university band directors through a post-modernist and feminist perspective. As a music education professor who deals with students from undergraduate through doctoral levels, I have the opportunity to provide professional guidance to many (...) students, both female and male. A number of my female instrumental music education students ask me about becoming high school and university band directors. I want to be honest with them about the realities of the profession, but I want also to encourage them to pursue their [End Page 195] professional dreams and goals despite any potential structural limitations. I found this paper to provide me with very good insights that I can use to advise my students.According to Gould, there are a number of factors that contribute to the under-representation of women in the field of college band directing. For example, we can see that historically the first band directors and instrumental music educators came either from military or professional performance backgrounds and as a result, most instrumental music teachers were initially male. In addition, early college band organizations, particularly marching musical organizations, were entirely male in composition. While these conditions have not continued to the present day, they set the stage for what was to follow.Socialization and Women University Band DirectorsThe different socialization of girls and boys may also be found to play a role in the under-representation of women as university band directors. A number of researchers have found gender differences in instrument selection,1 and other research points to additional familial socialization differences by gender.2According to Paul Woodford,3 the primary socialization of music education majors and the formation of a music teacher's identity occur during their own pre-collegiate schooling. Several researchers have suggested that precollegiate teaching experiences may be influential in decisions to choose music teaching as a career.4 Through countless hours of observation in their own programs, female and male students may be socialized to professional expectations of band directing before they ever enter a university-based instrumental music education program. Sylvia Tibbets, Winifred Shepard and David Hess, Stan Albrecht, Philip Griswold, and Denise Chroback all found that instrumental music teaching was viewed by both children and adults as a masculine profession.5 Woodford found that many of our current teacher education programs merely recreate existing practices, thus replicating inequitable situations in regards to opportunities for women in the profession of high school and college band directing.6After graduation, the outcome of a gender-influenced instrument choice may be inhibiting the career aspirations of future women band directors. Research by Barry Kopetz examined the influences of gender, school type, and instrument on instrumental music teacher selection by school principals.7 While significant gender differences in favor of males were found, they accounted for only 3% of the variance in teacher selection. Also important was the type of school being attended (performance versus music education institution), also accounting for 3% of the variance. Instrument, on the other hand, accounted for 10% of the variance in teacher selection, with teachers being selected in the following order: [End Page 196] trumpet, clarinet, oboe, and violin. If one examines the instruments commonly played by female instrumentalists, the research by Kopetz may suggest that gender discrimination in band hiring may in fact be exaggerated by playing the "wrong" instrument. If the student in addition comes from a performance-oriented school, that is considered by hiring officials as another negative factor that reduces their job possibilities.Structural Difficulties and Woman University Band DirectorsGould makes an interesting point when she states that while it is useful to know about the reasons for a lack of women in the band directing profession, this information by itself is not going to change things until we actually understand the structural underpinnings of the problem. The use of the metaphor of the nomad is helpful in attempting to explain the structural difficulties inherent in women becoming university band directors. In fact, I... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Elizabeth Gould, “The Nomadic Turn: Epistemology, Experience, and Women College Band Directors”Stephen Franklin ZdzinskiI want to thank Elizabeth Gould for providing us with a thought-provoking paper examining the journeys of women university band directors through a post-modernist and feminist perspective. As a music education professor who deals with students from undergraduate through doctoral levels, I have the opportunity to provide professional guidance to many (...) students, both female and male. A number of my female instrumental music education students ask me about becoming high school and university band directors. I want to be honest with them about the realities of the profession, but I want also to encourage them to pursue their [End Page 195] professional dreams and goals despite any potential structural limitations. I found this paper to provide me with very good insights that I can use to advise my students.According to Gould, there are a number of factors that contribute to the under-representation of women in the field of college band directing. For example, we can see that historically the first band directors and instrumental music educators came either from military or professional performance backgrounds and as a result, most instrumental music teachers were initially male. In addition, early college band organizations, particularly marching musical organizations, were entirely male in composition. While these conditions have not continued to the present day, they set the stage for what was to follow.Socialization and Women University Band DirectorsThe different socialization of girls and boys may also be found to play a role in the under-representation of women as university band directors. A number of researchers have found gender differences in instrument selection,1 and other research points to additional familial socialization differences by gender.2According to Paul Woodford,3 the primary socialization of music education majors and the formation of a music teacher's identity occur during their own pre-collegiate schooling. Several researchers have suggested that precollegiate teaching experiences may be influential in decisions to choose music teaching as a career.4 Through countless hours of observation in their own programs, female and male students may be socialized to professional expectations of band directing before they ever enter a university-based instrumental music education program. Sylvia Tibbets, Winifred Shepard and David Hess, Stan Albrecht, Philip Griswold, and Denise Chroback all found that instrumental music teaching was viewed by both children and adults as a masculine profession.5 Woodford found that many of our current teacher education programs merely recreate existing practices, thus replicating inequitable situations in regards to opportunities for women in the profession of high school and college band directing.6After graduation, the outcome of a gender-influenced instrument choice may be inhibiting the career aspirations of future women band directors. Research by Barry Kopetz examined the influences of gender, school type, and instrument on instrumental music teacher selection by school principals.7 While significant gender differences in favor of males were found, they accounted for only 3% of the variance in teacher selection. Also important was the type of school being attended (performance versus music education institution), also accounting for 3% of the variance. Instrument, on the other hand, accounted for 10% of the variance in teacher selection, with teachers being selected in the following order: [End Page 196] trumpet, clarinet, oboe, and violin. If one examines the instruments commonly played by female instrumentalists, the research by Kopetz may suggest that gender discrimination in band hiring may in fact be exaggerated by playing the "wrong" instrument. If the student in addition comes from a performance-oriented school, that is considered by hiring officials as another negative factor that reduces their job possibilities.Structural Difficulties and Woman University Band DirectorsGould makes an interesting point when she states that while it is useful to know about the reasons for a lack of women in the band directing profession, this information by itself is not going to change things until we actually understand the structural underpinnings of the problem. The use of the metaphor of the nomad is helpful in attempting to explain the structural difficulties inherent in women becoming university band directors. In fact, I... (shrink)

"Mitchell Franklin (1902-1986) is described by the Buffalo Law Review as the foremost Marxist legal philosopher in the English-speaking world. In these selected writings, Franklin, a professor of law at Tulane University for 37 years, discusses how the development of natural law from an idealist to a materialist concept in the transition from feudalism to capitalism is reflected in the drafting of the U.S. Constitution and its interpretation today" --Publisher's summary.

The St Bartholomew's Day Massacre of 1572 polarised French constitutional ideas. Appearing on one side was a radicalised version of the French constitution. On the other side was the theory of royal absolutism systematically developed by Bodin. The central thesis of this book is that Bodin's absolutism was as unprecedented as the doctrine it opposed. Prior to the 1570s the mainstream of the French tradition had been tentatively constitutionalist and Bodin himself had given strong expression to that tendency in his (...) Methodus of 1566. His earlier theory of sovereignty, elaborated in that work, was implicitly adapted to a notion of limited supremacy. Professor Franklin's aim is to explain how this absolutist view was formed. In doing so, he has clarified many of the notorious obscurities in Bodin's thought and since much of the absolutist doctrine of the seventeenth century was either based on Bodin's theory or relied on similar assumptions, this study will be of great importance and interest to scholars of a later period. (shrink)

Some twenty years ago, Jacob Taubes’s lectures on Saint Paul, delivered in 1987, the year of his death, and first published in German in 1993, were published in English as The Political Theology of...

In the Spring 1997 issue of the journal, Ronald M. Green's affiliation was inaccurately listed. Although he did serve at the Office of Genome Ethics at the National Institutes of Health, in correspondence prior to pub lication of his paper “Parental Autonomy and the Obligation Not to Harm One's Child Genetically,” he requested that his affiliation only be listed at the Ethics Institute at Dartmouth College. He wanted to avoid any appearance of speaking on behalf of NIH. The editors regret (...) the confusion this oversight caused Professor Green personally and journal readers. (shrink)

In the Spring 1997 issue of the journal, Ronald M. Green's affiliation was inaccurately listed. Although he did serve at the Office of Genome Ethics at the National Institutes of Health, in correspondence prior to pub lication of his paper “Parental Autonomy and the Obligation Not to Harm One's Child Genetically,” he requested that his affiliation only be listed at the Ethics Institute at Dartmouth College. He wanted to avoid any appearance of speaking on behalf of NIH. The editors regret (...) the confusion this oversight caused Professor Green personally and journal readers. (shrink)

In the Spring 1997 issue of the journal, Ronald M. Green's affiliation was inaccurately listed. Although he did serve at the Office of Genome Ethics at the National Institutes of Health, in correspondence prior to pub lication of his paper “Parental Autonomy and the Obligation Not to Harm One's Child Genetically,” he requested that his affiliation only be listed at the Ethics Institute at Dartmouth College. He wanted to avoid any appearance of speaking on behalf of NIH. The editors regret (...) the confusion this oversight caused Professor Green personally and journal readers. (shrink)

But Williams had created a field of historical study, where his white counterparts had not. Single-handedly and without the blessing or approval of the academic community, Williams had called attention to the importance of including Afro-Americans in any acceptable and comprehensive history of the nation long before the historians of various groups of European-Americans or Asian-Americans had begun to advocate a similar treatment for their groups. And if Williams did not impress the white professional historians, he gave heart and encouragement (...) to future Afro-American historians. When the History of the Negro Troops appeared in 1887, nineteen-year-old W. E. B. Du Bois was a college senior at Fisk University and editor-in-chief of the student magazine, The Fisk Herald. In the columns of the Herald Du Bois wrote, "At last we have a historian; not merely a Negro historian, but a man who judged by his merits alone has written a splendid narrative. The Herald congratulates George W. Williams, and the race, which may justly be . . . [proud] of him."1 Many years later, Carter G. Woodson, the founder of the Association for the Study of Negro Life and History and of the Journal of Negro History, described Williams' History of the Negro Troops as "one of the most valuable accounts of the Civil War."2 With words like these from Du Bois and Woodson, on whose shoulders much of the second stage of Afro-American historiography would rest, it is not too much to say that George Washington Williams was responsible for the beginnings of Afro-American historiography. · 1. The Fisk Herald, January 1888, p. 8.· 2. Woodson's appraisal of Williams was found among his papers and made available to me by Dr. Charles H. Wesley when he was executive director of the Association for the Study of Negro Life and History, which had been founded by Woodson in 1915. John Hope Franklin, president-elect of the American Historical Society, has written a biography of George Washington Williams. He is the John Matthews Manly Distinguished Service Professor of History at the University of Chicago and the author of, among other works, From Slavery to Freedom: A History of Negro Americans and A Southern Odyssey: Travelers in the Antebellum North. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Response to Elizabeth Gould, “The Nomadic Turn: Epistemology, Experience, and Women College Band Directors”Stephen Franklin ZdzinskiI want to thank Elizabeth Gould for providing us with a thought-provoking paper examining the journeys of women university band directors through a post-modernist and feminist perspective. As a music education professor who deals with students from undergraduate through doctoral levels, I have the opportunity to provide professional guidance to many (...) students, both female and male. A number of my female instrumental music education students ask me about becoming high school and university band directors. I want to be honest with them about the realities of the profession, but I want also to encourage them to pursue their [End Page 195] professional dreams and goals despite any potential structural limitations. I found this paper to provide me with very good insights that I can use to advise my students.According to Gould, there are a number of factors that contribute to the under-representation of women in the field of college band directing. For example, we can see that historically the first band directors and instrumental music educators came either from military or professional performance backgrounds and as a result, most instrumental music teachers were initially male. In addition, early college band organizations, particularly marching musical organizations, were entirely male in composition. While these conditions have not continued to the present day, they set the stage for what was to follow.Socialization and Women University Band DirectorsThe different socialization of girls and boys may also be found to play a role in the under-representation of women as university band directors. A number of researchers have found gender differences in instrument selection,1 and other research points to additional familial socialization differences by gender.2According to Paul Woodford,3 the primary socialization of music education majors and the formation of a music teacher's identity occur during their own pre-collegiate schooling. Several researchers have suggested that precollegiate teaching experiences may be influential in decisions to choose music teaching as a career.4 Through countless hours of observation in their own programs, female and male students may be socialized to professional expectations of band directing before they ever enter a university-based instrumental music education program. Sylvia Tibbets, Winifred Shepard and David Hess, Stan Albrecht, Philip Griswold, and Denise Chroback all found that instrumental music teaching was viewed by both children and adults as a masculine profession.5 Woodford found that many of our current teacher education programs merely recreate existing practices, thus replicating inequitable situations in regards to opportunities for women in the profession of high school and college band directing.6After graduation, the outcome of a gender-influenced instrument choice may be inhibiting the career aspirations of future women band directors. Research by Barry Kopetz examined the influences of gender, school type, and instrument on instrumental music teacher selection by school principals.7 While significant gender differences in favor of males were found, they accounted for only 3% of the variance in teacher selection. Also important was the type of school being attended (performance versus music education institution), also accounting for 3% of the variance. Instrument, on the other hand, accounted for 10% of the variance in teacher selection, with teachers being selected in the following order: [End Page 196] trumpet, clarinet, oboe, and violin. If one examines the instruments commonly played by female instrumentalists, the research by Kopetz may suggest that gender discrimination in band hiring may in fact be exaggerated by playing the "wrong" instrument. If the student in addition comes from a performance-oriented school, that is considered by hiring officials as another negative factor that reduces their job possibilities.Structural Difficulties and Woman University Band DirectorsGould makes an interesting point when she states that while it is useful to know about the reasons for a lack of women in the band directing profession, this information by itself is not going to change things until we actually understand the structural underpinnings of the problem. The use of the metaphor of the nomad is helpful in attempting to explain the structural difficulties inherent in women becoming university band directors. In fact, I... (shrink)

In a lucid and comprehensive study, Professor Viney presents an excellent critical analysis of Hartshorne's thought about God.

Professor Franklin shows how the humanist approach of Jean Bodin and other French jurists of the 16th century led to a break, at least in principle, with the intellectual authority of Roman law and to the attempt to reconstruct juristic science through a comparison and synthesis of all the juridical experience of the most famous states.

Philip Clayton, Ingraham Professor of Theology at Claremont School of Theology, is widely recognized both as a major contributor to contemporary discussions of the relations between science and religion and as a philosopher-theologian of great originality. Although Clayton invariably couches his arguments and conclusions in fallibilist terms, this is, by any measure, an ambitious book. It is the closest thing yet to his magnum opus. Included are revisions of fifteen previously published articles that appeared between 1997 and 2008 and (...) revisions of two lectures delivered at Claremont in 2004.Following the editor's introduction, the book is divided into five parts. Part 1 could be read as a commentary on Whitehead's .. (shrink)

It describes and explains the patient-centered model examining and evaluating qualitative and quantitative research. It comprehensively covers the evolution and the six interactive components of the patient-centered clinical method, taking the reader through the relationships between the patient and doctor and the patient and clinician. All the editors are professors in the Department of Family Medicine at the University of Western Ontario, London, Canada.

Kindergarten Narratives on Froebelian Education showcases the latest scholarship and historical understandings concerning the casting of the kindergarten idea abroad: across cultures, continents and centuries. Each chapter reveals previously unknown narratives of intrepid endeavour, political pragmatism and pedagogical innovation that collectively provide insight into the transformation of Froebel's ideas on early education into a global phenomenon. Across global contexts, each chapter will present a case study of the ideas scattering abroad, illustrative of the movement of ideas, curricula and pedagogical change; (...) in effect taking the kindergarten beyond the geographies and pedagogies of its German beginnings and borders. Chapters draw on historical examples of Froebelian education from The Netherlands, New Zealand, Japan, Sweden, the UK and the USA. In the journal History of Education in 2006, Froebelian history scholar Professor Kevin J. Brehony (1948-2013) lamented the 'relative neglect' of the history of early years education at the same time there was a heightened global social and political interest in educating the young child. In this book, an international team of contributors respond to Brehony's challenge that historical perspectives can play a role in current debates and suggest ways historical narratives might inform policies and practices in twenty-first century early childhood education, care settings and contexts. Reconnecting past lessons and insights with present and future concerns for early education, young children and their place in society, this important collection also includes an historical timeline charting the spread of Frobelian education ideas and kindergartens across the world. (shrink)

Professor Franklin is correct to say that there are significant areas of agreement between his account of formal science (Franklin, 1994) and my critique of his account. We both agree that the domain-independence exhibited by the formal sciences is ontologically and epistemically interesting, and that the concept of ‘structure’ must be central in any analysis of domain-independence. We also agree that knowledge of the structural, relational properties of physical systems should count as empirical knowledge, and that it (...) makes sense to talk about an empirical ‘science’ of structure. Where we disagree is over the frequency of occasions where ‘practical certainty’ is actually attained: Franklin argues that practical certainty is not uncommon in the formal sciences, while I argue that there are barriers to practical certainty that Franklin fails to appreciate. In Franklin’s response, he briefly presents and offers criticisms of my two main arguments against his central thesis. Franklin asserts that the flaw in my first argument is that it does not appreciate that modern mathematical models exhibit structural stability, and thus that many of their predictions are robust under small variations in input or parameter values (and hence, insensitive to the inevitable gaps between estimates and actual values). Nevertheless, what I had in mind in using the term ‘realistic modelling situations’ were models of fairly complex natural systems, such as the dripping faucet, spruce budworm and ecosystem ecology examples. My objection is not that mathematical models of such systems cannot legitimately and accurately describe structural properties that are genuinely predicable of real-world systems, but simply that for.. (shrink)

Perceptual attention is essential to both thought and agency, for there is arguably no demonstrative thought or bodily action without it. Psychologists and philosophers since William James have taken attention to be a ubiquitous and distinctive form of consciousness, one that leaves a characteristic mark on perceptual experience. As a process of selecting specific perceptual inputs, attention influences the way things perceptually appear. It may then seem that it is a specific feature of perceptual representation that constitutes what it is (...) like to consciously attend to an object. In fact conscious attention is more complicated. In what follows, I argue that the phenomenology of conscious attention to what is perceived involves not just a way of perceptually locking on to a specific object. It necessarily involves a way of cognitively locking on to it as well. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:In Memoriam:Brother Wayne TeasdaleJennifer HarrisOn 20 October 2004, Wayne Teasdale died at age 59. After his second battle with cancer, he passed on, leaving numerous friends, loved ones, and students. Wayne was a world-renowned spiritual teacher and scholar who worked tirelessly to create dialogue and understanding among the world's religions. Wayne was the leading voice in the Christian contemplative movement.In particular, Wayne Teasdale met (...) often with His Holiness the Dalai Lama to discuss their faiths. In his own words, "I am convinced that Christianity and Buddhism together have a unique opportunity and responsibility to enter into a sustained dialogue on all matters.... If the two traditions work together on resolving the critical issues facing the planet, and if they commit themselves to an open-ended dialogue process in which mutual influence on each other occurs in the areas of belief or view, prayer, and social engagement, they will make an enormously precious contribution towards the communication of a new consciousness all around the world."For more than ten years, Brother Wayne Teasdale studied, prayed, and meditated in the seclusion of Hundred Acres Monastery in New Hampshire. In 1986, Father Bede Griffiths, an English Benedictine monk living in India, invited Wayne to his ashram to take sannyasa (Indian monkhood) from him as a Christian. Sannyasa formally means to renounce the world. This event began Wayne's work as an interreligious monk and mystic. Through his writings, Wayne has helped thousands of individuals to understand their own true paths and explored the idea of renunciation and spirituality in daily life.Wayne Teasdale served on the board of trustees of the Parliament of the World's Religions and was the coordinator of the Bede Griffiths International Trust. Wayne dedicated himself to helping people discover their true spiritual nature and was a passionate activist who worked throughout his life to create dialogue and mutual understanding among the world's religions. He is the author of many seminal books, most notably The Mystic Heart: Discovering a Universal Spirituality in the World's Religions and A Monk in the World: Cultivating a Spiritual Life. His other books include Catholicism in Dialogue: Conversations Across Traditions; Come and Sit: A Week Inside Meditation Centers; Hermitage of the Heart: Contemplative Practices from Hundred Acres Monastery; Community of Religions: Voices and Images of the Parliament of the World's Religions; Essays in Mysticism; Yoga of Sound: Healing and Enlightenment through the Sacred Practice of Mantra (with Russill Paul); Bede Griffiths: An Introduction to His Interspiritual Thought (with Bede Griffiths); Awakening the Spirit, Inspiring the Soul: 30 Stories of Interspiritual Discovery in the Community of Faiths (with Martha Howard, MD), and Mystic Hours: A Daybook of Inspirational Wisdom and Devotion. [End Page 163]Wayne was the leader of the Interfaith Call for Freedom of Worship and Human Rights in Tibet. He was a member of the Monastic Interreligous Dialogue and helped draft their Universal Declaration on Nonviolence. He was an adjunct professor at DePaul University, Columbia College, and the Catholic Theological Union, and lectured throughout the world.In his life and teachings, Wayne always promoted the concepts of community, service, and faith. He said, "We now know that each one of us inhabits, rather than possesses, what can be called local awareness. It makes our life tangible by filtering it through parameters of knowing and being that allow for this local type of consciousness, this knowing person here and now who is self-aware. When someone has a mystical experience, he or she is propelled into a cosmic kind of perception. The enlightened are those who have broken out of their local and regional, or individual and species awareness and have discovered other realms of consciousness beyond this sphere."Jennifer HarrisFriends of Drepung Gomang MonasteryCopyright © 2005 The University of Hawai'i Press... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Book Review Wayne C. Booth. For the Love ofIt: Amateuring and Its Rivals (Chicago: University of Chicago Press, 1999). For the Love ofIt is a delightful exposition on life-long music making written with love by amateur cellist Wayne Booth (professor emeritus ofEnglish, University ofChicago). Employing a combination of journal entries, memories, and romantic prose on the topic oftaking up the cello at age thirty-one, he writes (...) insightfully on the challenges and triumphs inherent in amateur pursuits (musical, or otherwise). Written from a classical music perspective, he analyzes the reasons for amateuring, all the while extolling his community offellow amateurs, pro-amateurs, and teachers who make the journey worthwhile. He imparts many valuable insights from which music educators can benefit. I will summarize Booth's main points, highlighting these insights, and conclude with a brief criticism of the book from theperspective ofone who has worked with adult amateurs for more than fifteen jears. Boothplayfullypresentshis text in the form ofa symphony. In the "Overture," he encourages people to pursue actively an amateur love and desires growth in the ranks of amateurs. Just as Christopher Small encouraged a mental shift from to musictothemoreactive gerund formmusicking in his book of that title,1 Booth promotes a shift from the noun amateurto the gerund amateuring. He defines amateuringas doing something for the sheer love of it, adding the caveat: "Amateurs don't just dabble, like serious professionals, they work at learningto do it better^11). This idea of constant improvement is reiteratedthroughout the book with detailedrecounting ofBooth's forty-six years of cello studies, especially his pursuit of excellent thumb position. Why one should study to this degree when full success (that is, professional performance) is out of reach? Booth suggests the following rewards: joyful friendship, spiritual ecstasy, and gratitude for life's mysterious unearned gifts (5, 6). Indeed, throughout the book Booth finds himself "getting better all the time," often "playing better than ever"(58, 112, 123, 137, 140). His feelings ofimprovement and the accompanying self-satisfaction are ajoy to see and reinforce the idea that theserewards make true amateuring worth it. In"First Movement: The Courtship,"music educators find a staunch supporter in Booth and gain insight into the importance of childhood music activities as seen through amateureyes. As Booth wiselystates,"No one inmidlifeis likelyto take up any instrument, let alone the cello, without having fallenin lovewithmusic longbefore"(21). Clearlyfrom a musical family, he describes beautiful childhood memories including dancing with his mother at age five; making up songs; taking piano and clarinet lessons; singing three-part solfège exercises in sixth grade; and hearing his first live orchestra concert, the Philadelphia Orchestra conducted by Leopold Stokowski (22-8). These types ofactivities lay an important foundation for the pursuit of music by adults as "amateuring in our early years can lead to a lifetime ofamateuring" (22). Booth is a champion ofmusic education in the schools. Concerned with music program cuts and the prevalence of personal stereos that keep young people from "getting music into their bones, not just their ears," he encourages the funding of music lessons rather than computer games (22). After describing how he was "seducedbythe cello," he concludesthis section with a discussion of how other pleasures rival for the amateur's attention, suggesting that leisure activities often take the form of passive pastimes, not the active work oftrue amateuring. LikeVemon HowardmLearningByAllMeans, Boothgrapples with the concept of work versus play. 2 If amateurs are to spend their leisure hours working diligently at getting better, the work must be©Philosophy ofMusic Education ReviewlO, no. 2 (Fall 2002): 140-143. Book Review 141 experienced as play-something they love to do. While professional musicians are paid to play, often playing for the love ofit fades as themoney blossoms. He maintains the distinction between amateurs and professionals lies not with being paid or unpaid, but with playing for love or solely for money. "My heroes... are the professionals Icallpro-amateurs-thosewillingtojoinamateurs, pursuingthe love together," statesBooth (59, 60). I believe music educators are foremost among these heroes. In "Second Movement: The Marriage," many insights into the teachingofaging amateurs are provided. First, he observes that while his level of cello playing rises with age... (shrink)

Wayne C. Booth argues for the relocation of ethics to the center of our engagement with literature.

From 1969 through the 70's Mitchell Franklin was Emeritus Professor of Law and Philosophy at SUNY Buffalo. Over this period his teaching gradually shifted to philosophy where he gave a series of lectures on Hegel, Marx and Neo-Hegelianism, which attracted and influenced a new group of students. These philosophy students were rediscovering the Continental tradition and turning to phenomenology, Western Marxism and German Idealism against die positivist and analytic traditions which had a dying but tenacious hold on philosophy. (...) The following essays are in memory of Franklin's influence and theoretical work. Hopefully these essays can begin to make him part of an on going discussion and overcome die obstacles of his style and hard to locate publications. (shrink)

In his article “Freedom of Interpretation: Bakhtin and the Challenge of Feminist Criticism” , Wayne Booth develops an argument for “ethical” literary criticism, criticism that is concerned with the ideologies inherent in works of literature and the effects these ideologies may have on the reader. Or, as he phrases it himself: “What we are talking about [is] human ideals, how they are created in art and thus implanted in readers and left uncriticized” . Booth’s starting point, his “inspiration” for (...) this argument, is Mikhail Bakhtin’s notion of “dialogism” and, in particular, Bakhtin’s use of this notion in his interpretation of François Rabelais’ Gargantua and Pantagruel narratives.1 For those not familiar with Booth’s essay , I will briefly summarize his argument in support of ethical criticism.Booth begins with much praise for Bakhtin because Bakhtin seems to have discovered in Rabelais a linguistic technic that frees the reader from the ideologies inherent in language . As Booth paraphrases Bakhtin, any writer who employs the languages of different ideologies within one text freed the reader from the “prison-house of language” to the extent that he allows the reader to view each ideology from the outside, from these other languages, so that this reader can judge each ideology in terms other than those which the ideology builds into its own language. 1. See Mikhail Bakhtin, Rabelais and His World, trans. Helene Iswolsky . Richard M. Berrong is visiting assistant professor of French at the University of Nebraska. He is the author of Every Man for Himself: Social Order and Its Dissolution in Rabelais and Rabelair and Bakhtin Revisited: The Presence and Exclusion of Popular Culture in “Gargantua and Pantagruel”. (shrink)