Nature's Teachings, first published in 1877, was one of many books on natural history by J. G. Wood, a Victorian clergyman who was hugely influential in popularising the subject, as well as being the editor of The Boy's Own Magazine. Here he examines the close parallels between nature and human inventions in areas including seafaring, war and hunting, architecture, tools, optics and acoustics, as well as 'useful arts' including sewage disposal. His text contains over 750 figures and illustrations, and (...) he argues that future great discoveries could be made as a result of careful observations of nature. Although a contemporary of Darwin, Wood largely ignored the evolution debates and focused on communicating his enthusiasm for the natural world to a non-scientific audience. His successful publications still make fascinating reading for those interested in Victorian culture and the history of education. (shrink)

The status quo: dogmatism, the biopsychosocial model, and alternatives -- What there is: of mind and brain -- How we know: understanding the mind -- What is scientific method? -- Reading Karl Jaspers's General Psychopathology -- What is scientific method in psychiatry? -- Darwin's dangerous method: the essentialist fallacy -- What we value: the ethics of psychiatry -- Desire and self: Hellenistic and Islamic approaches -- On the nature of mental illness: disease or myth? -- Order out of chaos: from (...) insanity to DSM-III to a pluralistic nosology -- A theory of DSM-IV: ideal types -- Dimensions versus categories -- The perils of belief: psychosis -- The slings and arrows of outrageous fortune: depression -- Life's rollercoaster: mania -- Being self-aware: insight -- Calvinism or hedonism? -- Truth and statistics: problems of empirical psychiatry -- A climate of opinion: what remains of psychoanalysis -- Being there: existential psychotherapy -- Beyond eclecticism: teaching psychotherapy in the twenty-first century -- Bridging the biology/psychology dichotomy: the hopes of integrationism -- Why it is hard to be pluralist. (shrink)

Ancient allures the postmodern social subject trapped in the strangeness of time—the time after the end of history. For that time-beaten subject ancient is the unconscious of coherence, predictability, and certainty. Or perhaps that ancient is a glory fled. Whatsoever, ancient is generally sacralized—irrespective of the type of socialization that happened in the past—and journey to the ancient is often deemed to be a pilgrimage. When ideas of the ancient in their individuality and totality inter alia become the natural intellectual (...) resource for rebuilding postmodern societies, discriminative ingenuity becomes an essential faculty. Any uncritical reverence of the ancient becomes antithetical to modern social and political values, inviting the risk of reproducing inequities of the past. This article problematizes such uncritical dependence on the ancient using Ancient Indian Jurisprudence, which has been looked up on as a repository of moral and legal values, as a case in point. It meditates from the experiences and perspectives of an imaginary ‘teaching subject’ on the many pitfalls and possibilities of the ancient as it builds a framework of teaching and learning, and a representative scheme of evaluation for Ancient Indian Jurisprudence. (shrink)

This article describes Syrianus' teachings on the One, as found in his testimonia on the Parmenides . In order to preserve the transcendence of the One, while still providing a fluid universe connected to the One, Syrianus shows how the nature of the One is seen in the structure of the Parmenides itself: the first hypothesis of the Parmenides outlines the primal God, while the intelligible universe is the subject of the second hypothesis, in so far as the intelligible (...) universe is a product of the One. Thus, whatever is negated of the One in the first hypothesis contains a positive analogue in the second hypothesis. With this description of the One in the Parmenides , Syrianus is able to create a complete, fluid universe. Readings of two lemmata, in particular, illuminate Syrianus' manner of interpreting the Parmenides to show how the One is both transcendent and connected to the universe. In his interpretations of Parmenides 137d and 138a, Syrianus shows how the One is partless with respect to itself, but contains parts with respect to the rest of the universe; and that the One is in itself and in another, again, with respect to itself and with respect to the rest of the universe. With his interpretation of the Parmenides , moreover, one can see how Syrianus differs from the interpretations of Porphyry and Iamblichus, and how he paves the way for Proclus' reading of the dialogue. (shrink)

This article describes Syrianus’ teachings on the One, as found in his testimonia on the Parmenides. In order to preserve the transcendence of the One, while still providing a fluid universe connected to the One, Syrianus shows how the nature of the One is seen in the structure of the Parmenides itself: the first hypothesis of the Parmenides outlines the primal God, while the intelligible universe is the subject of the second hypothesis, in so far as the intelligible universe (...) is a product of the One. Thus, whatever is negated of the One in the first hypothesis contains a positive analogue in the second hypothesis. With this description of the One in the Parmenides, Syrianus is able to create a complete, fluid universe. Readings of two lemmata, in particular, illuminate Syrianus’ manner of interpreting the Parmenides to show how the One is both transcendent and connected to the universe. In his interpretations of Parmenides 137d and 138a, Syrianus shows how the One is partless with respect to itself, but contains parts with respect to the rest of the universe; and that the One is in itself and in another, again, with respect to itself and with respect to the rest of the universe. With his interpretation of the Parmenides, moreover, one can see how Syrianus differs from the interpretations of Porphyry and Iamblichus, and how he paves the way for Proclus’ reading of the dialogue. (shrink)

Towards the end of Beyond Reduction Horst hypothesizes that ‘it is a general design principle of the cognitive architecture of humans that the mind possesses multiple models for understanding and interacting practically with different aspects of the world’. The suggestion is made following a discussion of recent research in cognitive science. According to Horst, the hypothesis is also consistent with what recent non-reductionist tendencies in the philosophy of science teach us. Taken together, Horst claims these two sets of evidence motivate (...) a new post-reductionist approach to the philosophy of mind. After outlining the route Horst takes to reach this claim, I shall raise a worry I have about the claim and the route taken to it.Beyond Reduction is in three parts. Part one frames the debate. In Chapter 1 Horst notes how naturalism is a view to which nearly all philosophers of mind, some of whom hold quite disparate views, would subscribe. He formulates a schema for naturalism that he thinks most would accept: ‘naturalism about domain D is the view that all features of D are to be accommodated within the framework of nature as it is understood by the natural sciences’. Horst acknowledges that the schema under-describes matters. The notion of ‘accommodation’ may be understood as involving either explanation or metaphysical determination; it is also unclear how we are to understand ‘the …. (shrink)

Much attention is given to education in philosophy in the USSR, in which the study of dialectical and historical materialism occupies a special place. The practical achievements involved in the transformation of society, together with the advance of the natural and social sciences, have demonstrated most clearly the great strength of dialectical materialism as the scientific world view of the working people and as the philosophical foundation of their practical activity. It is therefore no accident that philosophy has an immense (...) attraction for people in our country. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:FEYERABEND'S EPISTEMOLOGY AND BRECHTS THEORY OF THE DRAMA by S. G. Couvalis In his early paper, "On the Improvement of the Sciences and the Arts," Feyerabend argues that, just as rival hypotheses show the shortcomings of entrenched scientific hypotheses, so theatre which presents hypotheses contrary to common beliefs about human beings shows the shortcomings of these beliefs. It develops understanding of human relations more effectively than intellectual debate because (...) it is a more complex medium whose elements can "represent the contrary hypotheses at the same time."1 He takes Brecht to be the first theorist of such a theatre. I shall argue that Brecht's epistemology is similar to Feyerabend's early epistemology and that his dramatic theory is a consequence of it.2 1 shall also argue, however, that Feyerabend is wrong in saying that Brechtian theatre presents contrary hypotheses at the same time, because plays, like descriptions, are theory-laden and Brecht, in any case, intends to show on stage that tragedies have social origins and not to present contrary hypotheses about human beings. According to Brecht, most people improperly assume that human behavior and social relations follow fixed patterns inherent in nature because they have been unable to compare the human behavior they know with that in other societies. They take what they experience to be typically human. Moreover, they interpret their social world as they have been taught: "A child, living in a world of old men... knows the run of things before he can walk."3 Feyerabend brings out the effect of such training very vividly: "The teaching procedures both shape the 'appearance,' or 'phenomenon' and establish a firm connection with words, so that finally the phenomena seem to speak for themselves...."4 Because these interpretations of the social world which children are taught are descriptive, explanatory, and prescriptive, they are more 117 118Philosophy and Literature complex and more dangerous than the interpretations of physical objects they are taught. For example, children learn different evaluations of precisely the same behavior in males and females through being taught how to describe it. In being taught to describe certain behavior as "manly" they are taught both that it arises from a male's nature and that it is laudable behavior for boys but not for girls. "Manly" behavior in a woman is not "confident" or "forthright," but "aggressive" or "pushy." In order to stop us from regarding traditional behavior patterns and social relations as unchangeable, and to enable us to question our descriptions of them, Brecht argues that the dramatist must cause us to cease to regard such patterns and social relations as familiar givens that can only be described in one way. To achieve this, he must not structure his plays on the Aristotelian model. The Aristotelian model makes audiences incapable of criticizing the dramatic message, imparts the view that the sources of tragedy lie in an inexplicable human essence, and presents social rules as if they were unquestionable natural laws. Instead, he should structure his plays to induce in audiences a scientific attitude to social relations and patterns of behavior. Like Feyerabend, Brecht realizes that a scientific attitude is not displayed by collecting descriptions of experience without considering whether the interpretations contained in the descriptions are correct. In Galileo, his view of those who mechanically describe experience in traditional terms is shown in Galileo's replies to the Aristotelian arguments of Andrea. When Andrea argues, "I can see that the sun's not in the same place in the evening and morning. So it can't stand still. It just can't," Galileo replies, "You 'W! What do you see? You see nothing at all. You're just gaping. Gaping isn't seeing." He then demonstrates to Andrea that the apparent motions of objects need not be their real motions because an apparent motion can be caused in more than one way. 5 Brecht shows that the central question for the scientist is not "How shall I collect descriptions of appearances?" but "What is it that I really perceive and how is it caused?" He argues elsewhere that "there's a vast difference between experiment and experience" because experiments are set up to test... (shrink)

This textbook, which is completely self-contained and can be read by anyone with a secondary school education, is the result of the author's material prepared over the past 15 years of teaching introductory natural language semantics to graduate and undergraduate students at McGill University. The intended audience comprises undergraduate and graduate students in linguistics as well as those in philosophy, computer science and psychology with an interest in natural language semantics. The aim of the textbook is to teach the fundamentals (...) of natural language semantics, with English as the principal, though not the exclusive, target language. The principal aim of the textbook is to provide the student with all the basics necessary to be able him or her read research in natural language semantics, regardless of the theory assumed by the author of the research. In contrast to other textbooks in the field, which aim to introduce students to a particular theory of natural language semantics, this textbook seeks to give to its reader a clear overview of the kind of natural language phenomena which, at least prima facie, fall within the ambit of an investigation of natural language semantics; to assist the reader in developing a mastery of the mathematical tools used to formulate hypotheses about the natural language phenomena studied; and to impart to the reader an appreciation of the interplay between hypothesis and data. As a result, the textbook is rich in its presentation of the patterns of English, drawing extensively on the best and most contemporary descriptive grammars of English. The textbook also has more than 500 exercises, with answers to half of them. (shrink)

Research into learners' ideas aboutscience suggests that school and collegestudents often hold alternative conceptionsabout `the atom'. This paper discusses whylearners acquire ideas about atoms which areincompatible with the modern scientificunderstanding. It is suggested that learners'alternative ideas derive – at least in part –from the way ideas about atoms are presented inthe school and college curriculum. Inparticular, it is argued that the atomicconcept met in science education is anincoherent hybrid of historical models, andthat this explains why learners commonlyattribute to atoms properties (...) (such as beingthe constituent particles of all substances, orof being indivisible and conserved inreactions) that more correctly belong to otherentities (such as molecules or sub-atomicparticles). Bachelard suggested that archaicscientific ideas act as `epistemologicalobstacles', and here it is argued thatanachronistic notions of the atom survive inthe chemistry curriculum. These conceptualfossils encourage learners to develop an`atomic ontology' (granting atoms `ontologicalpriority' in the molecular model of matter); tomake the `assumption of initial atomicity' whenconsidering chemical reactions; and to developan explanatory framework to rationalisechemical reactions which is based on thedesirability of full electron shells. Theseideas then act as impediments to thedevelopment of a modern chemical perspective onthe structure of matter, and an appreciation ofthe nature of chemical changes at the molecularlevel. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Aquinas and Black Natural LawThomas S. HibbsIn 1857, after the United States Supreme Court ruling in Dred Scott, Frederick Douglass chastised the court for arrogating to itself the role of God, that of being absolute judge. While the Supreme Court has its own authority, he argued, "the Supreme Court of the Almighty is greater. Taney can do many things but he cannot change the essential nature of things—making evil (...) good and good, evil."1 The passage is one of many in Vincent Lloyd's Black Natural Law that underscore the appeals of African American leaders, as part of their critique of slavery and segregation, to a higher or more fundamental law than that of human law. Lloyd describes the function of natural law reasoning, which he traces through the writings of Douglass, Anna Julia Cooper, W. E. B. Du Bois, and Martin Luther King Jr., in this way: From the careful examination of a "particular view of human nature" and its implications, they "apply those implications to the specifics of an ethical or political debate."2 That sounds similar to the way some contemporary Catholic proponents of natural law depict their own deployment of it. Early in the book, Lloyd suggests that "European and Catholic natural law traditions can learn much from the black natural tradition."3Concerning what might be learned, he focuses on an expansive conception of reason in the African American tradition, a conception of reason that is integrated with the role of emotion or passion and that is not [End Page 943] individualistic, but communal. He also underscores the epistemic privilege of the oppressed, the way suffering injustice attunes us to justice. Beyond the themes mentioned explicitly by Lloyd, I would add the paradoxical claim that natural law teaching is not just about the accessibility of fundamental precepts of justice, but also about the human capacity for moral blindness and the way in which the violation of the natural law is in important ways its own punishment. Because of the regularity of such blindness, attention to the obstacles to the perception of the natural law must become "part of the very activity of natural law." The ways in which these matters are articulated by African American authors can be, as Lloyd suggests, highly instructive. I would add that Lloyd's treatment of natural law in the African American tradition can also be fruitful for recovering neglected features of Aquinas's account. In what follows, I want to take up each of these themes and set them in conversation with the texts of Aquinas. As Alasdair MacIntyre, among others, has urged, seeing one's own tradition from the perspective of another, can, at a minimum, help us see it more clearly.4 As MacIntyre also notes, any such attempt faces the difficulties of translating from one tradition or community of inquiry to another. I must, accordingly, stress the limitations to the current essay, which can be nothing more than a preliminary investigation. I will largely be taking Lloyd's interpretation of the authors he studies as my assumed starting point, although in some cases I will offer my own reading of texts and authors he considers.5 What I will provide will be no more than an initial conversation, a first reading of Lloyd's theses in relation to germane themes and arguments in Aquinas. A much longer exchange, based on an immersive study of selected African American texts and the chief commentaries on them would be needed to advance the [End Page 944] conversation further. Before doing so, however, I want to provide a further reason that Catholic natural law thinkers should be eager to engage the Black natural law tradition, a reason derived from Joseph Ratzinger's reflection on the strange situation of natural law in the modern world.Ratzinger on the Vanishing Evidence for Natural Law and the Engagement of Wisdom TraditionsAs the contemporary Catholic natural law theorist Russell Hittinger has shown,6 Ratzinger, as a ressourcement theologian, is a critic of "rationalism," with "little confidence" in the older, "moral-juridical manualist and casuistical approach to natural law, which was prominent in casuistical approaches."7 In fact, he thinks that... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Beyond Ratzinger's Republic:Communio's Postliberal TurnSam Zeno Conedera S.J. and Vincent L. Strand S.J.Is the political future of the West a postliberal one? For the past decade, numerous prominent thinkers in America and Europe have been debating this question. Matters that not long ago were merely of historical interest, such as Pope Gelasius I's understanding of the relation between sacral authority and royal power, Thomas Aquinas's thought on monarchy and (...) Robert Bellarmine's theory of the pope's indirect authority in temporal matters are now increasingly studied for their potential answers to contemporary political questions. This development, which would have been nearly unimaginable just a decade earlier, unsurprisingly has been led by Catholics. We say "unsurprisingly" in view of the long pre-modern tradition of Catholic political thought, as well as the Church's long struggle against liberalism during the nineteenth and early twentieth centuries. Some of the current postliberal writers explicitly connect themselves to both of these aspects by using the term "integralist" to describe their position.1 [End Page 889]This "new integralism" represents a radical departure from the mainstream of Catholic political discourse of the last half century, which has largely sought rapprochement with Western liberalism. A group of writers, led by John Courtney Murray, George Weigel, Michael Novak, and Robert George, have held that the American constitutional order is rooted in the natural law tradition, and therefore is basically friendly to Catholic political thought. The Church's role in American life, they say, is upholding the natural law as a public moral philosophy, while embracing the non-establishment clause of the First Amendment as a matter of principle, in accordance with the teachings of the Second Vatican Council. This "Whig Thomism," which for decades represented the predominant outlook of conservative American Catholics, must now face the challenge of a different sort of Thomism represented by the integralists.2While the engagement between Whig Thomists and integralists has received most of the attention from scholars and journalists alike, another postliberal option has emerged in recent years. Its source is a group of Catholic thinkers associated with the Communio theological movement. Their political vision, which has no single name or label, has a complex and subtle relationship with the thought of earlier Communio writers, most of whom shared the Whig Thomist desire for reconciliation with Western liberalism. [End Page 890] The appearance of a Communio postliberalism therefore represents a significant development within this intellectual tradition. The most important representative of the earlier Communio perspective on political questions is Joseph Ratzinger / Pope Benedict XVI, who has recently been lauded as the "most important Catholic thinker of the twentieth century" on matters at the intersection of theology and politics.3In an article titled "Ratzinger's Republic" that appeared in these pages in 2020, we identified a significant tension in his thought about the Church's contribution to political life.4 Exploring Ratzinger's writings on natural law, we demonstrated that two currents are present. In accord with his fundamental theological commitments about nature and grace and about faith and reason, Ratzinger often questioned the effectiveness of arguments from natural law. He claimed that, since reason is historically conditioned, and therefore in the current order marked by sin, reason needs grace and faith to function properly. Yet, on other occasions, Ratzinger strongly endorsed arguments from natural law, highlighting its role as the foundation of a just democratic political order. We traced this ambivalence about natural law back to a dilemma at the heart of Ratzinger's political thought. On the one hand, in accord with his thinking about the relations of nature and grace and faith and reason, Ratzinger argued that the state needs the Church to supply moral values that the state cannot furnish on its own. On the other hand, he believed it belongs to the very nature of the Church to be separate from the state, and he endorsed nonconfessional, religiously pluralistic states.5 In light of these two commitments, Ratzinger argued that the contribution Christians are to make to the state is to supply moral values that were discerned under the influence of grace and divine revelation but... (shrink)

Hazrat Sharafuddin bin Yahyah Maneri was a scholar and Sufi of the thirteenth-fourteenth centuries. He was a prolific writer. One of his important books is a collection of letters titled Maktubat-i-Sadi. The article focuses to bring out the main themes of the book and identified ten topics to discussed. They are: 1. Concept and love of God; 2. Deceiving nature of the world; 3. Sin and repentance; 4. Necessity of a qualified spiritual guide and obedience to his guidance; 5. Origin (...) and need of Sufism; 6. Poverty and its role in the purification of evil soul; 7. Rendering selfless service to others; 8. Fate and predestination; 9. Observance of the Shariah; and 10. Acquisition of good qualities and shunning of the evil ones. The philosophical and spiritual significance of these teachings have been pointed out in this article. Philosophy and Progress, Vol#71-72; No#1-2; Jan-Dec 2022 P 79-96. (shrink)

This excellent book consists of a translation of Plato's Euthyphro, plus "interspersed comment" intended "partly as a help to the Greekless reader in finding his way, and partly as a means of embedding the discussion of the earlier theory of Forms which follows it." That subsequent discussion is a series of sections aimed at establishing "that there is an earlier theory of Forms, found in the Euthyphro and other early dialogues as an essential adjunct of Socratic dialect" and that it (...) is not the same as the theory of Forms found in the Phaedo, Republic and other middle dialogues. In the Euthyphro Socrates' question of what holiness is assumes that there is a Form of holiness, "that this Form is a universal, the same in all holy things;... that that Form may be used as a standard, by which to judge what things are holy and what are not...; that it is an essence, by which or in virtue of which holy things are holy." As essences Forms are causes--formal, not efficient. They are "causes in the sense that they are that by which things are what they are. They therefore affect the career of the world, in that if they did not exist, the world would not be what it is." They "are not identical with their instances and [are] prior to their instances" and, hence, they are not in their instances. In fact, "Forms are as 'separate' from their instances in the early dialogues as they are" in the later ones. Do they not differ, then, from these latter Forms? Yes, because "of the way in which separation is conceived." In the Phaedo and other middle dialogues separation "involves something more than... nonidentity, independence, or priority. It involves the claim that instances of Forms are deficient imitations or resemblances of Forms.... To that theory was later conjoined, as a natural corollary, the theory that sensibles and Forms differ in their degree of reality, that Forms are more real than their instances." There are, in fact, "Two Worlds, Visible and Invisible.... The objects of the Visible World... are in a perpetually changing mortal realm, never the same with respect to each other or themselves. By contrast, Forms, the reality of whose existence we render an account in questioning and answering, exist always in the same way with respect to the same things, single in nature, alone by themselves, never in any way under any circumstances admitting alteration." This contrast between the Two Worlds is not drawn in the Euthyphro and earlier writings. Hence, between them and the middle dialogues there is a development in the theory of Forms. Of course, there also is "a unity to Plato's thought; but it is not the unity of a monument. It is the unity of growth and development, the unity of life." In these splendid pages one point remains unclear: how can a Form be universal and thus distinct from its instances and yet be their formal cause? Allen leaves no doubt that this is his position: "In Plato's early dialogues Forms are not the being of that of which they are Forms. A universal, being one, cannot constitute the being of a plurality--precisely why Aristotle was led to distinguish substantial form from universal. The Euthyphro does not imply that holiness is the being of any given holy thing or action as holy; it implies only that holiness is that by which holy things are holy. It implies, to borrow another bit of Aristotelian vocabulary, that holiness is a cause." But precisely in what way is a Form "that by which" something is what it is? Plato subsequently answers by distinguishing the Form itself, its character as participated by a particular thing, and the participant : the Form is that by which some thing is what it is through the participated character which the thing has. Is this answer implied in the Euthyphro? Or in what sense is a Form distinct from particular things? In what sense a formal cause? That puzzlement, though, is minor in the context of the entire book, which is valuable not only for the interpretation Allen gives of the early and middle dialogues but also for all sorts of unexpected bonuses. These are points either newly made or brilliantly reiterated--for example, the influence of Anaxagoras on Plato re the notion of essence and in philosophical vocabulary; Aristotle's abandonment of the contrast made in the Categories between primary and secondary substance; the crucial difference between genus/species in Aristotle and in Plato (enriched/impoverished; the analogy of a Platonic definition to mapping a field; the evaluation of Aristotle's interpretation of Plato's Forms, of his report on the "unwritten doctrines," of esoteric and exoteric teachings. This last culminates in a paragraph which all students of Plato should reflect upon constantly: "It is possible to treat Plato's text, not as evidence for something else, but as itself the primary object of historical understanding. The aim of the inquiry is then to interpret a set of literary documents, not to fathom the entertained beliefs of their author. It is reasonable, of course, to assume that the documents are a reliable index to the beliefs; but the connection, after all, is contingent, and as far as interpretation is concerned, unimportant. If Plato, in his heart of hearts, had been a nominalist, an atheist, a sceptic about immortality, and a hedonist, and had yet gone on to write the dialogues which he wrote for some obscure motive now unknown, this would not change the proper interpretation of what he wrote and privately disbelieved by one iota: when a man says what he does not believe, we may still perfectly well understand what it is he has said. The question, then, of whether Plato had beliefs he did not express, or beliefs contrary to what he did express, may be left to those with skill in the arts of divination; the historian may more reasonably limit himself to the study of texts and their meaning. If inquiry is construed in this way, it is self-referentially inconsistent to prefer the testimony of Aristotle to the evidence of Plato's text in the interpretation of Plato."--L. S. (shrink)

Despite an enormous amount of literature on St Augustine of Hippo, this work provides the first examination of what he taught about the resurrection of Jesus Christ. Augustine expounded Christ's resurrection in his sermons, letters, Answer to Faustus the Manichean, the City of God, Expositions of the Psalms, and the Trinity. Saint Augustine on the Resurrection of Christ: Teaching, Rhetoric, and Reception explores what Augustine held about the centrality of Christ's resurrection from the dead, the agency of Christ's resurrection, and (...) the nature of his risen existence. Leading scholar, Gerald O'Collins, investigates the impact of his resurrection on others and his mediatory role as the risen High Priest. O'Collins then unpicks Augustine's rhetorical justification for the resurrection of Christ: evidence from creation, human history, and the desires of all human beings. This groundbreaking study illustrates the enduring significance of Augustine's teaching on and apologetic for the resurrection, and updates, augments, and corrects what Augustine held. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE 'NATURALNESS' OF NATURAL RELIGION Among Hume's philosophical works the Dialogues Concerning Natural Religion is unquestionably the easiest to read. One can easily imagine a precocious fifteen-year-old like Miss Jane Austen — who set herself to write her own History of England only a decade or so after Hume's death — coming upon the little volume that nephew David published, reading it with great excitement (and a steadily rising (...) intellectual fury), and recording the same verdict that Pamphilus offers us, but in much more 2 trenchant terms. we can also imagine her reading it again twenty years later, armed with an explanatory commentary like the one that Stanley Tweyman has now given us, and maintaining her position (this time in the more temperate terms of Pamphilus himself). For Miss Jane Austen at thirty-five had one of the most critically commonsensical minds of her time; and she was also a person of deep religious feeling. It is in defence of her feelings, rather than of my own, that this essay is written. For she was close enough to what I take to have been Hume's position to have agreed with it once she had understood it; I, on the other hand, am not. To claim that a meeting of minds between the Rector of Steventon' s daughter and the Scottish apostle of infidelity is even conceivable may seem ridiculous. Hume himself would never have thought it likely. But even if my estimate is unduly optimistic, it serves at least to underline the importance of Tweyman' s constructive commentary. For without Tweyman 's commentary, Jane Austen's reaction to the Dialogues would have been one of morally indignant, and quite categorical rejection at any age. With it to guide her, she would have been appreciative and sympathetic, even if she was still ultimately dissatisfied. (I hope to persuade those who admire them both, as I do, that David Hume and Jane Austen belonged to the same 'invisible Church'). To read the Dialogues is still relatively easy. We only have to know that we are listening to a conversation between educated men in a society where everyone professes (at least) to believe that the world they were born into was created by a God who is all-knowing and all-powerful, infinitely wise, infinitely just and good, and, above all, infinitely loving towards the only creatures in his world who are capable of recognizing what he has done for them. The Rector of Steventon's daughter would have had difficulty in appreciating the discussion properly, because she had some further, more specific, beliefs about God's relations with his beloved children. We have some (smaller) difficulties now, because we are far from believing so much (and many of us believe nothing of the sort at all). But to grasp what we are supposed to believe is not difficult; and once we know that, the conversation itself is easy to follow. Only once does it seem to get out of hand to the point of actual implausibility; and there are only three things about it that are genuinely puzzling. The conversation does not reach any conclusion — at least none that convinces us. We are not convinced because the obvious solution for the most pervasive of our three puzzles is the assumption that Philo, the speaker who appears to state an agreed conclusion, is only pretending. That he should pretend is quite right and proper for a modern philosophical dialogue. Augustine may have written straightforward expository (or 'dogmatic') dialogues; and Berkeley, following in the wake of some of Augustine's medieval imitators, may have managed to raise this form into the best imitation of a live discussion that has been achieved for the dogmatic dialogue in English. But the religious doctrine of these 'dogmatists' was orthodox. One glance at the fortunes of the great Italian dialogue writers — Bruno, Galileo, Campanella — is enough to teach us that it was not prudent to let one's own doctrine win openly when one was teaching against the Church. Jane Austen would certainly have adopted the hypothesis that Philo's professions of religious feeling are hypocritical throughout the discussion. She would have assumed that Cleanthes... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE 'NATURALNESS' OF NATURAL RELIGION Among Hume's philosophical works the Dialogues Concerning Natural Religion is unquestionably the easiest to read. One can easily imagine a precocious fifteen-year-old like Miss Jane Austen — who set herself to write her own History of England only a decade or so after Hume's death — coming upon the little volume that nephew David published, reading it with great excitement (and a steadily rising (...) intellectual fury), and recording the same verdict that Pamphilus offers us, but in much more 2 trenchant terms. we can also imagine her reading it again twenty years later, armed with an explanatory commentary like the one that Stanley Tweyman has now given us, and maintaining her position (this time in the more temperate terms of Pamphilus himself). For Miss Jane Austen at thirty-five had one of the most critically commonsensical minds of her time; and she was also a person of deep religious feeling. It is in defence of her feelings, rather than of my own, that this essay is written. For she was close enough to what I take to have been Hume's position to have agreed with it once she had understood it; I, on the other hand, am not. To claim that a meeting of minds between the Rector of Steventon' s daughter and the Scottish apostle of infidelity is even conceivable may seem ridiculous. Hume himself would never have thought it likely. But even if my estimate is unduly optimistic, it serves at least to underline the importance of Tweyman' s constructive commentary. For without Tweyman 's commentary, Jane Austen's reaction to the Dialogues would have been one of morally indignant, and quite categorical rejection at any age. With it to guide her, she would have been appreciative and sympathetic, even if she was still ultimately dissatisfied. (I hope to persuade those who admire them both, as I do, that David Hume and Jane Austen belonged to the same 'invisible Church'). To read the Dialogues is still relatively easy. We only have to know that we are listening to a conversation between educated men in a society where everyone professes (at least) to believe that the world they were born into was created by a God who is all-knowing and all-powerful, infinitely wise, infinitely just and good, and, above all, infinitely loving towards the only creatures in his world who are capable of recognizing what he has done for them. The Rector of Steventon's daughter would have had difficulty in appreciating the discussion properly, because she had some further, more specific, beliefs about God's relations with his beloved children. We have some (smaller) difficulties now, because we are far from believing so much (and many of us believe nothing of the sort at all). But to grasp what we are supposed to believe is not difficult; and once we know that, the conversation itself is easy to follow. Only once does it seem to get out of hand to the point of actual implausibility; and there are only three things about it that are genuinely puzzling. The conversation does not reach any conclusion — at least none that convinces us. We are not convinced because the obvious solution for the most pervasive of our three puzzles is the assumption that Philo, the speaker who appears to state an agreed conclusion, is only pretending. That he should pretend is quite right and proper for a modern philosophical dialogue. Augustine may have written straightforward expository (or 'dogmatic') dialogues; and Berkeley, following in the wake of some of Augustine's medieval imitators, may have managed to raise this form into the best imitation of a live discussion that has been achieved for the dogmatic dialogue in English. But the religious doctrine of these 'dogmatists' was orthodox. One glance at the fortunes of the great Italian dialogue writers — Bruno, Galileo, Campanella — is enough to teach us that it was not prudent to let one's own doctrine win openly when one was teaching against the Church. Jane Austen would certainly have adopted the hypothesis that Philo's professions of religious feeling are hypocritical throughout the discussion. She would have assumed that Cleanthes... (shrink)

Description: The Upanisads which contain lofty philosophical teachings of the great seers constitute the most authoritative sourcebook for the Vedanta system of philosophy. However, there is no unanimity among the ancient exponents of Vedanta regarding the nature of the philosophy adumbrated in the Upanisads. Dr. Chari's scholarly work attempts to make a dispassionate study of the philosophical passages of the fourteen Principal Upanisads by giving due consideration to not only the comments of Samkara, Ramanuja and Madhva, but more importantly, (...) the authoritative views of Badarayana as enshrined in his classic Vedantasutras. In the first part of the book, he presents the important passages of the Upanisads along with English rendering indicating the variations in the interpretation by the three commentators and also discusses their philosophical implications with reference to the Vedanta doctrines developed in the post Upanisadic period. In the second part he has attempted to consolidate the variety of philosophical thoughts scattered all over the Upanisads into coherent doctrines under five broad subjects: Brahman, jivatman, jagat, sadhana, and parama-purusartha. In the final chapter he conclusively establishes on the basis of an objective evaluation of the views of the commentators that the Upanisads do not support the main tenets of Advaita such as the concept of Nirvisesa Brahman, the identity of jivatman and Brahman, the phenomenal character of the jagat and the doctrine of maya. The author maintains with sufficient textual support that the nature of the philosophy advocated by the Upanisads is Theistic Monism (savisesadvaita). This book, which is the first of its kind, presents an authentic and comprehensive exposition of the philosophy of the Upanisads. (shrink)

Resistance movements have traditionally posited a logocentric reality to counter the prevailing structure of dominance. This element of opposition--in the humanities it has been a transhistorical nature and self--is characterized as a preideological essence. Whether this identity is a worker, a woman, the coherent individual, or nature, the tendency has been to use it as a cultural critique as well as an ontologically superior source for representation in literature and for recasting the shape of society. In the process, however, resistance (...) movements tend to replicate--by their participation in logocentricity--the problems of exclusion, hierarchy, mystification, and authority that they initially oppose. ;Examining the use that Emerson, Melville, Jeffers and Snyder make of the term "nature" provides a structure for discussing the problem of attempting to establish a point outside of the text. In addition, the use of nature has a specific role in relation to particular historical moments--nineteenth-century expansion; World War II; and Vietnam--in the works of these writers. ;Emerson is an often referenced source as an example of the oppositional spirit. One finds, however, that his attempt to depoliticize nature results in a centering of anthropocentric concerns. His treatment of the term exposes the criss-crossing of cultural currents and the attempt to locate power. As a result, Emerson inadvertently serves the interests of empire within a rhetoric of freedom. ;Melville probes the possibilities of nature as a ground and finds that the aesthetics of doubleness suggests political contradiction, epistemological relativity, and the will to power. Melville also explores the political and particularly male usages of metaphor. ;Jeffers and Snyder continue to work against a human centered form of resistance and representation. Jeffers posits women and nature against a patriarchal world of violence and narcissism. While tending to posit an essentialist concept of nature, Jeffers nevertheless sets the stage for a nonfoundationalist ecofeminism. Snyder appropriates this framework and, with the help of Hopi myth and Buddhist teachings, moves closer to a resistance that challenges without reference to authority. (shrink)

Essentialism in philosophy is the position that things, especially kinds of things, have essences, or sets of properties, that all members of the kind must have, and the combination of which only members of the kind do, in fact, have. It is usually thought to derive from classical Greek philosophy and in particular from Aristotle’s notion of “what it is to be” something. In biology, it has been claimed that pre-evolutionary views of living kinds, or as they are sometimes called, (...) “natu-ral kinds”, are essentialist. This static view of living things presumes that no tran-sition is possible in time or form between kinds, and that variation is regarded as accidental or inessential noise rather than important information about taxa. In contrast it is held that Darwinian, and post-Darwinian, biology relies upon varia-tion as important and inevitable properties of taxa, and that taxa are not, therefore, kinds but historical individuals. Recent attempts have been made to undercut this account, and to reinstitute essentialism in biological kind terms. Others argue that essentialism has not ever been a historical reality in biology and its predecessors. In this chapter, I shall outline the many meanings of the notion of essentialism in psychology and social science as well as science, and discuss pro- and anti-essentialist views, and some recent historical revisionism. It turns out that nobody was essentialist to speak of in the sense that is antievolutionary in biology, and that much confusion rests on treating the one word, “essence” as meaning a single notion when in fact there are many. I shall also discuss the philosophical implica-tions of essentialism, and what that means one way or the other for evolutionary biology. Teaching about evolution relies upon narratives of change in the ways the living world is conceived by biologists. This is a core narrative issue. (shrink)

The Conferences of John Cassian constitute one of the more noteworthy contributions to early monastic literature. While it reveals decidedly Eastern influences, particularly Evagrius, it is a western contribution completed by the early decades of the fifth century. Among these recollections of what the Eastern fathers taught about the monastic life, Conferences Nine and Ten figure among the most important.4For in these two Conferences Cassian gives both his teaching on the nature and mystery of contemplative prayer and the method or (...) practice by which the monk is disposed unceasingly to this grace; moreover, it is also where one finds Cassian's commentary on the Our Father. This is a very interesting coincidence: the former is characterized by silence, the later by words. The question as to the possible relationship between the two suggests itself for further consideration. (shrink)

Baconian science, a tool for plundering nature, has impelled physicians to insist on medical treatment even when it is futile. The Hippocratic tradition of medicine teaches us instead to acknowledge nature's limits.

Contemporary Christian witness about the death of Jesus moves in a culture already saturated with an aesthetic or intuitive ethic of the crucifixion. That aesthetic has many features acquired though Christianity’s long social dominance. This essay focuses on one aspect, authentically derived from the distinctive understanding Christian faith attributed to the crucifixion. First, I describe the Roman context, and the natural “reading” of the image of a crucified person there, as the background to considering the absence of that image in (...) early Christianity. This leads to exploration of the ways that early Christianity used a variety of typological images to weave a new frame of meaning around the crucifixion of Christ. Then, using Tom Holland’s recent historical synopsis of Christianity, I indicate how this new aesthetic of the cross lodged itself in shared cultural assumptions and perceptions. Finally, I consider the crucial American case of lynching, in which White Christian churches betrayed this distinctive meaning of the crucifixion, Black churches affirmed it, and the cultural aesthetic of crucifixion proved itself a key medium for resistance to lynching. Finally, I suggest some implications for church preaching and teaching in relation to the surrounding culture today. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The 2003 Meeting of the Society for Buddhist-Christian StudiesFrances S. AdeneyThe 2003 meeting of the Society for Buddhist-Christian Studies was held in Atlanta, Georgia, 21-22 November 2003. This year's theme was "Overcoming Greed: Christians and Buddhists in a Consumeristic Culture." During the first session panelists Paula Cooey, Valerie Karras, and John Cobb, whose paper was read by Jay McDaniel, presented Christian views and Stephanie Kaza gave a Buddhist response. (...) The second session mirrored the first with panelists Kenneth Kraft, David Barnhill, and Judith Simmer-Brown presenting Buddhist views on the theme and Paul Knitter responded with a Christian analysis.Cooey began the discussion by outlining her thesis that overcoming greed depends on overcoming fear. She asserted that people buy out of fear thus perpetuating a system of greed. The consequences of fear support the cultural myth of upward mobility—there is no way to go but up. The exploitation of fear then produces goods benefiting those at the top of the economic system. This system also produces consequences for human rights as cultural fear leads to laws that thwart due process, for example, the Patriot Act.An alternative Christian view understands desire to be culturally produced—sin upsets the natural order; God redeems. Christian transformation requires dissent against the underlying greed that supports the cultural system.Christianity arose as a movement of dissent, a countercultural movement. That trajectory of dissent has continued through the centuries. Although early Calvinists were noted for linking personal wealth with election, the Mennonites and Anabaptists created better models for practicing dissent. Those communities are based in an economy of grace, supported by an underlying ethic of the ability to give as a gift of grace. This economy, for Christians, is mediated by Jesus of Nazareth and allows for transformation toward becoming greedy for God.Valerie Karras illumined the differences in Christian traditions by her analysis of the difference in anthropology between Eastern and Western Christian theologies. The community model of Eastern Christianity is hostile to the individualism of Western consumerism. Instead, in this model, greed is recognized as a fallen passion, the consequence of separation from God. The two aspects of greed in this view are [End Page 231] acquisitive lust: the desire for control, and desire for the physical acquisition of things.Karras used Clement of Alexandria and John Chrysostom as examples of theologians that criticized the rich and encouraged Christians to use their wealth for the poor. In this view, overcoming greed involves a spiritual process. Virtue can be cultivated by a proper use of wealth, which in itself has no moral content. It is the misuse of wealth that indicates deeper spiritual problems. Some of those spiritual problems can be alleviated by asceticism: celibacy, almsgiving, fasting, and prayer. Such exercises can provide a means to master the vices—greed, in this case, being the vice at hand.John Cobb's paper argued that a theology of consumerism is deeply embedded in our culture. That theology runs counter to traditional Western Christian teaching that consuming more deprives others. The question one must ask is, Does consumption enhance or detract from the common good? Traditional arguments that too much consumption deprives others were rendered obsolete by the industrial revolution. The new problem is how can demand keep up with production. The argument here is that increased consumption benefits others by preventing downturns in the economy.Unfortunately, Cobb argues, the spiritual costs to this pattern of consumption are tremendous. A class of exploited peasants now produces more goods, but has a better society been created? Increasing poverty in two-thirds of the world, global warming, dehumanizing advertising, and the unsustainability of keeping production at current levels press the issue. Human survival depends on changing consumption patterns. The elite must be forced to give up control and we must recover and emphasize the traditional Christian interpretation of greed as a cardinal sin.To accomplish this, Cobb recommends rejecting consumerism in our personal lives, developing local sustainability projects, and demonstrating another world possibility—another way to live that leads to human flourishing. Buddhist and Christian emphases on overcoming consumerism are complimentary and together can make possible the deep changes that are... (shrink)

Written collaboratively by two undergraduate students and one professor, this article explores what it would mean to teach existentialism “existentially.” We conducted a survey of how Existentialism is currently taught in universities across North America, concluding that, while existentialism courses tend to resemble other undergraduate philosophy courses, existentialist texts challenge us to rethink conventional teaching practices. Looking to thinkers like Kierkegaard, Beauvoir and Arendt for insights into the nature of pedagogy, as well as recent work by Gert Biesta, we lay (...) out the four qualities that we propose characterize “existentialist” teaching practices: an emphasis on teaching over learning and on the “how” over the what; the cultivation of newness as well as capacities for resistance. Reflecting on the significance of existentialism for classroom dynamics, we conclude by examining the tensions between existentialist commitments to freedom and prevailing trends in higher education. This essay raises questions about the emancipatory potential of existentialist philosophies, especially in the context of undergraduate classrooms. (shrink)

Abstract. For the past two decades, I have been developing an integrative Christian marriage theory, based in part on a grounding concept of natural law and an overarching theory of covenant. The natural law part of this theory starts with an account of the natural facts, conditions, interests, needs, and qualities of human life, interaction, and generation—what I call the “premoral” goods or realities of life. It then identifies the natural inclinations of humans to form enduring and exclusive monogamous marriages (...) and to preserve these units as the central site for intimacy, procreation, and nurture of children. In this paper, I first summarize this natural law theory of marriage and then compare it to the formulations of other modern Christian thinkers. I also defend this theory against various modern critics of natural law—in part by reinterpreting some traditional natural law teachings that in my view have been misunderstood, in part by looking at the interesting convergences between the insights into sex, marriage, and family life offered by contemporary Christian theological ethicists and by evolutionary biologists and biological anthropologists. (shrink)

This paper considers the nature of a curriculum as presented in formal curriculum documents, and the inherent difficulties of representing formal disciplinary knowledge in a prescription for teaching and learning. The general points are illustrated by examining aspects of a specific example, taken from the chemistry subject content included in the science programmes of study that are part of the National Curriculum in England. In particular, it is suggested that some statements in the official curriculum document are problematic if we (...) expect a curriculum to represent canonical disciplinary knowledge in an unambiguous and authentic manner. The paper examines the example of the requirement for English school children to be taught that chemical reactions take place in only three different ways and considers how this might be interpreted in terms of canonical chemistry and within the wider context of other curriculum statements, in order to make sense of neutralisation and precipitation reactions. It is argued that although target knowledge that is set out as the focus of teaching and learning cannot be identical to disciplinary knowledge, the English National Curriculum offers a representation of chemistry which distorts and confuses canonical ideas. It is suggested that the process of representing the disciplinary knowledge of chemistry as curriculum specifications is worthy of more scholarly attention. (shrink)

Exploring the 'roads less travelled', MacDonald continues his monumental essay in the history of ideas. The history of heterodox ideas about the concept of mind takes the reader from the earliest records about human nature in Ancient Egypt, the Ancient Near East, and the Zoroastrian religion, through the secret teachings in the Hermetic and Gnostic scriptures, and into the transformation of ideas about the mind, soul and spirit in the late antique and early medieval epochs. These transitions include discussion (...) of the influence of Central Asian shamanism, Manichean ideas about the soul in light and darkness, and Neoplatonic theurgy, 'working-on-god-within'. Sections on the medieval period are concerned with the rediscovery of magical practices and occult doctrines from Roger Bacon to Francis Bacon, the adaptation of Neoplatonic and esoteric ideas in the medieval Christian mystics, and the survival of these ideas mixed with natural science in the works of von Helmont, Leibniz and Goethe. The book concludes with an investigation of the many forms of dualism in accounts of the human mind and soul, and the concept of dual-life which underpins our aspiration to understand how humans could have an immortal nature like the gods. (shrink)

What can the actions of stockbreeders, as they select the best individuals for breeding, teach us about how new species of wild animals and plants come into being? Charles Darwin raised this question in his famous, even notorious, Origin of Species (1859). Darwin's answer - his argument by analogy from artificial to natural selection - is the subject of our book. We aim to clarify what kind of argument it is, how it works, and why Darwin gave it such prominence. (...) As we explain more fully in our Introduction, we believe that the argument becomes much more intelligible when set, contextually, in a story stretching from classical Greek mathematics to modern evolutionary genetics: a long story, and a broad one too, encompassing everything from Darwin's earliest notebook theorising on the births and deaths of species, to agrarian capitalism as a distinctive form of economic life, to shifting Western reflections on art-nature relations. (shrink)

This article is part of a longer term project between the Department of Religion and Theology at the University of the Western Cape and Umea University in Sweden. At both the institutions the teaching of ethics as a module within social science curricula has been an important focus area. The critical investigation of the growth of the ethics modules in the Department of Religion and Theology addresses questions of the growth in the number of students taking ethics as a module (...) that have been escalated in the last few years. This research seeks to explore social justice as a pedagogy to teach ethics. The article investigates the relationship between socially just pedagogies and social justice as a means of knowledge production. The ethics modules and students at the Department of Religion and Theology at the University of the Western Cape are the context of the study, and different socially just pedagogies will be investigated as relevant and significant pedagogies for teaching ethics for social change. Particular attention is given to the interaction between the lecturer, student and non-human phenomena as means of knowledge production. The nature of the interaction determines the effectiveness of pedagogies for a social justice agency. (shrink)

Over the past 15 years, medical schools have paid some attention to the importance of developing students' communication skills as part of their medical education. Over the past decade, medical ethics has been added to the curriculum of most U.S. medical schools, at least on paper. More recently, there has been growing discussion of the importance of professionalism in medical education. Yet, the nature and content of these fields and their relationship to one another remains confused and vague, and that (...) lack of clarity, in turn, impairs the effectiveness of medical education. This ambiguity invites serious contention over who should design and teach the curriculum as well as when, where, and how it should be taught. (shrink)

Current disputes over the nature and purpose of the university are rooted in a philosophical divide between theory and practice. Academics often defend the concept of a university devoted to purely theoretical activities. Politicians and wider society tend to argue that the university should take on more practical concerns. I critique two typical defenses of the theoretical concept—one historical and one based on the value of pure research—and show that neither the theoretical nor the practical concept of a university accommodates (...) all the important goals expected of university research and teaching. Using the classical pragmatist argument against a sharp division between theory and practice, I show how we can move beyond the debate between the theoretical and practical concepts of a university, while maintaining a place for pure and applied research, liberal and vocational education, and social impact through both economic applications and criticism aimed at promoting social justice. (shrink)

Most of what we know about teaching comes from research among people living in large, politically and economically stratified societies with formal education systems and highly specialized roles with a global market economy. In this paper, we review and synthesize research on teaching among contemporary hunter-gatherer societies. The hunter-gatherer lifeway is the oldest humanity has known and is more representative of the circumstances under which teaching evolved and was utilized most often throughout human history. Research among contemporary hunter-gatherers also illustrates (...) a complex pattern of teaching that is both consistent with and distinct from teaching in other small- and large-scale societies with different subsistence practices and cultural forms. In particular, we find that the cultural emphasis on individual autonomy and socio-political egalitarianism among hunter-gatherers differently shapes how teaching occurs. For example, teaching clearly exists among hunter-gatherers and appears in many forms, including institutionalized instruction in valued cultural and technical skills. However, teaching tends to be less common in hunter-gatherer societies because people live in small, intimate egalitarian, groups that support each other’s learning in a variety of ways without teaching. Furthermore, foundational cultural schemas of autonomy and egalitarianism impact the nature of teaching. For example, adults and older children limit their interventions, permitting autonomous learning, and, when they occur, teaching episodes are generally brief, subtle, indirect, and situated in a present activity. We discuss the implications of this research in terms of discussions of the evolution of human cognition and the co-evolution of teaching and culture through the process of cultural niche construction. (shrink)

This complex and subtle book is difficult to summarize. The author intends it as a supplement to existing commentaries on Plato’s Meno, rather than as a straightforward commentary of his own. His approach to Plato builds upon that of Leo Strauss, Jacob Klein, and the Tübingen School, but is not reducible to any of these and contains other influences as well, such as Heidegger. In addition to taking with minute seriousness the dramatic composition of the dialogue, Brague combines precise and (...) sensitive philological tools with a marked ontological interest. He reads the Platonic dialogue in a bipolar perspective. Dialogues are tests of friendship but at the same time, as "works" or literary texts rather than objects, they may have a sense in themselves. Brague cites Proust in this context, but one thinks also of Derrida. Consequently the dialogue has both an intrinsic order, corresponding to the rhythmic development of its theme, and also an allusive dimension or a lacuna suggested by the text, to be filled in by the reader. In a similar sense one may say that the theme of the Meno is bipolar. The first pole is the theme of the nature of the soul, hence of virtue, and more specifically, of Meno’s soul. Meno’s defective nature is the basis for a continuous "degradation" in the stages of the dialogue. Alternatively, it is the basis for Meno’s "anthropological" approach to virtue. The key to the Meno is that the Good is missing from the dialogue. This observation provides a transition to the second thematic pole. The structure of the dialogue reflects the stages of Plato’s esoteric teaching as presented by K. Gaiser : dialectic, geometry, politics. This raises a question for Brague, which he does not seem to me to answer : if this is the order of Plato’s secret system, how is the degraded presentation of the system, relative to Meno’s defective soul, isomorphic to the hierarchical structure of the system? Granting that politics is lower than dialectic, there must be a better and a worse presentation of politics. Brague’s approach entails that the degraded image of the structure nevertheless reveals the structure itself. But if the Good is absent from the image, how are we to infer that it is present in the structure? A similar problem suggests itself with respect to what Brague calls the key to the movement of the dialogue: the distinction between the limiting and the limited and correspondingly, "the powerlessness of the limit" in Meno’s case. In the last and longest section of the book, there are many fine analyses and illuminating insights, too many to do justice to here. One may call special attention to the connection between the episode of recollection and geometry on the one hand, and the duality of principles in Plato’s system. I also found unusually helpful Brague’s exposition of the "feminine" nature of Plato’s teaching of genesis, of the link between Plato’s use of anakineisthai and the dramatic device of a prologue, and the significance of katasëmainesthai in conjunction with the theme of "growing" and preserving virtuous youths. In sum: this is a book to be read carefully and slowly by every serious student of Plato. It is almost as difficult, and hence as controversial, as a Platonic dialogue. It is marked throughout, even when influenced by contemporary schools of thought, by a genuine interest in Plato’s manner of thinking and writing. This is not exactly a common property of contemporary books on Plato.—S.R. (shrink)

Modern Studies in Philosophy, we are informed on the page facing the title-page, "is a series of anthologies presenting contemporary interpretations and evaluations of the works of major philosophers." The volumes are "intended to be contributions to contemporary debates as well as to the history of philosophy; they not only trace the origins of many problems important to modern philosophy, but also introduce major philosophers as interlocutors in current discussions." In the first of the two volumes on Plato three of (...) the articles chosen by Gregory Vlastos have not appeared elsewhere: Julius Moravcsik, Learning as Recollection; G. E. L. Owen, Plato on Not-Being; David Higgins, Sentence Meaning, Negation, and Plato's Problem of Non-Being. The other studies in Volume One are reprints: R. Robinson and J. D. Denniston, Plato; H. F. Cherniss, The Philosophical Economy of the Theory of Ideas; A. Wedberg, The Theory of Ideas; R. C. Cross and A. D. Woozley, Knowledge, Belief and the Forms; R. Robinson, Hypothesis in the Republic; G. Vlastos, Reasons and Causes in the Phaedo; R. E. Allen, Participation and Predication in Plato's Middle Dialogues; Colin Strang, Plato and the Third Man; J. L. Ackrill, Symplokë eidön; J. L. Ackrill, Plato and the Copula: Sophist 251-259. In Volume Two Terry Penner, "Thought and Desire in Plato" has not been published before. The others have: Paul Shorey, Plato's Ethics; David Sachs, A Fallacy in Plato's Republic; Raphael Demos, A Fallacy in Plato's Republic?; J. D. Mabbott, Is Plato's Republic Utilitarian?; G. Vlastos, Justice and Happiness in the Republic; F. M. Cornford, The Doctrine of Eros in Plato's Symposium; R. A. Markus, The Doctrine of Eros in Plato's Symposium; Glenn R. Morrow, Plato and the Rule of Law; Wayne A. R. Leys, Was Plato Non-Political?; F. E. Sparshott, Plato as Anti-Political Thinker; Renford Bambrough, Plato's Political Analogies; E. R. Dodds, Plato and the Irrational Soul; W. K. C. Guthrie, Plato's Views on the Nature of the Soul; Harold Cherniss, The Sources of Evil According to Plato; W. J. Verdenius, Plato's Doctrines of Artistic Imitation. Obviously, the above listed articles will be welcome to those debating issues in Plato and to historians of twentieth-century philosophy. There are two difficulties, however. The print is too small in the body of the text and is nearly microscopic in the footnotes and diagrams. Reading thus becomes almost painful. Margins to the left, right, top and bottom of the pages are practically nonexistent. On occasion footnote material is misplaced--for example, the comment on Strang's article as originally published elsewhere should be on p. 184, not on p. 187, of Volume One. But a greater problem is the fact that almost all the articles on metaphysics and epistemology are by linguistic analysts. Vlastos in his introductory remarks admits as much: "Volume One is heavily weighted on the 'analytical' side." He reports the statement of an un-named advocate of conceptual analysis "that these [analytic] methods now enable us to understand Plato better than he was ever understood by anyone in history--better than by any of his own contemporaries, even better than by himself!" He disclaims such euphoria but insists "there is an element of truth in it after all" insofar as analytic tools can alert a student to ambiguity and its consequences in some of Plato's sentences. Hence, "if we come across such sentences in Plato, it would be plainly true to say that we can understand them better than he did and even to add that we can, therefore, understand him better, since we can see both what he meant to say and the logical liabilities of his incautious sentences." All this is true enough, but a warning still is in order. Linguistic analysts tend to read only some of Plato's dialogues and, even within them, to concentrate on some passages only. This is understandable in view of their interests and the capacity of the analytic technique. But that selectivity might lead them to believe that the Plato thus revealed is the complete and authentic Plato, which it is not. Hence, in reading and teaching Plato one must complement language- and concept-analysis with other approaches. Vlastos himself is aware of this necessity : [[sic]] "Once we have made full allowance for what modern semantics and logic can do to make Plato more intelligible and alive for us today, we should be quick to concede that borrowings from this quarter must be used with economy and discretion, and that continuing reliance on older linguistic and historical disciplines is as essential now as it has ever been in the past if the object of our inquiries is Plato himself, instead of some mock-up more pleasing to current taste." One could only wish that Vlastos had fostered that reliance on other disciplines by including articles of that sort among those he actually chose.--L. S. (shrink)

Although there are many studies on John Calvin’s teaching on natural law, the relation between natural law and Roman law has received relatively less attention. This essay examines the relation between natural law and Roman law in Calvin’s exegetical writing on the Mosaic law. I argue that Calvin regarded Roman law as an exemplary, albeit imperfect, witness to the natural law, and he used Roman law to aid in his interpretation of the Mosaic law. Since he assumed that Roman law (...) embodies principles of natural law, Calvin drew on Roman law as an aid in order to distinguish natural from positive law within the Mosaic law. He also broadened the scope of commandments in the second table of the Decalogue by comparison with natural and Roman law. Yet although Calvin drew many continuities between Mosaic and Roman laws, he remained critical of the Roman system due to various failings in comparison with Scripture and principles of natural law. (shrink)

Today's pre-service teachers grew up attending schools where high stakes testing and teacher accountability were the norm. Despite a substantial body of research focused on the influence high-stakes testing on the practices of novice social studies teachers, a gap exists regarding the accountability movement's influence on novice social studies teachers. This study focused explicitly on the influence high-stakes testing and the culture of accountability had on two pre-service social studies teachers during their student teaching experience. Our findings highlight the ways (...) the accountability culture of public schools served a narrow gatekeeping function, limiting what participants learned during student teaching. Rethinking gatekeeping during student teaching within the current era of accountability and oversight positions teacher educators to confront the constricting nature of student teaching today. Student teachers must learn to recognize the gatekeeping aspects of the accountability culture and to make sense of the contradictions embedded in the student teaching experience. (shrink)

Bernard Norton's friends in the history of science have had many reasons for commemorating, with admiration and affection, not only his research and teaching but no less his conversation and his company. One of his most estimable traits was his refusal to beat about the bush in raising the questions he thought worthwhile pursuing. I still remember discoursing at Pittsburgh on Darwin's route to his theory of natural selection, and being asked at the end by Bernard what were Darwin's views (...) on heredity. I answered with the conventional waffle to the effect that the theory concerned the populational fate rather than the individual production and transmission of heritable variation, so that whatever views Darwin had on heredity had only a subsidiary place in his theorizing. Bernard was not fooled. ‘I would have thought’, he said, ‘that in order to understand anyone's theorising about evolution it would be necessary to look at his views on heredity’. (shrink)

In order for artificial intelligent systems to interact naturally with human users, they need to be able to learn from human instructions when actions should be imitated. Human tutoring will typically consist of action demonstrations accompanied by speech. In the following, the characteristics of human tutoring during action demonstration will be examined. A special focus will be put on the distinction between two kinds of motion events: path-oriented actions and manner-oriented actions. Such a distinction is inspired by the literature pertaining (...) to cognitive linguistics, which indicates that the human conceptual system can distinguish these two distinct types of motion. These two kinds of actions are described in language by more path-oriented or more manner-oriented utterances. In path-oriented utterances, the source, trajectory, or goal is emphasized, whereas in manner-oriented utterances the medium, velocity, or means of motion are highlighted. We examined a video corpus of adult–child interactions comprised of three age groups of children—pre-lexical, early lexical, and lexical—and two different tasks, one emphasizing manner more strongly and one emphasizing path more strongly. We analyzed the language and motion of the caregiver and the gazing behavior of the child to highlight the differences between the tutoring and the acquisition of the manner and path concepts. The results suggest that age is an important factor in the development of these action categories. The analysis of this corpus has also been exploited to develop an intelligent robotic behavior—the tutoring spotter system—able to emulate children's behaviors in a tutoring situation, with the aim of evoking in human subjects a natural and effective behavior in teaching to a robot. The findings related to the development of manner and path concepts have been used to implement new effective feedback strategies in the tutoring spotter system, which should provide improvements in human–robot interaction. (shrink)

Modern Studies in Philosophy, we are informed on the page facing the title-page, "is a series of anthologies presenting contemporary interpretations and evaluations of the works of major philosophers." The volumes are "intended to be contributions to contemporary debates as well as to the history of philosophy; they not only trace the origins of many problems important to modern philosophy, but also introduce major philosophers as interlocutors in current discussions." In the first of the two volumes on Plato three of (...) the articles chosen by Gregory Vlastos have not appeared elsewhere: Julius Moravcsik, Learning as Recollection; G. E. L. Owen, Plato on Not-Being; David Higgins, Sentence Meaning, Negation, and Plato's Problem of Non-Being. The other studies in Volume One are reprints: R. Robinson and J. D. Denniston, Plato; H. F. Cherniss, The Philosophical Economy of the Theory of Ideas; A. Wedberg, The Theory of Ideas; R. C. Cross and A. D. Woozley, Knowledge, Belief and the Forms; R. Robinson, Hypothesis in the Republic; G. Vlastos, Reasons and Causes in the Phaedo; R. E. Allen, Participation and Predication in Plato's Middle Dialogues; Colin Strang, Plato and the Third Man; J. L. Ackrill, Symplokë eidön; J. L. Ackrill, Plato and the Copula: Sophist 251-259. In Volume Two Terry Penner, "Thought and Desire in Plato" has not been published before. The others have: Paul Shorey, Plato's Ethics; David Sachs, A Fallacy in Plato's Republic; Raphael Demos, A Fallacy in Plato's Republic?; J. D. Mabbott, Is Plato's Republic Utilitarian?; G. Vlastos, Justice and Happiness in the Republic; F. M. Cornford, The Doctrine of Eros in Plato's Symposium; R. A. Markus, The Doctrine of Eros in Plato's Symposium; Glenn R. Morrow, Plato and the Rule of Law; Wayne A. R. Leys, Was Plato Non-Political?; F. E. Sparshott, Plato as Anti-Political Thinker; Renford Bambrough, Plato's Political Analogies; E. R. Dodds, Plato and the Irrational Soul; W. K. C. Guthrie, Plato's Views on the Nature of the Soul; Harold Cherniss, The Sources of Evil According to Plato; W. J. Verdenius, Plato's Doctrines of Artistic Imitation. Obviously, the above listed articles will be welcome to those debating issues in Plato and to historians of twentieth-century philosophy. There are two difficulties, however. The print is too small in the body of the text and is nearly microscopic in the footnotes and diagrams. Reading thus becomes almost painful. Margins to the left, right, top and bottom of the pages are practically nonexistent. On occasion footnote material is misplaced--for example, the comment on Strang's article as originally published elsewhere should be on p. 184, not on p. 187, of Volume One. But a greater problem is the fact that almost all the articles on metaphysics and epistemology are by linguistic analysts. Vlastos in his introductory remarks admits as much: "Volume One is heavily weighted on the 'analytical' side." He reports the statement of an un-named advocate of conceptual analysis "that these [analytic] methods now enable us to understand Plato better than he was ever understood by anyone in history--better than by any of his own contemporaries, even better than by himself!" He disclaims such euphoria but insists "there is an element of truth in it after all" insofar as analytic tools can alert a student to ambiguity and its consequences in some of Plato's sentences. Hence, "if we come across such sentences in Plato, it would be plainly true to say that we can understand them better than he did and even to add that we can, therefore, understand him better, since we can see both what he meant to say and the logical liabilities of his incautious sentences." All this is true enough, but a warning still is in order. Linguistic analysts tend to read only some of Plato's dialogues and, even within them, to concentrate on some passages only. This is understandable in view of their interests and the capacity of the analytic technique. But that selectivity might lead them to believe that the Plato thus revealed is the complete and authentic Plato, which it is not. Hence, in reading and teaching Plato one must complement language- and concept-analysis with other approaches. Vlastos himself is aware of this necessity : [[sic]] "Once we have made full allowance for what modern semantics and logic can do to make Plato more intelligible and alive for us today, we should be quick to concede that borrowings from this quarter must be used with economy and discretion, and that continuing reliance on older linguistic and historical disciplines is as essential now as it has ever been in the past if the object of our inquiries is Plato himself, instead of some mock-up more pleasing to current taste." One could only wish that Vlastos had fostered that reliance on other disciplines by including articles of that sort among those he actually chose.--L. S. (shrink)

The significance of teaching to the evolution of human culture is under debate. We contribute to the discussion by using a quantitative, cross-cultural comparative approach to investigate the role of teaching in the lives of children in two small-scale societies: Aka foragers and Ngandu farmers of the Central African Republic. Focal follows with behavior coding were used to record social learning experiences of children aged 4 to 16 during daily life. “Teaching” was coded based on a functional definition from evolutionary (...) biology. Frequencies, contexts, and subtypes of teaching as well as the identity of teachers were analyzed. Teaching was rare compared to observational learning, although both forms of social learning were negatively correlated with age. Children received teaching from a variety of individuals, and they also engaged in teaching. Several teaching types were observed, including instruction, negative feedback, and commands. Statistical differences in the distribution of teaching types and the identity of teachers corresponded with contrasting forager vs. farmer foundational cultural schema. For example, Aka children received less instruction, which empirically limits autonomous learning, and were as likely to receive instruction and negative feedback from other children as they were from adults. Commands, however, exhibited a different pattern suggesting a more complex role for this teaching type. Although consistent with claims that teaching is relatively rare in small-scale societies, this evidence supports the conclusion that teaching is a universal, early emerging cognitive ability in humans. However, culture structures the nature of teaching. (shrink)

When dealing with the study of diverse Confucian traditions in eastern Asia, we are often confronted by the issue of the religious dimension of Confucianism and how can it be compared to the Western connotations of the term. Proceeding from the basic question as to how Confucianism sees itself, the paper focuses on the approaches of two representatives of the Modern Confucian intellectual movement, namely Mou Zongsan and Xu Fuguan. In addition, we shall also take into consideration the various contemporary (...) Confucian interpretations of the previously delineated problems, for instance Liu Shu-hsien’s or Chen Lai’s. Based on these discourses, the paper clarifies the reasons for Modern Confucian interpretations, according to which Confucianism is not a religion in the Western sense but a discourse that represents both a practical moral teaching and an abstract philosophy of immanent transcendence. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Standards of Music Education and the Easily Administered Child/Citizen: The Alchemy of Pedagogy and Social Inclusion/Exclusion Thomas S. Popkewitz and Ruth Gustafson University of Wisconsin-Madison Educational standards are forsome a corrective device to promote the twin goals of excellence and equity by making explicit the performance outcomes ofschooling. For others, performance standards do not do what they say and install the wrong goals for teaching. But various sides in (...) the debate assume that school subjects teach the subjects and what is needed are more effective and efficient classroom practices. Our approach is different. We consider the standards of school subjects as related to the conditions of state governing. School subjects inscribe principles that administer the conduct ofthe child who is to grow into the "reasonable citizen." The Standards Movement is more than what is publicly discussed. Pedagogy embodies particular ways ofthinking or a system ofreason in which pedagogy orders who we are, who we should become, and who are not qualifiedto become that "we." If we think of modern schooling as an inscription device in the fonning of the citizen through the development ofthe child, the crux of the debate is not whether to have standards. It is how particular standards are inscribed through pedagogicalpractices. Ifwe treat school subjects as analogous to a uniform system of taxes, the developmentofuniformmeasurements, andurban planning in the modem state, our concern is with the boundaries created about the rules and standards of reason and the reasonable person. Pedagogygoverns inadoublesense: schoolmusic embodies representations that constitute the objects that children act on as real, and it generates principles to orderand patrol the borders that qualify and disqualify individuals for participation. The standards that govern music education can be thought about as an alchemy.1 The field of music is transported and translated into school subjects andpedagogical content. As the sorcerer ofthe middle ages sought to turn lead into gold, a specializedpedagogyplaces children in a new set ofrelations that is no longerthe academic field of music. Why is the alchemy important? First, the alchemy ofschool subjects is a particular system of reason that fabricates the kinds of people administered in schooling. Second, the alchemy reconfigures the sensitivities and awarenesses of the field of music to make the child's "soul" the site of administration. That soul in music and other school subjects is talked about today as personaldevelopment, self-reflection,personality, and character. Third, school subjects are sites in which the relations between the state, society, community, and individuality are worked and reworked to produce the borders ofinclusion and exclusion. The first section of this paper considers school subjects as a practice of governing that administersprinciples (orstandards ifwecanplay with that word) about who we are and should be. The second section considers psychology as the translation device that transports academic disciplines into school subjects. It may seem odd at firstglancebutthesamepsychologicaltransportation systems exist across school subjects. The historical intervention of the transportation system, we argue in the third section, has little to do with understanding music or science, but with governing the soul. In that section we examine the different cultural practices that overlap to©Philosophy ofMusic Education Review 10, no. 2 (Fall, 2002): 80-91. Thomas S. Popkewitz/Ruth Gustafson 81 generate principles that orderthe nature ofmusic, the child/childhood, teaching, and reflection and subjectivity in music education. The discussion is not about the internal structure or the goodness ofmusic education but the particular frames of reference that form the evidence and possibilities of reform in school subjects. We take up the task ofinquiry into the alchemy of music as part of a broader project to show the contingency ofthe arrangement that we live by showing how thought has played a part in holding those arrangements together and to contestthe strategiesthatgovernthehumanpossibilities. The Art ofGoverning: Standards as Mapping Who We are/to Become Themodern state governs through developing a precise system of classifications and the correct sorting devices to chart a course ofaction that will change society for the better and which will prevent any futurejoining ofthe ranks ofthe poorly performing. To govern is to develop systems ofclassification that calculate and make legiblepeople fortheadministrationofthe society and the citizen. Mass schooling is a central institution in... (shrink)

Exploring the "roads less travelled," MacDonald continues his monumental investigation of the history of ideas. This volume takes the reader from the earliest records about human nature in Ancient Egypt, the Ancient Near East and the Zoroastrian religion, through the secret teachings in the Hermetic and Gnostic scriptures and into the transformation of ideas about the mind, soul and spirit in the late antique and early medieval epochs.

This study presents an exploration of the belief changes of prospective teachers through social co-constructivist teaching. The future presumed in-class teaching orientations of the PTs were also estimated by metaphor analysis. A case study was conducted to monitor the belief changes of the PTs and estimate their probable in-class practices. The participants were six PTs involved in a certification in education programme. The data were gathered from the following different sources; interviews, written reflections and metaphor explanations. The data that were (...) analysed interpretatively and specific parts of the analysed data were subjected to quantification. The PTs held considerably conventional and idealistic teaching beliefs prior to the implementations. The PTs improved their reasoning and enlarged their conceptualisations regarding teaching and learning after the implementations. Five types of teaching belief typologies displaying inherently sophisticated nature of the beliefs were extracted. Some of the PTs appeared to have promise in terms of implementing more learner-centred teaching; however, others preserved their traditional teaching practical orientations. It was considered that changes in teaching beliefs may have motivational and attitudinal dimensions. Finally, capturing the metaphors of the PTs regarding teaching and learning appeared to provide more realistic insights into the estimated in-class practical orientations. (shrink)

This article attempts to bridge the philosophical gap between Western music education philosophers and practicing Suzuki music teachers. Specifically addressed is Estelle Jorgensen's critique of Suzuki-trained educators who may rely too heavily on rote pedagogical methods without careful reflection of the philosophical principles underlying their approach. By first discussing the cultural relativity of philosophical expression, this article suggests that Suzuki's philosophy may be better (although differently) articulated than Western scholars give it credit. On the other hand, this article also invites (...) contemporary string pedagogues who use Suzuki's methods to candidly consider how much attention they pay to Suzuki's (and their own) educational philosophy as they teach. Finally, this article articulates Suzuki's philosophy of music education, named here "Music Education as Love Education" (a play on words with the familiar term "Music Education as Aesthetic Education," to reflect Suzuki's principal focus on the nurturing of students)—in order to offer a fresh look at a philosophy that may be often, though differently, disregarded by both sides of the debate. Suzuki's writings and interviews with individuals who worked with Suzuki are used to demonstrate his belief in the spiritual nature of musical tone, and the high priority he placed upon character development. (shrink)