At a time when Americans are increasingly concerned with finding jobs and economic stability, supporting families, and surviving in the global economy, many consider the arts to be a luxury, a frivolous distraction which entices students away from real learning. In Strong Arts, Strong Schools, Charles Fowler argues that, far from a luxury, the arts are a vitally important part of our society and our schools. Speaking directly to educators, policy makers, and parents alike, Fowler presents a compelling defense (...) of the arts and their importance in our lives. The arts illuminate "life in all its mystery, misery, delight, pity and wonder." Without them, students are deprived of learning what it means to be truly human. The arts teach students how rather than what to think. Highlighting the crucial effect of the arts on learning, he contends that the arts teach skills that other basic subjects cannot--critical thinking and problem solving, judgment and independence, attention to detail and craftsmanship, and an openness to other cultures and ways of thinking. Arguing on behalf of the arts, Fowler shows how the arts can enliven and extend the entire school curriculum by integrating different subjects in innovative interdisciplinary ways, sparking the interest of at-risk or special needs students. "The best schools have the best arts programs," writes Fowler. "Excellence in education and excellence in the arts go hand in hand." In eighteen compelling essays, Fowler demonstrates the importance of the arts in our culture and the necessity of rescuing the arts for our future. Beginning with an overview of the context in which the arts operate, he offers an honest and sometimes distressing overview of the state of education and arts education today. He then examines the arts and economics, presenting a carefully researched exposition of the significance of the arts and their relationship to science and industry. Showing how the arts provide a more comprehensive education, he shows why the arts engage students and make learning relevant and fun. Tackling the controversial question of curriculum, Fowler addresses such questions as who should study the arts, which arts, and whose culture should be taught. Citing a shameful neglect of creativity in our culture, he highlights the negligence of the schools in teaching students to be creative and inventive thinkers, and he shows the capacity of the arts to communicate these essential skills. Fowler concludes the book with suggestions for reform and with practical strategies for winning the support of school boards and school administrators. Finally asking "how do we get there," he offers specific recommendations for changing our schools, providing equal opportunity for all, and--perhaps most critically in today's economic climate--paying the bill. In this elegantly written, passionately argued book, Fowler presents a convincing case for teaching the arts to all children. "A downtrodden army of cultureless children," Fowler warns, "is marching toward a barren and depleted adulthood and taking the future of our civilization with them." Strong Arts, Strong Schools is a clarion call to action for any teacher, parent, policy maker, or citizen concerned about the fate of the arts in American society and about the state of our schools. (shrink)

At a time when Americans are increasingly concerned with finding jobs and economic stability, supporting families, and surviving in the global economy, many consider the arts to be a luxury, a frivolous distraction which entices students away from real learning. In Strong Arts, Strong Schools, Charles Fowler argues that, far from a luxury, the arts are a vitally important part of our society and our schools. Speaking directly to educators, policy makers, and parents alike, Fowler presents a compelling defense (...) of the arts and their importance in our lives. The arts illuminate "life in all its mystery, misery, delight, pity and wonder." Without them, students are deprived of learning what it means to be truly human. The arts teach students how rather than what to think. Highlighting the crucial effect of the arts on learning, he contends that the arts teach skills that other basic subjects cannot--critical thinking and problem solving, judgment and independence, attention to detail and craftsmanship, and an openness to other cultures and ways of thinking. Arguing on behalf of the arts, Fowler shows how the arts can enliven and extend the entire school curriculum by integrating different subjects in innovative interdisciplinary ways, sparking the interest of at-risk or special needs students. "The best schools have the best arts programs," writes Fowler. "Excellence in education and excellence in the arts go hand in hand." In eighteen compelling essays, Fowler demonstrates the importance of the arts in our culture and the necessity of rescuing the arts for our future. Beginning with an overview of the context in which the arts operate, he offers an honest and sometimes distressing overview of the state of education and arts education today. He then examines the arts and economics, presenting a carefully researched exposition of the significance of the arts and their relationship to science and industry. Showing how the arts provide a more comprehensive education, he shows why the arts engage students and make learning relevant and fun. Tackling the controversial question of curriculum, Fowler addresses such questions as who should study the arts, which arts, and whose culture should be taught. Citing a shameful neglect of creativity in our culture, he highlights the negligence of the schools in teaching students to be creative and inventive thinkers, and he shows the capacity of the arts to communicate these essential skills. Fowler concludes the book with suggestions for reform and with practical strategies for winning the support of school boards and school administrators. Finally asking "how do we get there," he offers specific recommendations for changing our schools, providing equal opportunity for all, and--perhaps most critically in today's economic climate--paying the bill. In this elegantly written, passionately argued book, Fowler presents a convincing case for teaching the arts to all children. "A downtrodden army of cultureless children," Fowler warns, "is marching toward a barren and depleted adulthood and taking the future of our civilization with them." Strong Arts, Strong Schools is a clarion call to action for any teacher, parent, policy maker, or citizen concerned about the fate of the arts in American society and about the state of our schools. (shrink)

"[A]n erudite and passionate testimonial from a man who made service to arts education his life's work. His words and wisdom inspire us to continue the fight to insure that every child has access to world class instruction in the arts."--Michael Greene, President and CEO, National Academy of Recording Arts and Sciences.

When we attend a dance performance we expect to see human beings performing various sorts of bodily movements. Movement is, uncontroversially, the primary medium of a dance. Our intuition, then, is to think that our response to and understanding of the dance must be connected in some way to this movement. Attempts to relate our understanding of a dance, specifically our grasping the meaning of a dance, to the medium of movement, through a movement-oriented response have taken the form of (...) theories that rely on a notion of kinesthetic response or kinesthetic empathy. My intentions in this essay are to show that the intuition that our understanding of a dance is kinesthetically based is correct and that how the kinesthetic brings us to understand the dance is different from the earlier empathy theories, in a number of important ways. But I will also argue that current analytic strategies will not suffice and that the full defense of kinesthetic understanding, as I will call it, will require a different manner of explaining and understanding of the activities of human beings. My own analysis will draw on a number of resources, primarily the case study of Alexander Technique, a body therapy that seems to give us access to the kinesthetic organization of our activities and the philosophical work of a number of people, centrally Maurice Merleau-Ponty, who argues strongly for the role movement plays in constituting our world. I will show how kinesthetic understanding, given the historical trajectories permitted by tradition and the mechanics of the human body, can bring dancers, choreographers, and critics to a point of intersection where they can experience and talk about dance in terms of its kinesthetic basis, and that without this intersection the kind of meaning in movement I am discussing cannot take place. They will miss the preferred intersection unless they achieve kinesthetic understanding. (shrink)

Stone & Wang collate the nascent research examining the mnemonic consequences associated with social media use. In particular, they highlight two important factors in understanding how social media use shapes the way individuals and groups remember the past: the type of information (personal vs. public) and the role (producer vs. consumer) individuals undertake when engaging with social media. Stone and Wang investigate those two features in relation to induced forgetting for personal information and false memories/truthiness for public information.

We live in an age in which outer space has changed from a theme for flights of science fiction to the actual locus of exploration and travel.1 Space no longer has merely speculative significance for thinking about possible worlds; it has become a real factor in understanding the nature and conditions of the human world that we are constantly refashioning. Our entry into outer space brings with it changes in conditions and experience that require us to rethink the concepts through (...) which we comprehend environment and act environmentally. (shrink)

Zygon®, Volume 56, Issue 4, Page 1008-1026, December 2021.

This volume brings together for the first time some of the most helpful and insightful essays on the four most influential and discussed philosophers in the history of existentialism: Kierkegaard, Nietzsche, Heidegger, and Sartre.

This paper examines the characteristics of infectious diseases that raise special medical and social ethical issues, and explores ways of integrating both current bioethical and classical public health ethics concerns. Many of the ethical issues raised by infectious diseases are related to these diseases’ powerful ability to engender fear in individuals and panic in populations. We address the association of some infectious diseases with high morbidity and mortality rates, the sense that infectious diseases are caused by invasion or attack on (...) humans by foreign micro‐organisms, the acute onset and rapid course of many infectious diseases, and, in particular, the communicability of infectious diseases. The individual fear and community panic associated with infectious diseases often leads to rapid, emotionally driven decision making about public health policies needed to protect the community that may be in conflict with current bioethical principles regarding the care of individual patients. The discussion includes recent examples where dialogue between public health practitioners and medical‐ethicists has helped resolve ethical issues that require us to consider the infected patient as both a victim with individual needs and rights and as a potential vector of disease that is of concern to the community. (shrink)

We propose a model of physics that blends Rovelli’s relational quantum mechanics (RQM) interpretation with the language of finite information quantities (FIQs), defined by Gisin and Del Santo in the spirit of intuitionistic mathematics. We discuss deficiencies of using real numbers to model physical systems in general, and particularly under the RQM interpretation. With this motivation for an alternative mathematical language, we propose the use of FIQs to model the world under the RQM interpretation, wherein we view the propensities that (...) make up a FIQ as quantifications of potential interaction. Under this model, the stable facts, relative facts, and shifting perspectives that make up the relational interpretation correspond to shifting digits and propensities of the FIQs. The model’s predictions agree with those of both classical and quantum physics, and it is indeterministic. We also propose explanations, with examples, for how the propensities of a FIQ are distributed, and how its digits become actualized. This is equivalent to the notion of the measurement problem, and the question of what causes wave function collapse. In short, by stepping through the “new door” opened by the language of FIQs, we attempt to describe the world under the relational interpretation. (shrink)

"An invaluable source for undergraduate courses in continental philosophy." --Giovanna Borradori, Vassar College.

In ‘Reincarnation and Relativized Identity’ 1 J. J. MacIntosh argues that reincarnation is impossible. I wish to make a slightly backhanded defence of reincarnation by showing that MacIntosh's argument does not succeed. I do not follow his recipe for defence of reincarnation exactly.

Introduction: the ways and means of cultural change -- Science, industry and the invention of a new worldview -- Management as cultural authority -- The cultural values of work and leisure -- The strategy & spirit of capitalism -- From material need to consumer culture -- Higher learning as marketplace -- Globalization of the tightening systems knot -- Time to think -- Balancing values through cultural change -- Progress and myth -- Knowledge devalued: summary & conclusions.

The culture of authenticity -- The enchanted garden -- The modern worldview -- Romanticism and the ideal of authenticity -- The heart of darkness -- De-centering the subject -- Story-shaped selves -- Authenticity in context.

Organized around themes such as harmony with one’s self and with the world, right relation to God, the use of reason, self-exploration, and living in a disordered world, the selections in this anthology explore traditional philosophical thought from Plato to de Beauvoir on the topic of human flourishing.

Hume's analyses of human apprehension and of causality were the most penetrating up to his time and continue to have great influence. Contemporary Spanish philosopher Xavier Zubiri has examined both and identified three underlying errors: the failure to recognize that there are three stages of human intellection, and especially that the first, primordial apprehension, has quite unique characteristics; the attempt to place an excessive burden on the content of impressions while ignoring what Zubiri terms their 'formality of reality'; and the (...) failure to recognize that functionality, not causality, is the basis for most of our knowledge. Causal chains in general cannot be adequately known, and therefore are not and cannot be the basis of our knowledge of the external world. Only in the area of persons and morality does causality play a critical role. (shrink)

Rapid advances in computer technology and what is termed ‘Artificial Intelligence’ in the past 70 years have led to speculation about the ultimate capabilities of electronic devices, including speculation about whether they will make humans obsolete at some future time. Zubiri’s distinction between sensible intelligence and sentient intelligence can be applied to understanding of the limitations of AI. Machines can only operate on the sensible intelligence paradigm, which entails limits. Sentient intelligence allows humans to carry out functions that sensible intelligence-based (...) devices can never do. Sensible intelligence-based devices, including AI, will therefore be restricted to amplifying human (i.e. sentient intelligence) capabilities, but never replacing them. Historically, extravagant claims for AI have not been borne out, despite many orders of magnitude increase in computation speed and memory capacity. Theoretical arguments, based on Godel’s Incompleteness Theorem, also confirm this. (shrink)

The contemporary Spanish philosopher Xavier Zubiri developed his philosophy in constant dialogue with the past. Zubiri believed that there are fundamental flaws with classical philosophy that require a fresh approach. His critique of classical philosophy falls into three areas: conceptual, factual, and scope. The first is treated in this paper with respect to five subjects. Zubiri believed that the structure of human intellection is incorrect in classical philosophy. This error contributes in large part to two key errors which he termed (...) "entification of reality" and "logification of intellection." Closely related are errors concerning essence and the relationship of truth and reality. (shrink)

This is a new release of the original 1925 edition.

"....an admirably clear account of Heidegger's relation to the philosophical tradition, and especially of his criticism of Cartesianism." -- Richard Rorty, University of Virginia.

In Giulio Aleni’s The True Source of the Myriad Things chapter 4 contains the following question and answer:One might say that it is like seeds: from only one seed the subsequent branches, trunk, and blossoms are produced in a truly spontaneous manner. There need not be an external creator. All things have their own inherent natures, and they come forth on the basis of their inherent natures spontaneously; why must they have some external maker?1I [i.e., Aleni] say: The sprouting of (...) a seed cannot be separated from the efficient cause. Suppose that the seed had no prior tree to produce it. Then the present tree would not have come to be. Therefore the prior tree is considered the... (shrink)

In A World of States of Affairs(Cambridge University Press, 1997) David Armstrong offers acomprehensive metaphysics based on the thesis that the world consistsof states of affairs. Among the entities postulated by Armstrong's theory are relations, including non-symmetrical relations, and whileArmstrong does not agree with Russell that all relations have adirection or definite order among their places, he does explicitlyacknowledge that the slots of a non-symmetrical relation have adefinite order or direction. I first show that non-symmetricalrelations pose a problem for Armstrong's (...) theory by raising TheProblem of Converse Relations. I then argue that the bestresolution of this problem in the context of Armstrong's theoryinvolves adopting an analysis of the order or direction of a relationthat differs from the analysis that Russell assumes. I conclude bydiscussing a further problem facing Armstrong's ontology: TheProblem of Converse Relational Properties. (shrink)

This essay presents a hypothesis which contends that the development of organismic complexity in the eukaryotes depended extensively on propagation via flagellated and ciliated gametes. Organisms utilizing flagellate and ciliate gametes to propagate their germ line have contributed most of the organismic complexity found in the higher animals. The genes of the flagellum and the flagellar assembly system (intraflagellar transport) have played a disproportionately important role in the construction of complex tissues and organs. The hypothesis also proposes that competition between (...) large numbers of haploid flagellated male gametes rigorously conserved the functionality of a key set of flagellar genes for more than 700 million years. This in turn has insured that a large set (>600) of highly functional cytoskeletal and signal pathway genes is always present in the lineage of organisms with flagellated or ciliated gametes to act as a dependable resource, or “toolkit,” for organ elaboration. Also see the video abstract here: https://youtu.be/lC5nC-WOcm8. (shrink)

In this essay I renew the case for Conditional Excluded Middle in light of recent developments in the semantics of the subjunctive conditional. I argue that Michael Tooley's recent backward causation counterexample to the Stalnaker-Lewis comparative world similarity semantics undermines the strongest argument against CXM, and I offer a new, principled argument for the validity of CXM that is in no way undermined by Tooley's counterexample. Finally, I formulate a simple semantics for the subjunctive conditional that is consistent with both (...) CXM and Tooley's counterexample. (shrink)

As originally planned this volume was meant to cover a somewhat wider scope than, in fact, it has turned out to do. When, in rg68, I initially conceived of preparing it, it was proposed to deal with several aspects of early modern scepticism, in addition to the fortuna of the Academica, and to publish various loosely related pieces under the title of 'Studies in the History of Early Modern Scepticism. ' Thereby, I foresaw that I would exhaust my knowledge of (...) the subject and would then be able to turn my attention to other matters. In initiating my research on this topic, however, I soon found that there remained a much greater bulk of material to study than could possibly be dealt with between the covers of the single modest volume which I envisioned. My proposed section on Cicero's Academica was to cover between 50 and 75 pages in the original plan. It soon became apparent, however, especially after Joannes Rosa's hitherto unstudied commentary on Cicero's work was uncovered, that this material would have to be treated at a much greater length than I had foreseen. The present volume is the result of this expanded investigation. The monograph which has come from this alteration in plans has, I think, the virtues of continuity and cohesive ness and one hopes that these advantages offset the benefits of a broader scope which were sacrificed. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:92 HISTORY OF PHILOSOPHY seulement apr~s qu'on a drmontr6 son existence (pp. 182, 183, 185, 188). Or ceci nous parait tout h fait erronr: la critique mrt~physique de l'activit6 rrv~le qu'elle implique drpendance, et non seulement par rapport ~t d'autres 8tres finis (ce qu'Aristote a drift vu), mais par rapport ~t une Cause transcendante et infinie qui, en crrant l'~tre fini, lui donne constamment le pouvoir de se drpasser (...) en produisant ses aetes seconds. C'est pourquoi l'analyse mrtaphysique de l'activit6 est une des voies qui conduisent ~t la drcouverte de Dieu. Scot lui-m~me, du reste, reconnait que tout changement implique drpendance et rrv~le l'existence d'un Etre immuable et absolu (pp. 184-185). Ceci nous donne l'occasion de revenir h la prima via de Thomas d'Aquin. La libert6 avec laquelle nous avons discut6 nagu~re la valeur des quinque viae ne permet pas de nous SOUl~onner d'attachement servile aux positions du saint Docteur. La prima via est une preuve incomplete de l'existence de Dieu entendu comme le Crrateur unique de l'univers, nous avons dit et redit pourquoi. Mais l'argumentation qui s'appuie sur le principe de motion nous a toujours paru et nous parait encore inattaquable: dans la Summa contra Gentiles (I, 13), Thomas 6tait encore emp~tr6 dans la physique d'Aristote, mais, dans la Summa theologiae il se maintient strictement au plan mrtaphysique : un ~tre qui change vraiment ne saurait changer par lui-mSme. Ce principe est inrbranlable et la critique de Duns Scot est inol~rante ici. F. VAN STEENBERGHEN Louvain Francesco Sanchez. By Salvatore Miecolis. (Bari: Tipografia Levante, 1965. Universith di Bari, Pubblicazioni dell'Istituto di filosofia, no. 8. Pp. 100, one plate. No price given). Francisco Sanches,1 the Portuguese philosopher and physician of Jewish parentage who was also a relative of Montaigne, ranks as one of the more interesting of sixteenthcentury thinkers. Not only is he an important reviver of scepticism in the sixteenth century, but his best known work Quod nihil scitur (first printed in 1581) was still well enough known in the next century to draw several separate attacks. What is more, various scholars have pointed out the similarities between the arguments used in Sanches' work and Descartes' cogito argument. Though there are now quite a number of studies on Sanches, especially in Portuguese, there is not yet a defnitive study of aU aspects of his life, thought, and influence. In English there is very little indeed and we could well use a monograph or at least an article on Sanches to make some of his ideas accessible to a wider audience. A definitive study will require much work and 1 This is the Portuguese form of his name. It is also sometimes given the Spanish spelling 'Sanchez' as in the title of Miccolis' book. He was born near the Spanish-Portuguese border about 1550 and moved to France, while still a boy, and there spent the remainder of his life. There has been much discussion whether Sanches was in fact Portuguese or Spanish by birth and, consequently, which is the correct form of his name. It does not seem as though the question of his nationality can be answered with certainty. We have chosen to use the Portuguese form since the Portuguese seem to have adopted him as one of their philosophers more frequently than have the Spanish. BOOK REVIEWS 93 would have to use the extensive notes made by H. P. Cazac, who died before he could utilize all of the material which he had collected,z For these reasons one might look to Miccolis' book as a new contribution to Sanches studies. One is bound to be disappointed, however, for little new material is brought forth here and even previous studies on Sanches are not fully utilized. Although this study has the format of a book, its length is little more than that of a substantial article (ca. 25,000 words). After a very brief introductory section on the life and works of Sanches, the author treats the Quod nihil scitur and 'Sanches and medicine' in... (shrink)