The concept of Tao occupies a core position in Taoism and even the entire Chinese classical philosophy. For philosophical Taoism, ‘Tao’ is the ultimate reality. Therefore, exploring Taoist epistemology, its role in governance, education and self-cultivation is necessary. The only way that can be approached beyond human ability to fathom ‘Tao’ is beyond mere reasoning or words. Thus, the basic guiding principles behind Taoism for approaching Tao are ‘no action’ and ‘no words’. In traditional Chinese philosophy, following Tao (...) to cultivate oneself is teaching, so as Taoism advocates the teaching of non-action beyond words. The educational thought of Taoist also strongly dismisses the notion of ‘learning’, which is at odds with the Confucians and majority of Westerns. However, Taoism does not negate the importance of learning to attain knowledge, while only opposes the so-called knowledge that is cumbersome, limited, rigid and antagonistic. According to the Taoist thought, children like all human beings are guided naturally and attain fulfillment in harmony with the rest of the world. Enlightenment is a continual and constant process that can be attained by gradual self-transformation until the Tao is realized. Teaching without words seems to be a negative method, while it actually possesses significance. Excessive addiction to knowledge and efficiency drifts modern education away from Taoism. Excavating the educational significance of Taoist ancient philosophical heritage can facilitate us understanding the true nature of education. (shrink)

When people make decisions, they act in a way that is either automatic (“rote”), or more thoughtful (“reflective”). But do people notice when others are behaving in a rote way, and do they care? We examine the detection of rote behavior and its consequences in U.S. adults, focusing specifically on pedagogy and learning. We establish repetitiveness as a cue for rote behavior (Experiment 1), and find that rote people are seen as worse teachers (Experiment 2). We also find that the (...) more a person's feedback seems similar across groups (indicating greater rote-ness), the more negatively their teaching is evaluated (Experiment 3). A word-embedding analysis of an open-response task shows people naturally cluster rote and reflective teachers into different semantic categories (Experiment 4). We also show that repetitiveness can be decoupled from perceptions of rote-ness given contextual explanation (Experiment 5). Finally, we establish two additional cues to rote behavior that can be tied to quality of teaching (Experiment 6). These results empirically show that people detect and care about scripted behaviors in pedagogy, and suggest an important extension to formal frameworks of social reasoning. (shrink)

In this paper I explore the relationship between teaching and learning. Whereas particularly in the English language the relationship between teaching and learning has become so intimate that it often looks as if ‘teaching and learning’ has become one word, I not only argue for the importance of keeping teaching and learning apart from each other, but also provide a number of arguments for suggesting that learning may not be the one and only option for (...) class='Hi'>teaching to aim for. I explore this idea through a discussion of the relationship between teaching and learning, both at a conceptual and at an existential level. I discuss the limitations of the language of learning as an educational language, point at the political work that is being done through the language of learning, and raise epistemological and existential questions about the identity of the learner, particularly with regard to the question what it means to be in and with the world in terms of learning as comprehension and sense making. Through this I seek to suggest that learning is only one possible aim for teaching and that the learner identity and the learning way of engaging with the world puts the learner in a very specific position vis-à-vis the world, one where the learner remains in the centre and the world appears as object for the learner’s acts of learning. That it is possible to teach without requesting from students that they learn, comprehend and make sense, is demonstrated through a brief account of a course in which students were explicitly asked to refrain from learning and were instead asked to adopt a concept. I show how this request opened up very different existential possibilities for the students and argue that if we value such existential possibilities, there may be good reasons for freeing teaching from learning. (shrink)

In “Defending Adam After Darwin,” Nicanor Austriaco, OP, mounts a noteworthy defense of monogenism, part of which turns on the relationship between abstract thought and language. At a certain point, he turns to a passage from Aquinas’s Commentary on John to support two claims which he affirms without qualification: namely, that the capacity for forming abstract concepts corresponding to the quiddities of things presupposes the capacity for language and that we grasp concepts through words. In addition, he asserts (...) that Aquinas is talking about abstraction in this passage. I argue that these three claims are based on a misreading of Aquinas. I then show that Aquinas would agree with the qualified claim that the formation of certain concepts presupposes the usage of words. I also show that Aquinas might accept with qualification the notion that the capacity for forming abstract concepts presupposes the capacity for language: namely, by way of disposition. (shrink)

The Qurʾān was taught in the letter method for many years. After the names of the letters in the Arabic alphabet are memorized in this method, the teaching of origins and signs begins. The syllabic method was developed over time as an alternative to this method, and the letters were taught directly with their superior vowel signs without memorizing their names. Unlike these two methods, the sound-based alif ba method has begun to be used in recent years. This (...) method coincides with the primary literacy teaching method based on the sounds thatwere adopted in Turkish teaching since 2005. Basic principles such as teaching the letters one-by-one, following the sound learning stages in teaching each sound, conducting the lessons in class, reading the syllables and words formed with the learned letters from the first day are adopted in both teaching methods. The purpose of the present study was to find out how the Qurʾān can be taught by applying the sound-based alif ba method and to draw attention to the original aspects of this method for learning the Qurʾān with the right sounds. Since the correct teaching of the Qurʾān is closely related to the teacher’s content knowledge and teaching skills, the alif ba that will be used and the method to be applied are important in reaching the target more systematically and faster. The case study design was used in the study in which the qualitative method was employed. The primary data of the study were Sound-Based Alif ba, for which I was the project assistant of, and the book with the title A New Approach in Teaching the Qurʾān: Sound based Alif baand Tajwīd Method, which was an editorial book of which I was one of the authors, and the thirty-episode series We Are Children and We Are Reading the Qurʾān, published on Diyanet TV, for which I was the production coordinator. Also, to see the applicability of the method, interviews were conducted with eight instructors who used Sound-Based Alif ba in their lessons. The study received ethical approval from Ankara Social Sciences University Rectorate Social and Human Sciences Research and Scientific Publication Ethics Committee on 8 July 2021 with the decision no 12450. The main thing in the sound-based alif ba method is the correct vocalization of the Qurʾān. The letters in alif ba are arranged differently from the classical alphabet order and are divided into six groups considering the frequency of occurrence in the Qurʾān and the degree of difficulty of origins. Each letter is taught in a separate lesson with the support of the ḥarakas and the sukūn (such as اَلْ, اِلْ, اُلْ). During the teaching, attention is paid to the sound learning steps, and the student is expected to feel the sound of the letter to be learned, distinguish it from other letter sounds, and then pronounce it from the correct origin as much as possible. In the sound-based alif ba method, the teaching of the shape of the letter is done after the sound of the letter is pronounced. During the teaching of the shapes of the letters, the part of the letter that does not change when written within a word is emphasized, and the writing is used so that the shape of the letter can be placed in the mind of the student. In the sound-based alif ba teaching, reading from the Qurʾān is done in every lesson, starting from the teaching of the first letter. During the teaching of alif ba, educational games, question-answer, and narration methods are used, primarily with the taʿlīm method. In this way, the teaching of Sound-Based Alif ba is spread over a period of 40 lessons. The study findings showed that the sound-based alif ba method has similar characteristics with the sound-based primary literacy teaching method; however, Arabic has its own unique aspects with its language structure. Among these originalities, which is adopted in the teaching of letters, firstly teaching the letter with the sukūn and with the support of movable ا and then showing the shape of the letter is carried out. As a matter of fact, the teachers have the opinion that this vocalization method, which is adopted, facilitates the learning of the correct sounds, and that teaching the letters in line with the sound learning steps increases the efficiency of the lesson. Although most of the instructors pointed out to the positive aspects of teaching tajwīd sounds in alif ba, one of the instructors did not find it necessary. The opinions of the teachers showed that the sound-based alif ba method can be applied efficiently in online lessons, but the teacher-student relation is affected negatively when compared to the classroom setting. All of the instructors said that the materials used in the lessons and demonstration and educational game methods increased the quality of the course, and that the We Are Children We Are Reading the Qurʾān program is an important resource for them. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Decade of Teaching Classics in a Massachusetts Prison CHARLES ROWAN BEYE From 1972 until 1982, I volunteered as a teacher in a degree-granting program of liberal arts at the college level in Norfolk State Prison, a medium security prison in Walpole, Massachusetts. Medium security means that the men were not confined to their cells except when there were routine security checks, such as taking attendance which occurred (...) several times a day, or at night when there was a lights-out policy, or whenever the surveillance system of the prison went on alarm. Other than that, the men could work in various shops, or in the prison garden, or, among other things, they could take classes. The men who were incarcerated at Norfolk had been determined not to pose too great a threat to the other inmates, nor to be liable to try to break out in escape attempts that would damage others; the more intractable men were in the maximum security prison down the road, confined to their cells. There had always been shop classes or other kinds of instruction which would train the men into skilled manual labor. I taught in a program that was radically different. It was the dream of an extraordinary woman named Elizabeth Barker who was an old fashioned lefty, a woman of the old money Brahmin class of Boston society, who like so many of her kind had no money any longer, the only indication of her social status being a marbles-in-the-mouth accent, an indifference to money, clothing styles, social distinction, and an arrogance that made her assume that the rest of the world hung on her every word. She was the soul of kindness and generosity, one of the few persons I have met who deserved the accolade of a “true Christian,” although she was insisarion 26.3 winter 2019 tent upon proclaiming her militant atheism. She was also a tremendous bore. I once had the misfortune to drive her back from the prison to Boston. Talking incessantly, in a kind of monotone, relentlessly insisting upon a position that I had agreed with when we started the drive, it was all I could do after a half hour to keep from reaching over, opening the door, and pushing her out. But, God love her, she performed a miracle at Norfolk. Mrs. Barker subscribed to a belief that I soon adopted once I started teaching in her program which was that all people, apart from outright psychopaths, are redeemable, that a teaching relationship offers compassion, instruction, and most of all, a belief in the student, that in itself redeems the student, in this case, the prisoner, from self-hatred, lack of esteem or purpose, and general despair. Conventionally, prisons are run on a mixture of punishment and rehabilitation. At the crudest level you have the concept of solitary confinement, then there is the idea of “at hard labor” where prisoners spend their days breaking rocks under supervision, or as in England at the turn of the century, spending the entire day walking endlessly up a revolving drum with stairs. The lightest so-called punishment is simply the fact of incarceration. The theory is that if you are confined to a prison for so many months, years, the horror of this endurance makes you into a better person because you have had time to realize that you don’t want this to happen again. Relatives of a criminal’s victims are often on hand at parole board hearings because they want the sentence to go on longer, for the prisoner to “suffer more.” Rehabilitation, on the other hand, usually involves teaching skills, on the most basic level, reading and writing, then woodworking, metal work, car repair, on the theory that many males commit crimes because they have no legitimate way to earn money in our economy. Mrs. Barker saw a higher kind of rehabilitation that led into her notion of redemption. The liberal arts, art, music, literature, philosophy, science were in her mind the nourishment of the soul without which no one can truly be said to live. The idea, as you can imag2 a decade of teaching classics in... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Teaching Musical FictionMarcin Stawiarski (bio)IntroductionGiven the increasing interest in musico-literary studies, I wish to examine some ways in which music can be used for pedagogical purposes in teaching literature. It has been widely recognized that music and poetry sprang from the common origin of chant or incantation.1 Throughout the ages, the sister arts sometimes went hand in hand and sometimes parted company, but since the end of (...) the nineteenth century musical aspects have been used quite extensively in literature, either as a subject matter or as a wellhead of structures. The number of musically inspired twentieth-century novels bears evidence to this strengthening of musico-literary relationships.2 Contemporary interactive, interdisciplinary, and multimedial works of art or artistic events also testify to a close sisterhood between the arts. This phenomenon has come to be called intermediality, which is defined as using more than one artistic medium in the creation of a work of art. But then, examining musical aspects in literature demands specific knowledge of the musical field itself, thus raising questions about the limits and the difficulties of using musico-literary materials in class. Suppose the student is not knowledgeable at all about music. What, then, can be the input the teacher can offer the student without necessarily inundating the latter with too much information? Is it possible to avoid generalizations in drawing comparisons or distinctions between music and literature? And, is it relevant to deal with music in teaching fiction?I wish to suggest that there are pragmatic elements of music that may be used in teaching music-related texts without previous skills in the musical field. In this respect, music may serve as an enriching and fascinating teaching tool. The point I would like to make is that quite often music leads the text to raise questions about literariness itself, so that it becomes possible not only to discuss musico-literary interrelations but to tackle the specificity of literature through the prism of intermediality. [End Page 78]This article will deal with two kinds of musico-literary phenomena appearing in fiction. On the one hand, I wish to examine the implications of the historical and cultural background in musicalized texts as an inherent aspect of many novels. On the other hand, I wish to broach the question of the musicalization of fiction, that is to say, the transposition or imitation of musical forms in literature.Literature Speaking about MusicThe Need of a ContextIn dealing with musical contexts of literary texts, the teacher may bring the student's attention to bear on the variety of ways a text may be related to music. A typology of different musico-literary interrelations has been established by such critics as Calvin S. Brown3 or Steven P. Scher. In Scher one will find a useful chart dividing musico-literary studies into two categories: literary presence within the musical field (explored by musicology) and musical presence within the literary field (explored by literary studies). The latter may be subdivided into word music, musical structures, and verbal music. This typology has been furthered by Werner Wolf in his critical work on the musicalization of fiction. Yet too detailed a categorization may seem difficult to put into practice in a classroom setting. Its principle drawback lies in the difficulty to sever one musical phenomenon in literature from the other. In numerous cases it seems impossible to drive an unequivocal wedge between (a) prosodic phenomena, appertaining to word music or musicality; (b) exclusively thematic or topical elements; and (c) specifically structural transpositions. Such an accurate classification, therefore, preferably would be used with more advanced students.The thematic or topical relationship I want to focus on in this section is by far the easiest to get across to students since it does not require musical skills. This approach is roughly tantamount to Scher's verbal music or Wolf's thematization,4 and it appears in texts dealing with music explicitly. Many texts resort to an extramusical (or paramusical) rather than a purely musical content. In other words, it is the critical or mythical context surrounding a given musical work that is often used in fiction. In reading Rose Tremain... (shrink)

The phrase ‘teaching and learning’ has essentially replaced the word ‘teaching’ in educational discourse. The linguistic shift occurred as part of a wider movement in the 1980s and 1990s to give greater attention to learning in the educational process, and the phrase served a sloganistic function. With the learning paradigm now largely uncontroversial, the phrase—like other ex-slogans—may now be carrying implications more tied to its literal meaning. This paper suggests that the constant reference to learning in the context (...) of teaching carries the implication that teaching is always accompanied by learning. After applying Gilbert Ryle’s distinction between task and achievement verbs, the paper argues that under certain interpretations, the idea that teaching implies learning is deeply problematic. The paper proposes that we instead use ‘teaching and studying’: to communicate the deep connections between the activities carried out by teachers and students, without supporting the unhelpful idea that the activity of teaching must always lead to the achievement of learning. (shrink)

We must begin from the principle that all language is necessarily limited. The art of speaking is a common heritage, even if it is wasted. It has so lost its mystery (more precisely; we are so calm in its possession) that we consider it almost as a gift of nature. Nevertheless, it must be learned; it is, in fact, a product of education, even for those who might believe that they have never received any. Like all acquired disciplines, then, it (...) is the fruit of a long process of restraint. Manuals exist which teach Latin without tears. Learning the first language seems to take place without recourse to handbooks and hickory sticks, but this is because a vast program is available, full time, along with dedicated teachers who do not keep an eye on the clock, and fresh intellects who never think their knowledge is sufficient. Instruction is difficult, in spite of all this, for the task is more challenging than adults imagine it to be. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 14.1 (2006) 77-88 [Access article in PDF] Revealing the Habitual: The Teachings of Unconventional Piano-Playing Tuomas Mali Vantaa, Finland Playing Experiences as a Source of Knowledge As a pianist, I know piano-playing from the inside as something I am accustomed to doing. For me, as for every serious pianist, playing is an everyday activity that has become so habitual as to be inseparable from (...) myself. As I am absorbed in piano-playing, I become musical in a way that more or less makes me forget myself. In the tumult of playing there is no objectifying gaze, no clear distinction between subject and object, performer and music; there is just skilful coping with musical tasks and concerns.1 For an experienced pianist the centrality of the lived body is a commonplace: to know piano-playing is to know one's own body in and through playing as one cultivates a "pianistic" way of existing. This calls for daily training.2 Although it is not always this obvious, the lived body is important to all knowing. Through regular practicing and performing I know piano-playing in the same direct way as we all know the world in and through living "in" it as human bodies, in and through our everyday coping, our "dealings" in the world.3 Juha Varto, the Finnish phenomenologist, uses the word "inspective" to describe this way of knowing, in a sense that emphasizes active bodily being-in-the-world.4 [End Page 77]To reflect on piano-playing, in contrast, requires one to distance oneself from playing, to adopt a perspective that is not present in the playing itself. The relationship between the knower and the world is now different. Here, Varto uses the word "perspective" as an adjective to designate this way of knowing. He illuminates the difference between "inspective" and "perspective" knowing with the image of a burning stake: the spectators certainly know that the stake is hot and that it kills, but the smell of one's own burning flesh makes it clear and certain in a radically different way without intermediary thought.5 Reflection makes it possible to "observe" piano-playing, to see it "in perspective," as part of a larger, ordered, cultural reality, as part of a considered "view" or "theory." When devoting oneself to reflection, it is typical to characterize the activity of playing as objective, as something that lies outside the lived experience of the body. But—and this is often deliberately ignored—a view or a theory arrived at through observation is also irrevocably bound to the embodied existence of the observer, even if the view often seems to be more or less a product of thought alone.While the distinction between concerned coping ("inspective" knowing) and reflective viewing ("perspective" knowing) is important, it should be kept in mind that in human life they are always interwoven. There is no way to eliminate one of them, no way to choose only one or the other. Rather, we are constantly negotiating between the "inspective" and "perspective," dealing on the one hand with our situated bodily experience and on the other hand with our recognition of a larger cultural perspective.Historically, valued knowledge about music-making has often been framed around a conception of reflection as detached, disinterested inquiry which as pure contemplation, has nothing to do with the lived body of the knower. A particular discourse or a quest for definition has often served as starting points for research—starting points that seemingly rule out the relevance of bodily experiences. However, it seems to me that there is no way to cut the link between knowing and experiencing; differences on the level of the lived body are often crucial for knowledge. For example, the difference in the experiential basis often results in a gap between the knowledge of a "maker" and that of a "viewer." When music is known mostly through making it, knowledge gained through observation often seems to miss what is essential, to distort and misinterpret the musical practice. This gap, and... (shrink)

Among many contemporary challenges faced by our society is the moral and ethical education of new generations. Young students bring to school a variety of cultural (including religious) backgrounds and worldviews, not rarely of very heterogeneous and conflicting nature. In spite of the secular nature of Brazilian public education system, Federal Constitution of 1988 and the Law of Directives and Bases of National Education (issued in 1996) allow religious education to be offered in public schools. Therefore, religious education is nowadays (...) offered in many schools, spreaded around a country marked by extensive social, economical, ethnical and cultural diversity. A number of researches point to emerging issues of religious nature that are now present in classrooms of many school disciplines -among them, Biology. Article number 205 of Brazilian Federal Constitution reads that education is a right that assists to all, no matter which race, social class or religious affiliation, so that citizens' full development is a primordial objective of education, followed by preparation for the practice of citizenship and work qualification. Schools must be formal spaces for teaching, according to strong and universal ethical principles such as: equality, freedom for learning, pluralism of ideas, and investigating and disseminating art and knowledge, among others. It is a State duty, therefore, to promote and stimulate education with the collaboration of society. As Federal Constitution also reads that each family has this responsibility with children too, it is a matter of concern that, in last years, social and economical factors are forcing families to transfer these duties to schools and teachers. In schools, a number of Biology contents may bring up students' beliefs and worldviews impregnated of common sense, and also feelings of religiosity. These emergent elements may have a significant value for enriching pedagogical interactions, either with discussions about social and cultural plurality, or with challenging or even disrupting educational situations, in which conflicts and oppositions will be brought up as a result of diversity of opinions and views. It is our position that these are two possible ways that can be followed by a teacher, depending on his/her methodological direction and ethical position. We also understand that each teacher, especially Biology teachers working in secondary education, should welcome these discussions in classroom, organizing opportunities for ethical debates, including issues of religious nature, this way presenting scientific concepts of biological phenomena, but also respecting students' cultural and religious values. In official documents that guide the Biology teaching in basic Brazilian education -the directives, the directions and the national parameters -contents such as Ecology and Evolution play a central role due to their integrational power. However, Biology teachers often face a number of difficulties when trying to follow these directives. Problems in their own education, the reductionist and highly content-based nature of Biology education, as well as severe material restrictions for teachers' work in schools are some of the difficulties that may account for this situation. In spite of these difficulties, issues such as abortion, euthanasia, drugs, sexuality, Biological Evolution (BE) and origin of living beings always bring, in classroom, controversial questions that must be part of every teacher's pedagogical practice. Teaching BE has always raised a number of polemical issues, followed by deep conceptual and ethical implications. Therefore, any contribution aimed at helping its approach as a necessary content in Biology teaching is welcomed. This paper aims at showing some of the conditions, attitudes and arguments that may be useful for the teaching of BE. Among them, we point to nonoverlapping magisteria (NOMA) principle, an ethical and methodological principle proposed in 1997 by palaeontologist Stephen Jay Gould. We understand that Gould's principle offers conditions and opportunities to develop what Brazilian educator Paulo Freire calls a dialogical, libertarian and dialectic education, and this paper will follow his educational perspective. Basically, NOMA principle states that both religion and science have their own separate domain. These separate domains should be respected, avoiding their overlapping in issues concerned with each of them separately. However, there are themes, as mentioned above, in which it is possible to identify elements for each of those domains. Biology teachers must then have a very clear view of the differences between explanations offered by each of these domains, when working with their students about contentious issues such as BE. Freire, when describing the necessary elements for educational practice, points that the act of teaching demands both ethics and corporification of words through practice. Opposing his view to simple Puritanism principles, he states that educational practices should be rigorous evidences of decency and purity. Freire also states that, as an act of respect towards any human being, school contents shouldn't be taught without respect to students' moral education. Therefore, according to Freire, to think "right" means to act "right". For Freire, a teacher that is genuinely concerned with moral and ethical development of his/her students will act accordingly in classroom, bringing into discussion issues that benefit both from science knowledge and also from students' non-scientific worldviews. We propose that Gould's NOMA principle can be developed by teachers as a fruitful strategy for teaching Biology contents as BE. Learning from some examples taken from school contents, we aim to show that the application of such principle in school would help clarifying the nature and foundations of evolutionary theories, mainly neo-Darwinism, as well as the non-overlapping domains of scientific and religious worlds. Therefore, it would be possible to maintain the necessary distance (demanded for ethical reasons) from subjective issues, without any harm for the necessary, objective and deep appreciation of scientific knowledge. In this perspective, we understand that well-known incompatibilities between science and religion could be clarified and discussed with students, since each of these domains have an important role in pupils' personal development. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE NON-INFALLIBLE MORAL TEACIDNG OF THE CHURCH T:HE CHURCH has always claimed the authority to each in the name of Christ. This authority is given to he Pope and to the Bishops in union with him. It is their duty to hand on the Christian message and keep it intact. The duty of the rest of the faithful is to follow this teaching. The Latin term used to (...) express this following is obsequium religiosum.1 This is not an easy term to translate into English but in general it has been taken to mean religious assent. The use of the word assent implies that it is the human intellect that is engaged. Following Church teaching is not just a matter of obedience to a superior or observance of law, that is, of acting in a manner in accord with some precept or legislation. Obedience and observance are basically a matter of the will and external execution of a command but do not necessarily imply intellectual engagement, at least on the level of assent. It is quite true that if obedience or observance are to be human acts at all, there must be an understanding of what is commanded. But it is possible to observe a law or command without agreeing with it. And it is execution primarily that obedience and observance of law call for. If one does what is commanded either by an authority or by law, he is fulfilling his basic obligation. He may or may not agree with the command given. In other words intellectual assent is not in itself the response called for by this kind of authority. In fact, intellectual assent as such is not and cannot be required by law. When it is given, it is the magis.2 1 Vatican II, The Church, n. 25. Documents of Vatican II, Austin Flannery, O.P. (New York: Costello, 1975) 379. 2 For a full treatment of intellectual obedience see the letter on the virtue of obedience of St. Ignatius Loyola, especially n. 9 ff. Rules of the Society of Jesus, (Woodstock: Woodstock Press, 1956) 65 ff. I 2 JOHN R. CONNERY, S.J. We do not mean to imply that agreement with a law or command is irrelevant. There is good reason to believe that continued observance or obedience is intimately related to agreement with a law or precept. Where there is conflict, observance may be very difficult, and may not survive at all. What we are saying is that a precept or a law aims primarily at performance, not at assent. Agreement will indeed be desirable, but as a guarantee of performance. In itself it is not a requirement of obedience or observance. But assent is the proper response to teaching. So teaching differs from a precept or a law in this respect. Obedience or observance is the response to the latter, and these may be given with or without intellectual assent. But when one is dealing with teaching, assent is called for. From the above it is clear that in claiming the authority to teach, the Church is claiming a power which even civil governments do not claim. Civil government has ruling or governing power; it makes no claim to teaching authority. So it cannot require intellectual assent to its demands. And the same is true of other human organizations, even those of a religious nature. Authorities in them may have ruling or governing power of some kind, but this is the limit of their authority. There are, of course, many teachers in our world. Anyone who imparts information or knowledge to another is a teacher. Ordinarily, however, the title is reserved to those who have a certain competence in the field in which they teach and are teachers by profession. The claim of the Church goes beyond this kind of teaching, even when the teaching is in the area of theology. It is the claim to teach in the name of Christ.3 This makes the teaching of the Church different from other teaching. It must be admitted that when one is dealing with teaching, especially moral teaching, more than an intellectual response is called for. Assent to teaching must... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:EOONOMICS, WISDOM AND THE TEACHING OF THE BISHOPS IN THE THEOLOGY OF THOMAS AQUINAS* KEVIN A. McMAHON St. Anselm OoZZege Manchester, New Hampshire WHEN IN 1985 the American bishops came out with the first drait of thcir pastoiral letter on the economy, and ithen a year Later when they ~ssued the final text,1 they drew fire from groups both within and outside the Church. Much of the criticism, (...) on the popular front at least, seemed to concern the impropriety of religious leaders involving themselves in seoular.affairs (1and technical affairs at that). But while ithe bishorps were quick to admit their Lack of technical expertise, they claimed for rthemselves a special authority to teach regarding the principles tha.t underlie a just economic life. Far from sitepping outside their proper sphere, it is their obligation, they sruid, to speak on these issues, and to a.ddress not only membel'IS of the Ca.tholic Church in America, 1but the nation as a whole. It is a requirement of their ofHce that ithey be concerned with the weHare and security of all individuals,,and they effectively promorte this end iby setting forth the word of God recorded in Scriipture and handed on by the Church's tramtion.2 There,are two points in prurticu1ar that are implied by this statement. F1irst, knowledge of revelation is an aid to estab- " The substance of this article was first presented as a paper at the College Theology Society convention, held in Newport, Rhode Island, in May 1985. i "Economic Justice for All: Catholic Social Teaching and the U.S. Economy," Origins, vol. 16, no. 24 (November 27, 1986), 412-455.. 2 Pastoral Message to accompany the letter, sections 4-9, 12-19, 29; Pastoral Letter, sections 5, 22-27. 91 9~ KEVIN A. MCMAHON lishing peace and justice in the community at large because of the iin.sight into 1the good for man that the Gospel offers. Second, reason alone will not suffi,ce the community ·as a guide in interpel'lsonal activity, even in the area of economics, so it makes great sense for the citizen 1 to ·attend to rthe bishop, who in his teaching expresses the Church's foilith. The bishops' letter on economics does not fully draw out either of these points. And Aquinas nowhere expressly deaLs with the authority of the bishop in economic matteiis. But he does have something to say about rthe nature and soul'lce of episcopal authority, and of the need in the community for moral teachers. Priv.ate property, commercial trading, the use of moneyfor Thoma.s,aJl o[ these institutions or practices were devised by communities for the 1 sake of individual and general wellbeing. They conform to right reason, they are products of right reason, and they are governed by the virtue of justice. It would seem that practical rea:son,,all by itself, is sufficient in their regaOO.. Take priViate propecl;y a:s an e~ample. Thomas offers three arguments in irts defens·e in his Summa theologiae. First, people work more diligently when they own the product of their lrubor. Second, if people work in the first instance for their own sake, roncentrarting on their own needs, there.WJill be less confusion than if everyone has responsibility for the group. Thiird, to quote Thomais, "quarrels arise more frequently where there is no division of the things possessed." 3 Note that Thomais is not.arguing for the rubsolute necessity of private property. He defends private property as a social institution without prejudicing eiither :the right of specific individuals to hold property in common, or the good of their doing so. After all, Thomas himself belonged to a religious order whose members take a vow of poverty. All he iis claiming is that the institution of private property makes sense.4 If pria 2-2, q. 66, a. 2, c. "Odon Lottin writes that Thomas was unusual in regarding human nature, even after the Fall, as indifferent to the institution of private property; the natural la.w neither commands nor prohibits it. Rather, men cross-cul- BISHOPS' TEACHING ROLE IN ECONOMICS 93 vate ownership is so common, Aquinas might say... (shrink)

APARTHEID—may that remain the name from now on, the unique appellation for the ultimate racism in the world, the last of many.May it thus remain, but may a day come when it will only be for the memory of man.A memory in advance: that, perhaps, is the time given for this exhibition. At once urgent and untimely, it exposes itself and takes a chance with time, it wagers and affirms beyond the wager. Without counting on any present moment, it (...) offers only a foresight in painting, very close to silence, and the rearview vision of a future for which apartheid will be the name of something finally abolished. Confined and abandoned then to this silence of memory, the name will resonate all by itself. Reduced to the state of a term in disuse. The thing it names today will no longer be.But hasn’t apartheid always been the archival record of the unnameable?The exhibition, therefore, is not a presentation. Nothing is delivered here in the present, nothing that would be presentable—only, in tomorrow’s rearview mirror, the late, ultimate racism, the last of many. Jacques Derrida, professor of philosophy at the Ecole des hauts etudes en sciences socials in Paris, is the author of, among other works, Of Grammatology, Writing and Difference, Margins of Philosophy, and Dissemination. His most recent contribution to Critical Inquiry, “The Linguistic Circle of Geneva,” appeared in the Summer 1982 issue. Peggy Kamuf teaches French at Miami University, Ohio. She is the author of Fiction of Feminine Desire. (shrink)

This is a comparative study of the discourses on the nature of sacred language found in Indian Abhidharma texts and their counterparts by seventh century Chinese Buddhist scholars who, unlike the Indian Buddhists, questioned "the essence of the Buddha's teaching," and developed intellectual dialogues through their texts. ;In the Indian Abhidharma texts, Sa ngitiparyaya, Jnanaprasthana, Mahavibhasa, Abhidharmakosa, and Nyayanusara, the nature of the Buddha's word was either "sound," the oral component of speech, or "name," the component of language that (...) conveys meaning, or both. I show that the Sautrantikas refused to accept the category of "name," which was abstract and hypothetical to them. However, the attitude of the opposing Sarvastivadins, attested in the Mahavibhasa, for whom "name" was approved in their ontological structure, was ambivalent. In the Abhidharmakosa, both positions were introduced without commentary. Sanghabhadra, an ardent Sarvastivadin, was the only one who explicitly claimed that "name" should be the nature of the Buddha's word. ;What was mainly a linguistic debate in India became transformed in China into a religious and metaphysical one. Chiao-t'i, "the essence of the Buddha's word," was used for the first time by Hsuan-tsang for buddhavacana, "the word of the Buddha" in Sanskrit. Adding the term "essence" altered the nature of the debate. Wonch'uk was the first to view the issue from the broad perspective of its history and provenance in the Indian Buddhist texts. K'uei-chi incorporated it into Yogacara: the Buddha's teaching is what is represented in sentient beings' minds. Fa-tsang defined the essence of the Buddha's teaching as the truth appearing in the mind of the Buddha, which he equated with the truth of the Hua-yen world, tathata. This gradual but candid process of dialogue on "the Buddha's word" preluded a transition to "Chinese" Buddhism. An inquiry no longer in the category of language or of epistemological investigation claims its own identity in the Chinese discussion querying the "essence" or "substance" of the Buddha's teaching, and even "Buddhism" itself, transcending the distinction between language and meaning. (shrink)

Non-striving is an important aspect of mindfulness practice, but it has not been sufficiently researched. This study examine whether a strange loop based task — Infinite Water Scooping Task — performed for ten minutes, has an effect on non-striving behaviour and performance in a subsequent word length comparison task. Results showed that performance (number of correct trials) did not differ significantly between the two groups, though the experimental group tended to perform worse. However, participants in the experimental group took a (...) significantly shorter time to respond to the word length comparison task than those in the control group. It is inferred that shorter time taken reflects response without investing much effort to count with care, i.e. non-striving. The present study demonstrates that the brief strange loop task implemented in this study elicited non-striving behaviour compared to the effects of the control task and adds to the understanding of non-striving in the context of mindfulness. The Infinite Water Scooping Task may be useful for illustrating and teaching non-striving within mindfulness practice. (shrink)

Thinking Without Words provides a challenging new theory of the nature of non-linguistic thought. Jose Luis Bermudez offers a conceptual framework for treating human infants and non-human animals as genuine thinkers. The book is written with an interdisciplinary readership in mind and will appeal to philosophers, psychologists, and students of animal behavior.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Zen Pathways by Bret W. DavisRika Dunlap (bio)Zen Pathways. By Bret W. Davis. New York: Oxford Unity Press, 2022. Pp. 455. Hardcover $110.00, isbn 978-0-19-757369-3.Bret Davis introduces Zen Pathways as his attempt to write "the book that I wish had been there for me to read more than thirty years ago, when I started down the parallel pathways of Zen and philosophy" (p. xi). Although much ink has (...) been spilled on the tradition that claims to be beyond words and letters, Davis thinks that this book "makes a unique contribution, one that will be welcomed especially by readers who are interested in both the philosophy and practice of Zen" (p. xi). Davis is right: Zen Pathways stands out as an excellent book of Zen for both philosophers and practitioners as well as for students who are interested in Mahāyāna Buddhism or modern Japanese philosophy of the Kyoto School. The scope of the book is quite comprehensive with twenty-four chapters that seamlessly flow to cover the fundamental teachings of Zen and the philosophical issues therein. While Davis does not divide these chapters with headings, some chapters can be group together under certain themes; the overview of Zen (chapters 1–2), practice of meditation (chapters 3–4), overview of Buddhism, especially Mahāyāna, from the perspective of Zen (chapters 5–7, 10), no self and enlightenment (chapters 8–9, 11), comparative analyses with Christianity (chapters 8–9, 12–16, 23), notable topics in Zen, such as language, art, no-mind, and nature (chapters 17–20), Zen and modern Japanese philosophy (chapters 21), different schools of Zen (chapters 22), and the oxherding pictures as the path of Zen (chapters 24). Readers can focus on one specific theme or read the whole book to get a good grasp of Zen Buddhist philosophy.One of the strengths of Zen Pathways is that it offers clear explanations and rigorous philosophical analyses of Zen teachings without becoming either a purely scholarly inquiry or an anti-intellectual apology for the impossibility of explaining enlightenment. In Chapter 1, "What Really Is Zen?", Davis explains the foundation of Zen in a nutshell: "Zen is neither a matter of subjective opinion nor a matter of objective doctrine; it is a matter of universal truths manifesting in ways and words appropriate to particular times and places" (p. 15). This characterization clarifies two important aspects of enlightenment in Zen Buddhism: there are universal truths or insights that practitioners are after, and once they learn them, they need to live by these insights and actualize [End Page 1] these truths in their own particular ways. Davis endeavors to balance these two aspects through the rigorous yet engaging ways in which he develops these chapters, offering clear philosophical explanations of teachings and kōans while supplying stories and examples from his own experiences of Zen practice. Thus, this book is not just on Zen but of Zen, negotiating these aspects to strike what he calls "the appropriate middle way between the unwholesome and unhelpful extremes of being 'stingy with the Buddha Dharma,' on the one hand, and spreading 'the stench of Zen' by flaunting [his] personal experience, on the other" (p. xix). Given that the intended primary audience is teachers and students in college courses on Asian and comparative philosophy and religion, this book, with the academic rigor of a scholar and the personal touch of a practitioner, is an outstanding resource to learn and teach these universal truths of Zen.The details of these truths are spelled out in chapters 5–11 in particular, as Davis offers philosophical explanations of Zen Buddhist teachings, such as the Four Noble Truths, Middle Way, anātman, nonduality of self and other, panentheism, and enlightenment as realizing one's true self or kenshō. Before plunging into these technical notions, Davis makes it clear that all of these are ultimately about self, that Zen is about realizing one's true self to discover within "an opening to the outside, an opening that in fact frees us from the rigid and absolute distinctions we are accustomed to making between inside and outside, self and other, and... (shrink)

Stephen Turner complains about weaknesses of Robert K. Merton's teachings without noticing that these are common. He puts down Merton's ideas despite his innovations, on the ground that they are not successful and not sufficiently revolutionary. The criteria by which he condemns Merton are too vague and too high. Merton's merit is in his having put the sociology of science on the map and drawn attention to the egalitarianism that was prominent in classical science and that is now diminished. (...) Key Words: American sociology • intellectual frameworks • Merton • middle axioms • time lag. (shrink)

É possível viver no mundo sem Deus? É possível viver no mundo sem religião? O autor deste texto apresenta uma resposta afirmativa a essas indagações, fundamentando-a com as ideias de Bertrand Russell. Para o autor, quando a noção de viver bem é fundamentada na verdade provisória da ciência e contrária à vida proposta pela religião, os fiéis e os representantes eclesiásticos utilizam argumentos emocionais e falaciosos para postular a verdade da fé. Ele parte do pressuposto de que entre religião e (...) ciência há conflitos, e não diálogos. Os conflitos se instauram na medida em que se percebe que a verdade humana é de processos, erros e acertos, não de certezas. A certeza da existência de Deus e do plano divino se justifica a partir de argumentos emocionais, que no mais das vezes levam a atos de crueldade e violência, como mostra a história. Para melhor compreender de que maneira os argumentos emocionais dos fiéis são legitimados, o autor recorre ao caso pessoal de Russell, quando o filósofo se viu impedido de lecionar na Faculdade de Filosofia Municipal de Nova York, nos anos 40 do século XX, devido a seu pensamento contrário à religião. Palavras-chave : Ateísmo; Religião; Ciência; Fundamentalismo religioso.Is it possible to live without God? Is it possible to live without religion in the midst of faithful? Starting from the premise of conflict, not dialogue, between religion and science, the author uses the ideas of Bertrand Russell to support affirmative answers to these questions. When the notion of the good life is based on the provisional truth of science, rather than on religion, the faithful and the ecclesiastic representatives postulate the truth of faith using emotional and fallacious arguments. The conflict between religion and science arises with the perception that human truth is based on processes, errors and successes, not on certainties. The conviction of the existence of God and of a divine plan is justified by emotional arguments, in general accompanied by acts of cruelty and violence, as we know from history. In order to improve our understanding of how the faithful attempt to justify their emotional arguments, the author cites Russell's case, when the philosopher was prevented from teaching at the College of the City of New York (CCNY), in the 1940s due to his anti-religious ideas. Key words : Atheism; Religion; Science; Religious fundamentalism. (shrink)

Psycholinguistics has provided numerous theories that explain how a person acquires a language, produces and perceives both spoken and written language, including theories of proceduralization. Learners of English as a foreign language often find it difficult to achieve oral fluency, a key construct closely related to the mental state or even mental health of learners. According to previous research, this problem could be addressed by the mastery of formulaic sequences, since the employment of formulaic sequences could often promote oral fluency (...) in the long run, reflected in the positive relationship between formulaic sequence use and oral fluency. However, there are also findings contradicting the abovementioned ones, without adequate explanations. This study aims to explore the roles of formulaic sequences in oral fluency, taking into account the relationship between formulaic sequence use and oral fluency. This study investigated 120 pieces of spoken narratives by Chinese EFL learners, using both quantitative and qualitative methods, combined with artificial intelligence techniques. Results of canonical correlation analysis showed that the frequency of formulaic sequences was significantly related to speed fluency and breakdown fluency, while the variety of formulaic sequences was significantly related to repair fluency. Case studies further demonstrated that formulaic sequences could contribute to oral fluency development by promoting speed and reducing pausing when retrieved holistically, but they sometimes lost processing advantages when retrieved and processed in a word-by-word manner. The inappropriate use of formulaic sequences also neutralized the facilitative effects of formulaic sequences on repair fluency and could mirror speakers’ occasional tendency to sacrifice repair fluency for the improvement of speed and breakdown fluency when using formulaic sequences. Pedagogical implications were provided accordingly to promote sustainable oral fluency development through the use of formulaic sequences. (shrink)

Thinking without Words provides a challenging new theory of the nature of non-linguistic thought. Many scientific disciplines treat non-linguistic creatures as thinkers, explaining their behavior in terms of their thoughts about themselves and about the environment. But this theorizing has proceeded without any clear account of the types of thinking available to non-linguistic creatures. One consequence of this is that ascriptions of thoughts to non-linguistic creatures have frequently been held to be metaphorical and not to be taken (...) at face value. Bermúdez offers a conceptual framework for treating human infants and non-human animals as genuine thinkers. Whereas existing discussions of thought at the non-linguistic level have concentrated on how such thoughts might be physically realized, Bermúdez approaches the problem by considering what is required in explaining behavior in psychological terms. In developing a positive account of non-linguistic thought he shows how the experimental tools used by developmental psychologists and students of animal behavior can be used to give a precise account of the way in which a human infant or non-human animal is representing the world. Much of the book is devoted to exploring the differences between thinking without words and language-based thinking. Bermúdez argues that there are clear limits to the expressive power of non-linguistic thought. Nonetheless, he identifies primitive analogues at the non-linguistic level that can be used to explain sophisticated non-linguistic behaviors. Thinking Without Words is the first full-length philosophical study of this important topic. It is written with an interdisciplinary readership in mind and will appeal to philosophers, psychologists, and students of animal behavior. (shrink)

In Thinking without Words I develop a philosophical framework for treating some animals and human infants as genuine thinkers. This paper outlines the aspects of this account that are most relevant to those working in animal ethics. There is a range of different levels of cognitive sophistication in different animal species, in addition to limits to the types of thought available to non-linguistic creatures, and it may be important for animal ethicists to take this into account in exploring (...) issues of moral significance and the obligations that we might or might not have to non-human animals. (shrink)

The paper considers apprenticeship as a model of education that both teaches technical skills and provides the grounding for personal formation. The research presented is based on long-term anthropological fieldwork with minaret builders in Yemen, mud masons in Mali and fine-woodwork trainees in London. These case studies of on-site learning and practice support an expanded notion of knowledge that exceeds propositional thinking and language and centrally includes the body and skilled performance. Crafts -- like sport, dance and other skilled physical (...) activities -- are largely communicated, understood and negotiated between practitioners without words, and learning is achieved through observation, mimesis and repeated exercise. The need for an interdisciplinary study of communication and understanding from the body is therefore underlined, and the paper suggests a way forward drawing on linguistic theory and recent neurological findings. It is argued that the validation and promotion of skilled practice as 'intelligent' is necessary for raising the status and credibility of apprenticestyle learning within our Western systems of education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Chiao-Wei Liu, "Response to Leonard Tan and Mengchen Lu, 'I Wish to be Wordless': Philosophizing through the Chinese Guqin," Philosophy of Music Education Review 26, no. 2 (Fall, 2018): 199–202Leonard Tan and Mengchen LuChiao-Wei Liu's response to our paper raised important issues regarding the translation and interpretation of Chinese philosophical texts, our construals of Truth and ethical awakening, differences between the various Chinese philosophical traditions, and the (...) importance of recognizing students' selves as music educators work with them through diverse musical traditions. In this paper, we respond to each of these issues in turn.Liu rightly pointed out that the translation and interpretation of classical Chinese texts is complex. To support her argument, she cited a phrase from the [End Page 210] Zhuangzi that was quoted in our paper ("The fish trap exists because of the fish; once you've gotten the fish, you can forget the trap") and noted that it has often been used "to attribute to one's ungrateful attitude after receiving help from others."1 Taken on its own as a standalone, this reading appears plausible. Our interpretation, however, takes into account the quote in its original context:荃者所以在魚，得魚而忘荃；The fish trap exists because of the fish; once you've gotten the fish you can forget the trap.蹄者所以在兔，得兔而忘蹄；The rabbit snare exists because of the rabbit; once you've gotten the rabbit, you can forget the snare.言者所以在意，得意而忘言。Words exist because of meaning; once you've gotten the meaning, you can forget the words.吾安得忘言之人而與之言哉？Where can I find someone who has forgotten words so I can talk with the person?"2In each of the first three phrases, there are six characters followed by five. This pattern indicates that the first three phrases should be read as a whole rather than independently, which then lead to the final phrase–the playful climax which reveals that Zhuangzi's purpose here is to discuss language. The fish trap and rabbit snares are metaphors for words, while the fish and the rabbit are metaphors for meaning. Each of the first three phrases convey the same idea that if we get overly hung up on the means (that is, the fish trap, the rabbit snare, and words), we will never get to the Dao. Taken as a whole, the passage conveys the idea of words being mere means to the Dao, rather than the Dao itself, which supports the central theme of our paper: Philosophizing without words. Indeed, as Liu noted, the translation and interpretation of Chinese philosophical texts is a complex one, to which we add the importance of context.In our paper, we drew on the Buddhist notion of mingxin jianxing (明心見性) to explain how a guqin player quietly and meditatively clears her heart-mind before playing the instrument so that she can search for Truth within and discover her innermost self. Extending and adapting our ideas for contemporary music education, we proposed that music education is not just an outward journey to learn about composers, but also an inward one to learn about the self. Liu's construal of our work as claiming that "Truth does not reside within the [End Page 211] performer or the music, but is located in the space where the two are in sync" and also that "qualities aligned with the music are ethically good, whereas those that differ are not"3 extend our writing in ways we did not intend. Quite on the contrary, we agree with Liu that different students have different needs, hence our proposition for students to search inwards and discover themselves.In like vein, we agree with Liu that "when music learning becomes a means of assimilating toward one prescribed/predetermined standard, regardless of students' lived realities or how they make sense of the world, teaching then ceases to be moral."4 As noted in our paper, we are not in favor of a standards-based approach to music education that is rigid; similarly, we do not advocate the prescription of moral standards. The moral stories associated with the guqin tradition are heuristic; they aim to inspire ethical awakening, not to impose moral standards, and are therefore neither mechanistic nor to be... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Learning Through ServingDanny ReedI am a male CNA currently registered in Wisconsin since 1991, having worked as such since 1980 when I left high school. I have worked with ten different employers and many precious people I remember very well.I remember virtually everyone I have cared for in my over 30 years of work and yet there is not one person, place or moment that characterizes them all except (...) perhaps, May. She died within 24-hours of admission and we never spoke, except with the eyes. May had end-stage nerve and muscle wasting disease that left her mind intact but her body immobile and in pain. Her boyfriend brought her in after taking care of her at home, but he was wasted on some kind of drug, maybe her pain medication, feeling he needed it more than her. We ordered morphine and got her settled and she finally relaxed. She was gone by morning.May reminded me of Mary, another woman with a similar disease. Mary's husband Harold came to visit drunk. She could just point to a letter board similar to an Ouija board and spell out words and phrases with her right hand and then use her eyes to indicate if we were correct. Mary was a refined woman but very patient with me because I was an 18-year-old boy trying to be a man, sensitive but having a lot to learn. Mary taught me how to communicate without words—just using the eyes.These women are the core of understanding the meaning of what I have done for 30 years. Whether imprisoned by hearing loss, loss of sight or mobility, failing bodies and minds or simply being alone—the challenge was the same, to know when to reach into another's soul and touch them, to stay out of the way, and have the good sense to know the difference. Can I honestly say I fell in love with the woman that quietly said, "I'm tired of being old?" These were largely rhetorical questions without an answer.The men and women of this generation were far superior to me. I could only stand by and watch them die. Oh, I did the necessary things like I was paid to do, trained to do, but they were the ones patiently trying to teach me. I will spend the rest of my life trying to decipher their encrypted message because I am trapped here, too. Imprisoned by the ignorance of believing I understand what my eyes have seen, what I have heard, and experienced. That it can all be regulated and catalogued in journals of medicine.Is it not ironic that primary caregivers struggle to stay alive while money movers make millions, even billions tax free, moving money from here to there and acquiring the power and influence to change the world, but will not lift a finger unless they can make more money doing it? Ironic because I have taken care of them in their final hours and they would give me it all had I the power to give them more life. Yes, I have turned down a fortune because in their grief they wanted to pay me money for an hour of genuine kindness that in reality they could not afford. If you must ask how much it is worth you cannot afford it. Sincere kindness is priceless so I don't charge for it.It is not my intent to humiliate the achievements and status of professionals and others fallen upon hard times due to aging and disease because no one deserves these indignities. Indeed, I delight in restoring dignity to every human in need of it regardless of cause. I do not wish such suffering upon my worst enemy. Bill wanted one more hour. The cancer was sudden, painful, and terminal. Being sidetracked into a cozy hospice in the country is hardly comforting when given less than six months to live just when retirement promised the rewards earned from a life of hard work and sacrifice. Bill had spirituality and strong beliefs but it seemed to make matters worse because he cried every day begging God... (shrink)

Thinking without Words provides a challenging new theory of the nature of non-linguistic thought. Many scientific disciplines treat non-linguistic creatures as thinkers, explaining their behavior in terms of their thoughts about themselves and about the environment. But this theorizing has proceeded without any clear account of the types of thinking available to non-linguistic creatures. One consequence of this is that ascriptions of thoughts to non-linguistic creatures have frequently been held to be metaphorical and not to be taken (...) at face value. Bermúdez offers a conceptual framework for treating human infants and non-human animals as genuine thinkers. Whereas existing discussions of thought at the non-linguistic level have concentrated on how such thoughts might be physically realized, Bermúdez approaches the problem by considering what is required in explaining behavior in psychological terms. In developing a positive account of non-linguistic thought he shows how the experimental tools used by developmental psychologists and students of animal behavior can be used to give a precise account of the way in which a human infant or non-human animal is representing the world. Much of the book is devoted to exploring the differences between thinking without words and language-based thinking. Bermúdez argues that there are clear limits to the expressive power of non-linguistic thought. Nonetheless, he identifies primitive analogues at the non-linguistic level that can be used to explain sophisticated non-linguistic behaviors. Thinking Without Words is the first full-length philosophical study of this important topic. It is written with an interdisciplinary readership in mind and will appeal to philosophers, psychologists, and students of animal behavior. (shrink)

"Without knowing the force of words, it is impossible to know men." - Confucius. The Ethics of Confucius presents everyone with the opportunity to understand the true nature of the Confucian concept of good conduct to encourage independent, clear thinking about the purposes of life and what may be done with it. This volume of ethical teachings, which are almost purely secular, covers self-development - the conduct of "The Superior Man" - but also the family, the state, the (...) cultivation of the fine arts, and universal relations. These insightful, timeless teachings by Confucius and his disciples are arranged by, and commented upon, by Miles Menander Dawson. MILES MENANDER DAWSON (1863-1942) was deeply interested in poetry and philosophy, particularly ethics, and wrote books about the teachings of Zoroaster, Socrates, as well as Confucius. Born in Wisconsin, Dawson spent his life as a highly respected actuary in New York. He wrote numerous books on life insurance and actuarial science and was a member of the Confucian Society of China. (shrink)

In traditional Chinese philosophy, silence occupies a pivotal position by not being merely treated as the absence of speech, but also as the transcendence of it. Silence in early Confuciani...

While a large body of literature on pejorative language has emerged recently, derogatory communication is a broader phenomenon that need not constitutively involve the use of words. This paper delineates the class of non-verbal pejoratives and sketches an account of the derogatory power of a subset of NVPs, namely those whose effectiveness crucially relies on iconicity. Along the way, I point out some ways in which iconic NVPs differ from wholly arbitrary NVPs and ritualized threat signals in the animal (...) kingdom, such as the wolf’s snarl, which do not threaten or demean targets by virtue of any kind of iconographic depiction. An iconic portrayal such as a racist caricature disparages its target by inviting recipients to entertain an unflattering image of the target. “Blackface” performers in the nineteenth-century, for example, promulgated an unflattering image of African-Americans by means of make-up, costumes, and vocal impersonations. (shrink)

This article seeks to identify at what point in hominid evolution language would have become adaptive. It starts by recalling the distinction between kin-selected altruism and reciprocal altruism, noting that the former is characteristic of social insects while the latter is found among some species of social mammal. Reciprocal altruism depends on the exchange of information assuring partners of the other’s continued friendly intent, as in the iterated prisoner’s dilemma. The article focuses on species that practice “fission–fusion”: social behaviour, where (...) the alternation between larger and smaller parties creates greater uncertainty as to individuals’ continued commitment to reciprocity. The greatest uncertainty arises in “atomistic” fission–fusion, where individuals leave and join foraging groups independently. Chimpanzees, bonobos, and human hunter–gatherers practice this type of social behaviour. There is less uncertainty where the smaller social unit is an extended family, as among vampire bats, chacma baboons, and savanna elephants. A comparison of the repertoire of calls and gestures among these species indicates that chimpanzees and bonobos have the largest repertoires. I then point out that, thanks to the higher proportion of meat in the diet, hunter–gatherers must live in far more dispersed communities than chimpanzees or bonobos, yet they practice more complex patterns of cooperation and reciprocity. This, I argue, created a social environment in which language became particularly adaptive. Homo heidelbergensis is identified as the key species in which language could have originated, during the transition between the Lower and Middle Paleolithic. (shrink)

The current study explored the effects of using digital flashcards and mobile devices on learning academic vocabulary. The participants were 86 university students majoring in Psychology in two experimental conditions and one control group. A list of 361 core academic words frequently used in Psychology was taught to the participants using different materials, and the learning outcomes were compared across the three groups. Accordingly, the participants in the experimental group 1 used a DF application, participants in the experimental group (...) 2 used traditional materials, and those in the control group were given a list of target words with their definitions. Receptive knowledge of the target words was tested before and after the treatment, and the learning outcomes were compared across the groups using one-way between-groups ANOVA. The findings of the study indicated that using DFs enhanced students’ engagement with learning their discipline-specific academic vocabulary and that experimental group 1 outperformed those participants in other learning conditions. The findings add to the existing literature on mobile-assisted vocabulary learning and provide empirical support for the effectiveness of such platforms for learning academic vocabulary. The implications of the study were discussed in terms of the affordances provided by DFs on mobile devices and corpus-based word lists for informing vocabulary learning components in teaching English for Academic Purposes. (shrink)

Declarations like “this meeting is adjourned” make certain facts the case by representing them as being the case. Yet surprisingly little attention has been paid to the mechanism whereby the utterance of a declaration can bring about a new state of affairs. In this paper, we use the incentivization account of institutional facts to address this issue. We argue that declarations can serve to bring about new states of affairs as their utterance have game theoretical import, typically in virtue of (...) the utterer signaling a commitment to act in an incentive-changing way. (shrink)

This paper explores the contrast between words and meaning as it emerges from those Mah?y?na s?tras that discuss the issue most extensively. For these texts artha is out of the reach of language. Some declare it inexpressible, some view words and meaning as mutually exclusive, while still others warn of verbalization as a danger to the realization of artha. Their concerns do not spring from semantics, but derive from their conception of reality as sameness.

Emmanuel Levinas can be read as challenging the legal principle that everybody must be treated in the same way without fear of favor, no matter who they are or what status they hold. He did so by highlighting the private suffering that goes unnoticed if justice is blind, as is suggested by the image of Iustitia wearing a blindfold. What this unspeakable suffering means for justice is explored through a reading of Jean Améry’s At the Mind's Limit and Jill (...) Stauffer’s Ethical Loneliness: The Injustice of Not Being Heard. (shrink)

The ‘dramatic poem’, Nathan der Weise [Nathan the Wise], was written in 1779 by Gotthold Ephraim Lessing in Germany. The scene is set in medieval Jerusalem, where Sultan Saladin rules and where the wealthy merchant Jew, Nathan, lives with his adopted daughter Recha, who is saved from a burning house by a Christian Templar knight. It is clear from the characters that the poem has the making of a fine example of interreligious dialogue. The culmination of the interreligious encounter in (...) the poem is the account of what is now known as the parable of the Three Rings. The principle behind the parable has theological and socio-ethical implications that may guide us in understanding how religions can and ought to engage. This contribution presents a critical reflection of the Three Rings parable to add to the current debate on interreligious relations. The text of the poem is read from a theological socio-ethical perspective. The conclusion drawn from this reflection is that theological reasons may sometimes not be enough to ensure peaceful relations between religions. It may be that religions can together address socio-ethical challenges. Such co-action may transcend theological differences and mitigate interreligious dialogue. Contribution: This contribution wants to critically discuss the dramatic poem ‘Nathan der Weise’ and determine how the Three Rings parable can contribute to current interreligious relations. The research addresses United Nations Sustainable Development Goals numbers 11 and 16, contributing to peaceful co-existence in sustainable communities. (shrink)

In a couple of short papers, Donald Davidson holds that a creature cannot think unless it is the interpreter of the speech of another. At first blush, speaking a language is, therefore, a necessary condition for thought. His controversial claims has led many to regard him as a follower of the Cartesian tradition wherein languageless creatures are nothing but mindless machines. Against this widely shared interpretation, in this paper we put forward a more charitable interpretation of Davidson’s claims. According to (...) our reading, Davidson never meant to argue that languageless creatures do not think. Instead, the only thing his arguments purport to show is that one will never be in a position to confirm that they do. This paper consists of a defense of the idea that Davidson is better seen as endorsing radical skepticism as to whether languageless creatures think. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Scandal: The Catholic Church and Public Life by Angela SenanderMara Kelly-ZukowskiScandal: The Catholic Church and Public Life Angela Senander collegeville, mn: liturgical press, 2012. 184 pp. $14.95.Angela Senander’s short book on scandal is valuable for scholars and non-scholars alike. She demonstrates how scandal, whose etymology is “stumbling block” (to one’s faith or trust), has been employed by the church as a catalyst and as a rationalization for many (...) decisions. She ultimately concludes that, ironically, many attempts to eliminate threats of scandal have historically caused even greater scandals, as best illustrated in the Roman Catholic Church’s institutional attempt to avoid scandal in the case of clerical sexual abuse (25).Senander begins with a sociological analysis of scandal’s four components: the act, the agent, the announcer, and the audience. This sociological analysis, offered with biblical texts to illustrate each component, provides the background for her discussion of various “sources of scandal,” including divisions within the Church, certain Church teachings, and the Church’s public stance when confronted with scandal.Her main focus is to examine these “obstacles to faith” from a theological and catechetical perspective. She begins with Aquinas, who defines scandal as “something less rightly done or said that occasions another’s spiritual downfall” (15). She notes his observation that not only can one’s wrong actions tempt another to sin but so can actions that only appear wrong, even if fundamentally good (15). This latter category Aquinas attributes to either the malice or ignorance of the audience, labeling it “passive” scandal, and urging education of the ignorant to combat it (17).Senander points out that the description of scandal by both Trent and Vatican II has slightly changed because of such events as dissension over Humanae Vitae; legalization of abortion, divorce, and euthanasia; and cases of clerical sexual abuse. The wording of the Catechism shifted from the traditional “word or deed” to “attitude or behavior.” In response, Senander raises the problems of how one could know another’s “attitude” and the possibility of indicting the agent for another’s malice in misinterpreting potentially good acts as scandalous (e.g., making Jesus responsible for leading the Pharisees into temptation by proclaiming the kingdom of God).Each of Senander’s considerations relating to scandal could serve as the basis for much lengthier treatises. For example, she challenges the Catechism’s endorsement of withholding truth to avoid scandal (27), and questions the [End Page 219] possibility that Pope John Paul II’s changes to the profession of faith—requiring assent to the Church’s definitive doctrine, including the non-ordination of women—might itself prove a stumbling block to many Catholics (37–38). In other chapters, Senander surveys pertinent issues such as religious liberty, homosexuals in the priesthood, and pacifism, arguing that in each case, paradoxically, attempts to avoid scandal can actually cause them. All actions—and even attitudes—can appear as “scandalous” to those opposed to them.Senander concludes with a call to “hope” as the only healthy response for the proliferation of scandals, real or fabricated. This hope necessitates reliance on love, which no attempt to avoid scandal should violate. Thus, one might emphasize fidelity to Catholic teaching without demonizing those who dissent. Such a love would also respect the conscience of the individual (espoused by the Church) and would appreciate the good that the dissenters might do in their personal quest to seek God.One might argue that certain issues could have been explored a bit more, most notably the question of the culpability of the “audience” and “educational” remedies. But on the whole, the book raises important questions about a contemporary and perennial topic and is a fascinating read, also setting the stage for important work that might be pursued by scholars in the future.Mara Kelly-ZukowskiFelician CollegeCopyright © 2016 Society of Christian Ethics... (shrink)

A record of the words and teachings of Confucius, _The Analects_ is considered the most reliable expression of Confucian thought. However, the original meaning of Confucius's teachings have been filtered and interpreted by the commentaries of Confucianists of later ages, particularly the Neo-Confucianists of the Song dynasty, not altogether without distortion.In this monumental translation by Professor D. C. Lau, an attempt has been made to interpret the sayings as they stand. The corpus of the sayings is taken as (...) an organic whole and the final test of the interpretation rests on the internal consistency it exhibits. In other words, _The Analects_ is read in the light of _The Analects._This results in a truer understanding of Confucius' thought than the traditional interpretation and paves the way for a re-assessment of its importance in the history of Chinese thought and its relevance to the present day world.This volume also contains an introduction to the life and teachings of Confucius, and three appendices on the events in the life of Confucius, on his disciples, and on the composition of _The Analects._. (shrink)

This book is not a list or an overview of various theories of ethics. Nor is it a didactic manual for specific teaching units on moral education aimed at some group based on age or a particular theme (although some educational frameworks will be proposed). As the title suggests, the book intends to seek the starting points or foundations without which no moral education would be possible. The goal is to formulate and tackle the key questions that precede (...) all moral education. What makes ""good vs. evil"" language possible and meaningful? Can virtue be taught and learned? What makes our actions good? What is the condition of human nature? Are we naturally good, or evil? What constitutes an educator's right to morally influence anyone else (not just a child)? What is the goal of moral education? What does a morally educated person look like? And how can we ensure the coveted moral result? Or--in the words of Jan Amos Comenius, the ""teacher of nations""--how to educate a person to not only know what is good, but also to want what is good, and to do what is good ""even when no one is looking?"" ""I wish I would have had Jan Habl's concise, passionate, and eminently readable book available as a text for my ethics courses during my thirty-six years of teaching at colleges and universities in Canada. Habl not only raises the alarm about a moral crisis in Western societies today, but also provides a careful treatment of some oft-neglected presuppositions of moral education. The concluding chapter introduces us to Jan Amos Comenius, a seventeenth century Czech philosopher, theologian, and pedagogue, from whom we have much to learn about a better approach to moral education."" --Elmer Thiessen, Emmanuel Bible College ""With a sound and broad grasp of ethical (moral) theorists, Jan Habl incisively critiques the fallacies of popular theories, rendering them ineffectual if not dangerous. Then, drawing on Czech educator/philosopher Comenious, he persuasively advances a theistic proposal for nurturing moral persons and communities. Immensely timely, never more needed, a rich, compelling read for our contemporary societies if we wish for a civil and peaceful existence for ourselves and future generations. Highly recommended."" --Duane H. Elmer, Trinity International University ""You have in your hands a text by someone I take to be one of the very serious young moral philosophers of our time. The profundity of his analysis of the need for moral education reminds me of the style of analysis of one of the great moral philosophers of the final decades of the twentieth century, Alasdair MacIntyre."" --Thomas K. Johnson, World Evangelical Alliance Jan Habl is a professor of pedagogy at universities in Hradec Kralove and Usti nad Labem (Czech Republic). He has taught systematic theology and ethics at the Evangelical Theological Seminary in Prague. He has authored a number of books and studies in the areas of philosophy of education, ethics, and pedagogy, including On Being Human(e) (2016); Teaching and Learning Through Story, Comenius' Labyrinth and the Educational Potential of Narrative Allegory (2014). (shrink)

In this review article of Dan Hutto's bok Folk Psychological Narratives: The Sociocultural Basis of Understanding Reasons, I argue that we can take a functional approach to FP that identifies it with the practice of explaining behaviour -- that is, we can understand folk psychology as having the purpose of explaining behaviour and promoting social cohesion by making others’ behaviour comprehensible, without thinking that this ability must be limited to those with linguistic abilities. One reason for thinking that language (...) must be implicated in FP explanations arises from the history of theorizing about the nature of scientific explanation. I will show that there are other models of explanation that are free from the metaphysical linguistic baggage of the traditional models, and argue that such models can be profitably used to make sense of an explanation-centred FP that need not involve the attribution of propositional attitudes or a functioning linguistic competence. Further, I will argue that there is evidence that pre-linguistic human children engage in explanatory practices, and that some of these explanations may be seen as narrative explanations in an important sense. (shrink)

Clark and Chalmers (1998) defend the hypothesis of an ‘Extended Mind’, maintaining that beliefs and other paradigmatic mental states can be implemented outside the central nervous system or body. Aspects of the problem of ‘language acquisition’ are considered in the light of the extended mind hypothesis. Rather than ‘language’ as typically understood, the object of study is something called ‘utterance-activity’, a term of art intended to refer to the full range of kinetic and prosodic features of the on-line behaviour of (...) interacting humans. It is argued that utterance activity is plausibly regarded as jointly controlled by the embodied activity of interacting people, and that it contributes to the control of their behaviour. By means of specific examples it is suggested that this complex joint control facilitates easier learning of at least some features of language. This in turn suggests a striking form of the extended mind, in which infants’ cognitive powers are augmented by those of the people with whom they interact. (shrink)

The idea that reasoning is a singular accomplishment of the human species has an ancient pedigree.Yet this idea remains as controversial as it is ancient. Those who would deny reasoning to nonhuman animals typically hold a language-based conception of inference which places it beyond the reach of languageless creatures. Others reject such an anthropocentric conception of reasoning on the basis of similar performance by humans and animals in some reasoning tasks, such as transitive inference. Here, building on the modal similarity (...) theory of Vigo [J Exp Theor Artif Intell, 2008 (in press)], we offer an account in which reasoning depends on a core suite of subsymbolic processes for similarity assessment, discrimination, and categorization. We argue that premise-based inference operates through these subsymbolic processes, even in humans. Given the robust discrimination and categorization abilities of some species of nonhuman animals, we believe that they should also be regarded as capable of simple forms of inference. Finally, we explain how this account of reasoning applies to the kinds of transitive inferences that many nonhuman animals display. (shrink)