The book edited by Roman Frigg and Matthew C. Hunter is a great example of interdisciplinary collaborative work, bringing together contributions by scholars of science and of art, around the topic of representation. The collection consists of eleven essays, seven of which were presented in early form at a conference organized by the two editors at the London School of Economics and the Courtauld Institute of Art in June 2006; the other four have been added subsequently. The result is (...) a high-standard, remarkably edited book. (shrink)
Machine generated contents note: 'The sublime'. A short introduction to a long history Timothy M. Costelloe; Part I. Philosophical History of the Sublime: 1. Longinus and the ancient sublime Malcolm Heath; 2...And the beautiful? revisiting Edmund Burke's 'double aesthetics' Rodolphe Gasche; 3. The moral source of the Kantian sublime Melissa Meritt; 4. Imagination and internal sense: the sublime in Shaftesbury, Reid, Addison, and Reynolds Timothy M. Costelloe; 5. The associative sublime: Kames, Gerrard, Alison, and Stewart Rachel Zuckert; 6. The 'prehistory' (...) of the sublime in early modern France: an interdisciplinary perspective a Madeleine Martin; 7. The post-Kantian German sublime Paul Guyer; 8. The postmodern sublime: presentation and its limits David B. Johnson; Part II. Disciplinary and Other Perspectives: 9. The 'subtler sublime': in modern Dutch aesthetics John R. J. Eyck; 10. The first American sublime Chandos Michael Brown; 11. The environmental sublime Emily Brady; 12. Religion and the sublime Andrew Chignell and Matthew C. Halteman; 13. The British romantic sublime Adam Potkay; 14. The sublime and the fine arts Theodore Gracyk; 15. Architecture and the sublime Richard Etlin. (shrink)
Dans un ouvrage récent, Not for Profit, Martha C. Nussbaum a pris fait et cause pour la philosophie pour enfants . En fait, ce renvoi n’est pas isolé car de nombreux échanges entre Nussbaum et Matthew Lipman ont existé. Dans cet article, je ne m’intéresse pas aux citations de l’un à l’autre mais pars de l’œuvre de Nussbaum pour esquisser ce qu’il en est de l’éducation à la démocratie. Pour commencer, je rappelle la théorie des « capabilités », ou (...) capacités réelles ; je montre en outre l’importance des émotions dans une démocratie. Ensuite, je traite de la culture des émotions en démocratie. L’éducation concerne certes les adultes, mais elle touche bien davantage les enfants. L’exemple du dégoût sert à montrer l’importance d’une prise en charge des émotions dès l’enfance, particulièrement à l’école. Enfin, je regarde la manière dont on peut, dans une pratique de classe, promouvoir l’esprit critique en suivant les préceptes donnés par Nussbaum. Comment, dans une communauté de recherche, prêter davantage attention à autrui ? Comment exploiter en philosophie pour enfants la thèse selon laquelle les émotions sont des jugements de valeur ? Pour conclure, j’essaie d’approfondir le lien entre Nussbaum et Gareth B. Matthews : sans doute l’insistance de la première sur la valeur formatrice des récits aurait-elle dû l’amener à se pencher davantage sur la pratique philosophique avec les enfants du second. In a recent work, Not for Profit, Martha C. Nussbaum stood for the Philosophy for Children movement. In fact, this mention is not isolated, for many exchanges took place between Nussbaum and Matthew Lipman. I don’t focus on quotations from the one by the other but instead, starting from Nussbaum’s work, sketch her conception of training for democracy. First of all, I remember her theory of capabilities and show furthermore the importance of emotions in a democracy. I treat then the culture of emotions in a democracy. Of course, education refers to adults too. Still, it concerns children more heavily. The instance of disgust helps in showing the importance of dealing with emotions since childhood, particularly at schools. Finally, I get a look on how, in a classroom, critical thinking may be improved using Nussbaum’s precepts. How can be paid more attention to the other in a community of inquiry? How is in P4C the thesis that emotions are judgments of value to be exploited? In conclusion, I try to deepen the link between Nussbaum and Gareth B. Matthews: the stress laid by the latter on the formative value of narratives might have driven her to bend herself more on the philosophical practice of the former. (shrink)
This is the first book to explore the cognitive science of effortless attention and action. Attention and action are generally understood to require effort, and the expectation is that under normal circumstances effort increases to meet rising demand. Sometimes, however, attention and action seem to flow effortlessly despite high demand. Effortless attention and action have been documented across a range of normal activities--from rock climbing to chess playing--and yet fundamental questions about the cognitive science of effortlessness have gone largely unasked. (...) -/- This book draws from the disciplines of cognitive psychology, neurophysiology, behavioral psychology, genetics, philosophy, and cross-cultural studies. Starting from the premise that the phenomena of effortless attention and action provide an opportunity to test current models of attention and action, leading researchers from around the world examine topics including effort as a cognitive resource, the role of effort in decision making, the neurophysiology of effortless attention and action, the role of automaticity in effortless action, expert performance in effortless action, and the neurophysiology and benefits of attentional training. -/- Contributors: Joshua M. Ackerman, James H. Austin, John A. Bargh, Roy F. Baumeister, Sian L. Beilock, Chris Blais, Matthew M. Botvinick, Brian Bruya, Mihaly Csikszentmihalyi, Marci S. DeCaro, Arne Dietrich, Yuri Dormashev, László Harmat, Bernhard Hommel, Rebecca Lewthwaite, Örjan de Manzano, Joseph T. McGuire, Brian P. Meier, Arlen C. Moller, Jeanne Nakamura, Evgeny N. Osin, Michael I. Posner, Mary K. Rothbart, M. R. Rueda, Brandon J. Schmeichel, Edward Slingerland, Oliver Stoll, Yiyuan Tang, Töres Theorell, Fredrik Ullén, Robert D. Wall, Gabriele Wulf. (shrink)
E. Husserl, Logik und allgemeine Wissenschaftstheorie. Vorlesungen 1917/18, mit ergänzenden Texten aus der ersten Fassung 1910/11. Introduction by U. Panzer. Dordrecht:Kluwer, 1996. lxii + 554 pp. £130. ISBN0 792 33731 X D. Jacquette, Meinongian logic. The semantics of existence and nonexistence. Berlin and New York:Walter de Gruyter, 1996. xiii + 297 pp. DM 198. ISBN 3 11 014865 X M. Beaney, The Frege Reader. Blackwell Publishers, 1997. xv + 409 pp. £14.99/$21.95. ISBN 0 631 194 452 Elliott Mendelson, Introduction to (...) formal logic, fourth edition. London:Chapman & Hall, 1997. x + 440 pp. £45.00. ISBN 1 412 808307 Samuel Guttenplan, The languages of logic. An introduction to formal logic, second edition. Oxford:Blackwell, 1997. x + 429 pp. No price stated. ISBN 1 55786 988 X A.C. Grayling, An introduction to philosophical logic, third edition. Oxford:Blackwell, 1997. vii + 343 pp. £15.99/$27.99. ISBN 0 631 19982 9 Lewis Carroll, Das Spiel der Logik. Edited with an afterword by P. Good. Translated by M.Zöllner. Cologne:Propen Verlag/frommann-holzboog, 1997. 120pp. 32 DM. ISBN 3 7728 1998 2. (shrink)
Theophrasti Characteres recensuit Hermannus Diels. Oxford Classical Texts. 1909. 3s. 6d. net. Pp. xxviii + .Θεοφρστου Xαρακτxs22EFρες. The Characters of Theophrastus. An English Translation from a Revised Text. With Introduction and Notes by R. C. Jebb, M.A. A new edition. Edited by J. E. Sandys, Litt.D. Macmillan. 1909. 7s. 6d. net. c. 23×14½. Pp. xvi+229.
Nomina Sacra : Versuch einer Geschichte der christlichen Kürzung. Von Ludwig Traube, o. ö. Professor der Philologie an der Universitat, München. . Munich: C. H. Beck'sche Verlagsbuchhandlung. 1907. Pp. x + 295. M. 15.Vorlesungen und Abhandlungen. Von Ludwig Traube. Herausgegeben von Franz Boll. Erster Band. Zur Paläographie und Handschriftenkunde. Herausgegeben von Paul Lehmann. Mit biographischer Einleitung von Franz Boll. Munich: C. H. Beck'sche Verlagsbuchhandlung. 1909. Pp. lxxv+263.
George M. Searle (1839-1918) and Charles S. Peirce worked together in the Coast Survey and the Harvard Observatory during the decade of 1860: both scientists were assistants of Joseph Winlock, the director of the Observatory. When in 1868 George, a convert to Catholicism, left to enter the Paulist Fathers, he was replaced by his brother Arthur Searle. George was ordained as a priest in 1871, was a lecturer of Mathematics and Astronomy at the Catholic University of America, and became the (...) fourth superior general of his congregation from 1904 to 1909. Among the books he wrote for non-Catholic audiences was Plain Facts for Fair Minds (1895). On the 8th of August of 1895, Peirce found that book in a bookstore and the following day wrote a letter to George Searle developing his strong reservations about the question of the infallibility of the Pope. This letter (L 397) is almost unknown amongst Peirce's scholars. -/- After describing these historical circumstances as a framework, the aim of my paper is to describe Peirce's arguments against papal infallibility presented by George Searle in his book, and the contrast between the genuine scientific attitude and the putative metaphysical notion of absolute truth that is —according to Peirce— behind Searle's defense of infallibility. In this sense, Peirce's fallibilism will be explained with some detail, giving an account also of his practical infallibilism: "The assertion that every assertion but this is fallible, is the only one that is absolutely infallible. But though nothing else is absolutely infallible, many propositions are practically infallible; such as the dicta of conscience" (Minute Logic, CP 2.75, c. 1902). -/- Finally, having in mind the present interest in Peirce's religious ideas it will be suggested that some of Peirce's ideas on infallibility are nearer to contemporary understanding of that issue than Searle's defense. "I would with all my heart join the ancient church of Rome if I could. But your book," —Peirce writes to Searle— "is an awful warning against doing so." -/- . (shrink)
: C.M. Concepcion's review of "Pornography: An Uncivil Liberty?" (Carse 1995) fundamentally misconstrues the position defended in that article. This paper examines possible sources of this misconstrual, focusing critical attention on the narrowly crafted, morally loaded notion of "pornography" that figures centrally in the original argument under review. Pornography is not a category of speech that can be characterized as having one crucial meaning or message, nor is the message of pornography easily identifiable in instances of pornographic speech. This raises (...) the problem of interpretive privilege, which haunts many of the antipornography arguments being offered in the contemporary debate, including the author's own earlier argument. (shrink)
Recently Robert Forman has attempted to muster support for the largely abandoned position that mystical experiences cross-culturally include an unmediated, non-relative core. To reopen the debate he has solicited essays from likeminded scholars for his book, The Problem of Pure Consciousness. Predictably the focus of the volume rests on the refutation of the position most notably expounded by Steven Katz in his influential article of 1978, ‘Language, Epistemology and Mysticism’.
(2011). Critical Race Theory Matters: Education and Ideology. By M. Zamudio, C. Russell, M. A. Rios and J. L. Bridgeman. British Journal of Educational Studies: Vol. 59, Research capacity building, pp. 348-350.