This book provides in five essays background information on some of the most current problems affecting the modern Middle East.

Current theories suggest that the brain is the sole source of mental illness. However, affective disorders, and major depressive disorder (MDD) in particular, may be better conceptualized as brain-body disorders that involve peripheral systems as well. This perspective emphasizes the embodied, multifaceted physiology of well-being, and suggests that afferent signals from the body may contribute to cognitive and emotional states. In this review, we focus on evidence from preclinical and clinical studies suggesting that afferent thermosensory signals contribute to well-being and (...) depression. Although thermoregulatory systems have traditionally been conceptualized as serving primarily homeostatic functions, increasing evidence suggests neural pathways responsible for regulating body temperature may be linked more closely with emotional states than previously recognized, an affective warmth hypothesis. Human studies indicate that increasing physical warmth activates brain circuits associated with cognitive and affective functions, promotes interpersonal warmth and prosocial behavior, and has antidepressant effects. Consistent with these effects, preclinical studies in rodents demonstrate that physical warmth activates brain serotonergic neurons implicated in antidepressant-like effects. Together, these studies suggest that (1) thermosensory pathways interact with brain systems that control affective function, (2) these pathways are dysregulated in affective disorders, and (3) activating warm thermosensory pathways promotes a sense of well-being and has therapeutic potential in the treatment of affective disorders. (shrink)

When I cruise the forty-three television channels available to me (and that's basic cable), simultaneously being enchanted and disgusted by much that I see (a kind of Kantian sublime), I cannot help but think that the culture in which I find myself is less articulate than ever. For this situation perhaps the 43rd President of the United States could serve as a useful emblem—a joke that is all too easy to make. But such a diagnosis of the low standard of (...) my culture's literacy might also be too easy to make. For it is the case that America's traditional anti-intellectualism reaches new heights in our current, hypermediated milieu: we now have more venues than ever to disseminate undisciplined, uncreative thought (think, for example, of all the burgeoning blogs). On the other hand, such hypermediation amounts to an explosion of symbolization. Language is everywhere, and hence there is the demand to use it instrumentally well. Again, an image from the U.S. presidency is emblematic. Think of President Clinton's infamous line to the intrepid Independent Counsel: "It depends on what your definition of the word 'is' is." Such a line could represent the pervasive urge to absolutely precise articulation, controlling one's words to an extreme degree. Another emblem could be the common academic paper where a writer has masterfully summarized and explained the words of another thinker, rendering them more accessible but probably not more desirable. One could read this situation dialectically: the moment when concern for the value of language seems lowest is also the moment when the demand for controlling language is highest. Beyond dialectics, however, I take the demand for absolute articulation as a jumping-off point for considering an idea that might appear to have nothing to do with this implicit yet persistent demand—the concept of presence. More specifically, I want to consider how a particular rendering of this concept affects what we might call the divine and its relationship to an ostensibly secular culture, and I also want to consider some lines from Emerson and how they can lead one to think of the divine as presence, a presence that requires an absence, a presence that to some extent is an absence. According to this encounter with Emerson, thinking about the presence and absence of the divine has to do with the way one takes up writing. (shrink)

Translated from the Danish by Walter Lowrie, David Swenson, and Alexander Dru The Danish philosopher Kierkegaard is one of the master thinkers of the modern age, a defining influence on existentialism and on twentieth-century theology, and this brilliantly tailored selection from his vast and varied writings--made by the great English poet W.H Auden--is a perfect introduction to his work. Auden's inspired and incisive response to a thinker who had done much to shape his own beliefs is a fundamental reading of (...) an author whose spirit remains as radical as ever more than 150 years after he wrote. (shrink)

"Professor Mundle's authoritative and acclaimed critique of a way of thinking which still shapes the style of Anglo-Saxon philosophy is here presented in a revised text with a new postscript. Mundle shows how Austin, Ryle and Wittgenstein, among others, not only committed grammatical and logical errors akin to those they themselves detected in others, but misunderstood the relatoins between grammar and philosphy. Professor P.L. Heath contributes a new foreword, and Mundle himself answers his opponents in a subtly provocative manner." (...) --. (shrink)

Recent debates over climate change policy have made it clear that the choice of a social discount rate has enormous consequences for the amount of mitigation that will be recommended. The social discount rate determines how future costs are to be compared to present costs. Philosophers, however, have been almost unanimous in endorsing the view that the only acceptable social rate of time preference is zero, a view that, taken literally, has either absurd or extremely radical implications. The first goal (...) of this paper is to show that the standard arguments against temporal preference are much less persuasive than they are usually taken to be. The second goal is to explore two different avenues of argument that could be adopted, in order to show that temporal discounting of welfare may be permissible. The first involves simply an application of the method of reflective equilibrium, while the second involves consideration of the way that our abstract moral commitments are institutionalized. (shrink)

Beginning in September of 1924, Alfred North Whitehead presented a regular course of 85 lectures which concluded in May of 1925. These represent the first ever philosophy lectures he gave and capture him working out the philosophical implications of the remarkable turns physics had taken in his lifetime. This volume finally recreates these lectures by transcribing notes by W.P. Bell, W.E. Hocking and Louise Heath taken at the time - many of which have only recently been discovered and including (...) hundreds of sketches of Whitehead's blackboard diagrams. This is a unique insight into the evolution of Whitehead's thought during the months when he was drafting his seminal work, Science and the Modern World. (shrink)

Beginning in September of 1924, Alfred North Whitehead presented a regular course of 85 lectures which concluded in May of 1925. These represent the first ever philosophy lectures he gave and capture him working out the philosophical implications of the remarkable turns physics had taken in his lifetime. This volume finally recreates these lectures by transcribing notes by W.P. Bell, W.E. Hocking and Louise Heath taken at the time - many of which have only recently been discovered and including (...) hundreds of sketches of Whitehead's blackboard diagrams. This is a unique insight into the evolution of Whitehead's thought during the months when he was drafting his seminal work, Science and the Modern World. (shrink)

This paper continues to explore the relationship between the imagination and learning. It has been claimed by Maxine Greene, amongst others, that imagination is the most important of the cognitive capacities for learning; the reason being that ‘it permits us to give credence to alternative realities’. However little work has been done on what constitutes this capacity for the imagination. This paper draws on Husserl and Wittgenstein to frame a model of imagination that derives from the perspective of the ‘transcendental (...) phenomenology’ of Husserl. The claim is made that by learning to be in the world in certain ways we must be able to construct imagined worlds with their own logics and presentations. This claim is supported by a discussion of the parameters required for owning and accepting to the self sensory and cognitive perceptions and beliefs. Imagination is also a necessary condition for the understanding of empathy; of grasping what it is like be another person. In this sense imagination can be better grasped through the category of ontology rather than epistemology. It can also, on the basis of ontology, be argued that understanding and acknowledging other cultures is a matter of being, imaginatively, in the other world. Some implications for approaches to teaching and learning are outlined. (shrink)

Despite the growing sociological interest in the object, and the long-standing tradition in the humanities and social sciences concerned with the creation of art and artefacts, there is relatively little research about how people in ordinary day-to-day circumstances explore and respond to exhibits in museums and galleries. In this article, we address the conduct and interaction of visitors to museums and galleries and consider how they examine and experience objects and artefacts in collaboration with each other. In particular, we address (...) the ways in which one participant shapes, through gesture and talk, how those they are with look at and respond to exhibits. The article is based on the analysis of audio-visual recordings gathered in museums and galleries both in the UK and abroad. (shrink)