A classic work of Jewish philosophy and Mussar by the famed Safed Kabbalist. Hebrew text with facing, new, annotated translation.

1. Sefer Anshe ḳodesh -- 2. Sefer Zeraʻ ḳodesh.

La vida y la obra de Maimónides; introducción por León Dujovne. -- El imperio de la razón, por Ajad Haam (Ascher Guinzberg) -- Maimon y Maimónides; influjo de Maimónides en la filosofia alemana post-kantiana, por Hugo Bergmann. -- Caracteres de la ética de Maimónides, por Hermann Cohen. -- Doctrina de Maimónides sobre la profecía, por Z. Diesendruck. -- La revelación y la razón en la obra de Maimónides; su crítica de los Molecallemín, por Alfredo Franceschi. -- Maimónides y el espíritu (...) judío, por Alberto Gerchunoff. -- Actualidad de Maimónides, por Jacob Gordin. -- La obra fundamental de Maimónides, por Joseph Klausner. -- Maimónides, médico, por Elías Singer. -- Homenaje a Rambam, por Julien Weill. -- Maimónides en el pueblo, por Hilel Zeitlin. -- Selección de la obra de Maimónides (p. [311]-431). (shrink)

Shaʻar ha-tefilah -- Shaʻar ha-teshuvah.

Ḥeleḳ Rishon, kerekh 1. Teshuvot ha-shayakhot le-Miḳra Midrash ṿe-deʻot ṿe-tsoraf la-hen Sefer Minḥat ḳenaʼot le-R. Aba Mari de-Lunil [Haḳdamah-pereḳ 37] -- Ḥeleḳ Rishon, kerekh 2. Miḳra Midrash ṿe-deʻot Teshuvot ha-shayakhot le-Miḳra Midrash ṿe-deʻot ṿe-tsoraf la-hen Sefer Minḥat ḳenaʼot le-R. Aba Mari de-Lunil [pereḳ 38-pereḳ 127] -- Ḥeleḳ sheni. Teshuvot ha-shayakhot le-Masekhet Berakhot ṿe-Seder Zeraʻim -- Ḥeleḳ shelishi. Teshuvot ha-shayakhot le-Masekhet Shabat ṿe-ʻEruvin.

Maimonides’ Latin translation of Moreh Nevukhim | Guide for the Perplexed, was the most influential Jewish work in the last millennia (Di Segni, 2019; Rubio, 2006; Wohlman, 1988, 1995; Kohler, 2017). It marked the beginning of scholasticism, a daughter of Judaism raised by Jewish thinkers, according to historian Heinrich Graetz (Geschichte der Juden, L. 6, Leipzig 1861, p. xii). Printed by Gutenberg's first mechanical press, its influence in the West went as far as the Fifth Lateran Council (1512 — 1517) (...) "where scholars were encouraged to remove the difficulties which seemed to divide the whole of theology and philosophy (Leibniz, Théodicée, 11)." For centuries, the Guide revolutionized the curriculum of school instruction by reintegrating the natural laws of thought in the sphere of faith (the fourth of which became Leibniz’ Principle of sufficient reason). This complete collection of notes expounds the ideas of the Guide and features all the passages selected and rewritten by Leibniz. This first complete annotated bilingual translation of the original manuscripts in Latin serves as an entry point to the faith in conformity with Reason. This complete collection of notes expounds the ideas of the Guide as selected and rewritten by Leibniz, the famous mathematician inventor of computer arithmetic, considered the last universal genius. The first complete bilingual translation in three centuries features on the front cover Rembrandt's Philosopher in meditation, and a recommendation from Leibniz's himself on the back: "Rabbi Maimonides' excellent book, A Guide for the Perplexed, is more philosophical than I imagined and worthy of careful reading." According to Malbim’s translator, Noah Rosenbloom, the book’s epigraph indicates that nineteenth-century Rabbi Leibush ben Yehiel Michel Wisser, also known as Malbim, was familiar with Leibniz’ Theodicy. In Leibniz’ anthology of the Guide, the reader can get a detailed glimpse of Leibniz' impressions of Maimonides. The Foreword by Leibniz' translator Lloyd Strickland suggests that there were sympathies and perhaps even overlaps between the thoughts of both universal luminaries. -/- . (shrink)

This paper studies the role that known bounds on message transmission times in a computer network play on the evolution of the epistemic state over time. A connection to cones of causal influence analogous to, and more general than, light cones is presented. Focusing on lower bounds on message transmission times, an analysis is presented of how knowledge about when others are guaranteed to be ignorant about an event of interest can arise. This has implications in competitive settings, in which (...) knowing about another’s ignorance can provide an advantage. (shrink)

This paper is about teaching philosophy to high school students through Lincoln-Douglas (LD) debate. LD, also known as “values debate,” includes topics from ethics and political philosophy. Thousands of high school students across the U.S. debate these topics in class, after school, and at weekend tournaments. We argue that LD is a particularly effective tool for teaching philosophy, but also that LD today falls short of its potential. We argue that the problems with LD are not inevitable, and we offer (...) strategic recommendations for improving LD as a tool for teaching philosophy. Ultimately, our aim is to create a dialogue between LD and academic philosophy, with the hope that such dialogue will improve LD’s capacity to teach students how to do philosophy. (shrink)

The idea of the Internet as Gutenberg 2.0—a true revolution in disseminating information—is now a routine part of how bioethics education works. The Internet has become indispensable as a channel for sharing teaching materials and connecting learners with a central platform that houses materials to support an online or hybrid curriculum or a traditional course. A newer idea in bioethics education reflects developments in web-based medical education more broadly and draws on design principles developed for the Internet. This approach to (...) online bioethics education requires thinking about web-based learning as an engaging, potentially immersive experience, about learners' expectations concerning web-based learning, and about differences between self-directed learning and teaching to support group learning. In clinician education in bioethics, the interrelated goals of ethical reflection and practice for professionals and of continuous quality improvement in health care are supported by a focus on real-world challenges and by encouraging the habits of self-directed learning. In this paper, we describe how an international, interdisciplinary team used a web-based framework to develop a health care ethics casebook whose content, design, and pedagogy were tailored to the needs and expectations of health care professionals and other audiences in Singapore; we also explain how they used this framework to make the casebook accessible nationwide and to support cross-cultural learning. (shrink)

Gender‐affirming care is almost exclusively discussed in connection with transgender medicine. However, this article argues that such care predominates among cisgender patients, people whose gender identity matches their sex assigned at birth. To advance this argument, we trace historical shifts in transgender medicine since the 1950s to identify central components of “gender‐affirming care” that distinguish it from previous therapeutic models, such as “sex reassignment.” Next, we sketch two historical cases—reconstructive mammoplasty and testicular implants—to show how cisgender patients offered justifications grounded (...) in authenticity and gender affirmation that closely mirror rationales supporting gender‐affirming care for transgender people. The comparison exposes significant disparities in contemporary health policy regarding care for cis and trans patients. We consider two possible objections to the analogy we draw, but ultimately argue that these disparities are rooted in “trans exceptionalism” that produces demonstrable harm.. (shrink)

The effect of upper bounds on message delivery times in a computer network upon the dynamics of knowledge gain is investigated. Recent work has identified centipedes and brooms—causal structures that combine message chains with time bound information—as necessary conditions for knowledge gain and common knowledge gain, respectively. This paper shows that, under the full-information protocol, these structures are both necessary and sufficient for such epistemic gain. We then apply this analysis to gain insights into the relation between “everyone knows” and (...) common knowledge. We prove a tight threshold on the depth k, beyond which Ek G (everyone in G knows nested to depth k) collapses into CG (common knowledge), when this knowledge concerns the occurrence of a spontaneous event. The threshold depends on the size of the group G of agents, as well as the time that has elapsed since the event of interest occurred. The existence of such a threshold is not guaranteed for all protocols, which is demonstrated here by presenting a counterexample in which no such threshold exists. (shrink)

Text Is In English, Hebrew And Arabic. American Academy For Jewish Research, Proceedings, V8, 1937-1938.