THEODORE KISIEL Date of birth: October 30,1930. Place of birth: Brackenridge, Pennsylvania. Date of institution of highest degree: PhD., Duquesne University, 1962. Academic appointments: University of Dayton; Canisius College; Northwestern University; Duquesne University; Northern Illinois University. I first left the university to pursue a career in metallurgical research and nuclear technology. But I soon found myself drawn back to the uni versity to 'round out' an overly specialized education. It was along this path that I was 'waylaid' into philosophy by (...) teachers like H. L. Van Breda and Bernard Boelen. The philosophy department at Duquesne University was then (1958-1962) a veritable "little Louvain," and the Belgian-Dutch connection exposed me to (among other visiting scholars) Jean Ladriere and Joe Kockelmans, who planted the seeds which eventually led me to the hybrid discipline of a hermeneutics of natural science, and prompted me soon after graduation to make the first of numerous extended visits to Belgium and Germany. The endeavor to learn French and German led me to the task of translating the phenomenological literature bearing especially on natural science and on Heidegger. The talk in the sixties was of a "continental divide" in philosophy between Europe and the Anglo-American world. But in designing my courses in the philosophy of science, I naturally gravitated to the works of Hanson, Kuhn, Polanyi and Toulmin without at first fully realizing why I felt such a strong kinship with them, beyond their common anti positivism. (shrink)

This collection of essays, sketches, talks, and poems is hardly a must, even for Buber fans. It is not his best writing or his deepest thinking. However, each selection is short enough not to waste the reader's time and suggestive enough to lure him on to the next one in the hope that the real gems will be there. Buber seldom published his poems, and the reason is clear. With a few memorable exceptions the poems collected here are not strong--at (...) least not in the translations given; fortunately the German is printed alongside. Buber made these selections himself from writings between 1902 and 1964. The criterion of selection was to collect a valid and "survival-worthy expression of an experience, a feeling, a decision, yes even a dream." The ten sections of the book are not titled but some of the topics covered are: words and language, discussions of various thinkers, the idea of community, education, religion, psychology, and politics. Many of the pieces were prepared for particular occasions. Friedman explains those occasions in the back of the book and gives other bits of information that aid the translation and clear up some obscure references. Some of the themes that pervade the selections are: the togetherness of body and spirit, dialogue, the importance of existential trust, and the sacredness of the concrete world and of everyday encounters. Ruth Anshen's inspired introduction to the Credo Perspectives Series is worthy of its repetition in all the volumes.--S. O. H. (shrink)

Parker obviously has a warm fondness and a deep empathetic understanding of this period of history, and they are offered to the reader in every carefully worked sentence. In a narrative style that presents the human dimension as well as the central ideas of the Presocratics, Socrates, Plato, and Aristotle, Parker imaginatively reconstructs the phenomenological, empirical, and the homely rationale for their theories. He depicts the Presocratics as organized around the question "What is the universe made of?" and Socrates around (...) "What is Truth, Justice, Goodness?" There is a chapter giving a profile of Athens and Sparta. The three chapters on Plato cover the theory of forms, the Republic, and the Laws. The four chapters on Aristotle, besides the biographical inclusions, cover a scheme of his works, his view of nature, The Ethics, The Politics, and his lasting impact on the rest of intellectual history. The book ends with a brief treatment of Hellenism and a conclusion that takes its cue from the awe and excitement of Keats in On First Looking into Chapman's Homer. Altogether it is a simplified yet sympathetic, thoughtful, and sensitive introduction.--S. O. H. (shrink)

Pranger directs his attention to the everyday experience of citizens, including their Angst, their estrangement, and other existential phenomena, and extrapolates from them a political theory which will integrate the private and public dimensions of individual lives, and which will take into account the multiple political settings and allegiances within the overall national community. First, he explores the institutional setting of the citizen in which the citizen is seen as the player of a particular status role. Next he looks at (...) the category of action where citizen action is seen as basically anonymous, with its outcome ever unpredictable, a fact which Pranger feels any philosophy of government must take into account. By far the strongest chapter is the one on Symbolism and Attitude in which Pranger forges a theory of the relation between public and private and of the citizens' individual and collective symbolic construction of reality. The final chapter explores modern man's anomie, his Wendung, and his uprootedness, as a dimension of political reality. Pranger insists that modern striving for order must take seriously the disorder, confusion, and ambiguity in the daily lives of each individual citizen. Unfortunately Pranger's erudition and insistence on alluding to the work of others renders the book diffuse, his thesis elusive. This is especially unfortunate in light of the fact that he is at his best when he puts his note cards aside and speculates on his own.--S. O. H. (shrink)

This series of character sketches is disappointing to the reader expecting an interpretive historical document. The bulk of the book is taken up with reflections about the author's mother, who died when Svetlana was only six, her mother's family, her brothers, and her sweethearts. Many readers are naturally interested in the figure of Stalin, but he is treated directly only in small and scattered portions of the book with much of the information repeated. It becomes evident that the author knew (...) her father primarily through his impact on the people she loved. Consequently, the figure of Stalin emerges as somewhat enigmatic and mysterious, a combination god and devil. It is apparent that she did not really know him very well, see him very often, or think about him very much. The book is not really about Stalin at all. It is an enjoyable combination of behind-the-scenes gossip, and engrossing narrative fragments.—S. O. H. (shrink)

These essays were delivered at the Fourth East-West Philosophers conference at the University of Hawaii in 1964. Because the audience was of various traditions, most of the papers contain instruction in rudiments as well as points of more technical interest. The oriental speakers especially take pains not to spring their special terminology on the western listener. The book systematically and thoroughly works through the themes of the individual in Chinese, Indian, Japanese, and western metaphysics, methodology, religion, and ethics. Social, political, (...) and legal thought and practice are also covered. Some of the papers are followed by transcripts of questions and answers. These are often very helpful and revealing as they focus the issues and require the speaker to be specific in summarizing his points. Altogether there are thirty-three contributors, only a minority of whom are westerners. These include: Charles Moore, Wm. E. Hocking, H. E. McCarthy, John Smith, W. H. Werkmeister, E. W. Strong, R. Polin, and R. McKeon. Again and again both East and West stressed the interconnection and interdependence of the individual and the universal, the individual and the community. There is an appendix containing the conference's public lectures, which were given by S. M. McMurrin, C. Regamey, and D. T. Suzuki. The book and the conference end with Moore citing highlights and provocative points from virtually all the lectures. This provides a useful summary and synthesis of what would otherwise be an overwhelming deluge of intellection. There are notes on contributors and an index.--S. O. H. (shrink)

This is a very useful collection of important, standard, primary sources. Two-thirds of volume one is taken up with Plato and Aristotle with the rest of the volume evenly divided among the Presocratics, Hellenistic philosophers and Medieval philosophers. Four of the Platonic dialogues are complete. Second edition changes in the first volume include: changes in translators and new entries. In both volumes Kaufmann's prefaces are very brief and mainly biographical. He consistently ties in information about each thinker's contemporaries. The second (...) volume has readings from Bacon, Descartes, Hobbes, Spinoza, Locke, Leibniz, Berkeley, Hume, and Kant. Almost half the second volume is taken up with Hume and Kant. The second edition changes in volume II are: expansion of Spinoza's Ethics, Locke's Essay, Berkeley's Principles; and additions of Descartes' correspondence with Princess Elizabeth, and a short Leibniz essay translated especially for this volume by M. Furth. The selections are adequately long and representational. The volumes contain double columns, no index, no bibliographies, no "Study Guides," just solid and important reading.--S. O. H. (shrink)

In their logical analysis of theorems about disjoint rays in graphs, Barnes, Shore, and the author (hereafter BGS) introduced a weak choice scheme in second-order arithmetic, called the $\Sigma ^1_1$ axiom of finite choice (hereafter finite choice). This is a special case of the $\Sigma ^1_1$ axiom of choice ( $\Sigma ^1_1\text {-}\mathsf {AC}_0$ ) introduced by Kreisel. BGS showed that $\Sigma ^1_1\text {-}\mathsf {AC}_0$ suffices for proving many of the aforementioned theorems in graph theory. While it is not known (...) if these implications reverse, BGS also showed that those theorems imply finite choice (in some cases, with additional induction assumptions). This motivated us to study the proof-theoretic strength of finite choice. Using a variant of Steel forcing with tagged trees, we show that finite choice is not provable from the $\Delta ^1_1$ -comprehension scheme (even over $\omega $ -models). We also show that finite choice is a consequence of the arithmetic Bolzano–Weierstrass theorem (introduced by Friedman and studied by Conidis), assuming $\Sigma ^1_1$ -induction. Our results were used by BGS to show that several theorems in graph theory cannot be proved using $\Delta ^1_1$ -comprehension. Our results also strengthen results of Conidis. (shrink)

A large and fully representative edition of Emerson's most important and most penetrating prose. "The American Scholar" and the "Divinity School Address" plus essays on History, Self-Reliance, Love, Heroism, Art, The Over-Soul, The Poet, Character, Manners, Nature, Politics to name only a few. Parts from "The Conduct of Life," and from English Traits. The longer essays on Domestic Life, Plato, Thoreau, and Lincoln. The fifty pages of excerpts from Emerson's Journals are one of the most interesting features of this edition. (...) There is none of Emerson's poetry except what he placed at the beginning of some of the essays. There is a concise, informative, biographical introduction by Mumford who paints an unhealthy and shy, "cold but fiery" Emerson who nonetheless, through his writings, was a giant on the forefront of the new thinking and changing attitudes of his time. There is no critical apparatus or bibliographical information, but with the introduction the book is an effective and ample reader.--S. O. E. (shrink)

We investigate what it means for a (Hausdorff, second-countable) topological group to be computable. We compare several potential definitions based on classical notions in the literature. We relate these notions with the well-established definitions of effective presentability for discrete and profinite groups, and compare our results with similar results in computable topology.

Actuality of the conducted research is practically oriented character. Without the use of information and communication technologies in the field of higher education, it is impossible to carry out qualitative training of specialists in engineering, the results of which are necessary for the implementation of a national strategy for modernizing the economy and forming a progressive state of European type. Formulation of the task - the specificity of the use of ICT in the system of higher education has not been (...) studied sufficiently. ICT form a complex environment, which includes a lot of information objects and the links between them. It can be argued that the structural and functional analysis of the use of ICT in higher education is the basis of the theoretical justification in the formation of technical professionalism of future engineers. ICTs form a complex system, which includes not only technical and software-hardware capabilities, but also psycho-pedagogical, organizational, methodological. Without taking into account all of these components, as well as the needs of the subjects of the educational process, the use of ICT tools may be accompanied by risks and negatively affect the quality of high education. An analysis of recent research and publications-is actively exploring the experience of using ICT in high school, it is possible to distinguish the work of foreign specialists D. Stevenson, G. Reinhold, E. Wenger, S. Papierta, I. Zakharova, E. Patarakina, A. Khutorskogo, E. Polat The founders of this scientific direction in our country were M. I. Zhaldak, Y. I.Mashbits. The recent significant increase in the number of studies, the subject of which was the use of information and communication technologies in the educational process. Tsitemi in Ukraine is dedicated to the study of such scholars as V. Yu. Bykov, Ya.V. Bulakhova, O.M. Bondarenko, V.F. Zabolotny, G.O. Kozlakova, O. Moiko, O. Naumenko, Yu.Burovitskaya, I. Stavyts'ka, O.P. Pinchuk, O.V. Shestopal and others. Selection of unexplored parts of the general problem. The use of information technologies in the educational process is the foundation of innovative development of the educational system. The rapid development of ICT provides not only significant pace of innovative progress, but also requires the definition of information resources that guarantee the quality of learning, the choice of techniques that are in line with the general strategy for the formation of professional competences. Therefore, the problem of choosing an approach to the process of learning with the use of ICTs remains one of the main tasks of education. Research methods. In theory and practice, the study of the application of information and communication technologies in high school uses empirical methods of collecting and analyzing information based on the results of the survey of 120 students. Presenting main material. The essence of professionalism of future specialists of the technical direction is revealed. The scientific point of view on the professionalism of the engineer is presented. The peculiarities of formation of the basis of technical professionalism of future engineers in the process of studying at a higher school are theoretically grounded. The quantitative and qualitative analysis of the results of empirical researches of this problem is presented. The practical significance of the research topic is that the innovative approaches to the training of specialists in engineering specialties are differentiated, which differentiate in the educational concepts of teaching in higher educational institutions of European countries. (shrink)

In this edition of two of Nietzsche's late works, Kaufmann has written a short introduction to each work and included indices for each work. There is an appendix to the Genealogy consisting of Kaufmann's translations of the aphorisms from earlier works which Nietzsche alludes to in the Genealogy. Also included is an appendix of discarded drafts of parts of Ecce Homo. In addition to a readable translation, Kaufmann has written a running commentary in the form of short footnotes which become (...) more expansive in one section of the Genealogy which deals with intellectual conscience and with truth. The Genealogy is intended by Nietzsche to be a sequel to and clarification of Beyond Good and Evil. It deals with such themes as master morality as opposed to slave morality, bad conscience, ressentiment, and ascetic ideals. Ecce Homo is Nietzsche's commentary on himself, his books, and his intellectual development. In the introductions, Kaufmann pleas for responsible scholarship when dealing with Nietzsche and rails against what he considers to be a conspiracy of malicious misinterpretations that have sought to discredit Nietzsche. He criticizes views that would disregard Ecce Homo as an insanely disfigured self-portrait. He also rejects interpretations of the Genealogy which suppose that Nietzsche would lump together as evils slave morality, bad conscience, and ascetic ideals. Kaufmann's admiration for Nietzsche is undisguised, and he admits a special fondness for Ecce Homo.—S. O. H. (shrink)