This article examines the process of one institution’s efforts to develop an educational academic integrity seminar through an ethnographic study approach. The educational program developed allowed the institution to transition from a punitive sanctioning system to an educational one. The institution cultivated cross-campus partnerships to develop the program. Both quantitative and qualitative data revealed that students had a positive experience attending the program and found it useful. This article serves as a framework for institutions to utilize when building their (...) own educational-based academic integrity on-campus seminar and sanctioning program. (shrink)

In recent years, the educational-system development specialization of the MA program in the University of Haifa’s Faculty of Education has held an annual seminar on Philosophy for/with Children (P4wC). Under my guidance, Jewish, Muslim, Christian, Druze, and Circassian students have formed a group embodying a living and breathing dialogical space. Despite the global spread of P4wC principles following the emergence of the P4C movement promoted by the International Council of Philosophical Inquiry and its practice in dozens of national and regional (...) centers, neither approach is formally taught in Israeli universities and colleges. Both thus remain outside the pedagogical mainstream, the University of Haifa—where I teach—being the only institution at which they can be studied at an MA level. I have also established the Israeli Academic Forum for Philosophy with Children, which conducts seminars and offers professional development, etc. (shrink)

For anyone concerned about students’ moral development, academic dishonesty presents a pervasive problem but also a promising possibility. The present paper describes the theoretical and empirical underpinnings of process-oriented, four-component model approach to promoting students’ “moral functioning” related to academic integrity, and the research project currently underway that is providing Web-based professional development to teachers for using the model in their high school classrooms. In doing so, we hope to develop a scalable approach that offers teachers an opportunity (...) to be the primary agents of change in transforming the problem of academic dishonesty into a possibility for positive youth development. (shrink)

The edition presents the recently discovered diaries of Jena Church Historian Karl von Hase's research seminar. Between 1850 and 1883, the reading lists and research agenda of this institution as well as the participants' discussions of current issues in dogmatics and church policy were accurately recorded. The papers enable us to trace in detail how Hase transmitted his liberal views on theology, culture, and politics to students preparing for subsequent academic or ecclesiastical careers. As a result, the historian of (...) higher education can see that in the case of academic theology, the modern seminar went beyond the tasks of methodical historicist research to shape the minds of future academic elites through a close personal relationship with a teacher. (shrink)

In 2020, the University of Pennsylvania instituted a graduate certificate in public philosophy. In many ways, this certificate formalized and recognized the public engagement work that graduate students in the philosophy department and beyond had been involved with for some years. One element of the certificate, however, was pivotal in moving our work in public philosophy forward in important ways. This element is the research seminar in public philosophy. In this paper, we recount the motivation for the creation of the (...) certificate and especially the motivation for the inclusion of the research seminar. We also explore ways in which such a certificate, along with the deliberately self-reflective work of the research seminar, might help us reimagine the nature and value of philosophy and its connection with human life and flourishing. We focus on metaphilosophical themes such as the very nature of philosophy and the philosopher as well as the importance of cultivating a new generation of academic philosophers committed to transcending the distinction between the academy and the public and, relatedly, between academic philosophy and public philosophy. (shrink)

Le Yaoundé PhD Seminar-Theories of Justice est un séminaire international et pluridisciplinaire qui se tient depuis 2012 à Yaoundé. Il réunit des professeurs et des doctorants africains et non africains ainsi que des professionnels et des représentants de la société civile autour de questions de justice sociale et de politique publique. À l'initiative de doctorants africains et non africains, il a été mis en place conjointement par la Chaire Hoover de l'Université catholique de Louvain et par le Centre d’études et (...) de recherches sur la justice sociale et politique de l’Université catholique d’Afrique centrale dans le but de bâtir une véritable solidarité entre le Nord et le Sud dans le domaine de la formation académique et de la recherche. The Yaoundé PhD Seminar-Theories of Justice is an international and multidisciplinary seminar which is held since 2012 in Yaoundé. It brings together teachers and African and non-African doctoral students as well as professionals and representatives of civil society around issues of social justice and public policy. At the initiative of African and non-African students, it has been implemented jointly by the Hoover Chair of the Catholic University of Louvain and the Centre of studies and research on social justice and political of the Catholic University of Central Africa in order to build a genuine solidarity between the North and the South in the field of academic training and research. (shrink)

Kyiv-Mohyla Seminar on the History of Philosophy was established by the Kyiv-Mohyla Academy’s Department of Philosophy and Religious Studies (in co-operation with Ukrainian Philosophical Foundation) in 2003. In this yearly seminar, the Department’s members as well as the historians of philosophy from other academic institutions regularly take part. Since 2003, 16 meetings of the seminar took place. They were focused on such topics as “Historiography of Philosophy in Ukraine: Current State and Perspectives” (2003), “Actual Problems of the Source Studies (...) in the Historiography of Philosophy” (2004), “The Problem of Text Interpretation in the Historiography of Philosophy” (2005), “Dmytro Chyzhevskyi as a Historian of Philosophy” (2006), “Historiography of Philosophy in Ukraine: Current State and Perspectives” (2007), “The Problem of Method in the Historiography of Philosophy” (2007), “Oleksii Losiev: Personality and Heritage (to the 115 th Anniversary of His Birth)” (2008), “Methodology of the Historiography of Philosophy: Actual Strategies” (2008), “Wilhelm Windelband as a Philosopher and Historian of Philosophy (to the 160 th Anniversary of His Birth)” (2008), “Hegel’s Heritage in the Mirror of Interpretations” (2009), “The Studies on the History of Philosophy: New Generation” (2010, 2011), “Kant’s Criticism from the perspective of Wolf’s dogmatism” (2012), “The Reception of Indian Philosophy in Ukraine: 1840s–1930s” (2013), “Did Kant Answer the Question on What a Man Is?” (2016). The proceedings of the early three meetings were published in a special volume (Tkachuk, 2006). The current issue of “NaUKMA Research Papers in Philosophy and Religious Studies” contains the proceedings of the sixteenth meeting of Kyiv-Mohyla Seminar on the History of Philosophy, which took place at the National University of Kyiv-Mohyla Academy on February 1, 2017. The main speaker was Dr. Taras Lyuty, while the co-speakers included Dr. Mykhailo Minakov and Dr. Vakhtang Kebuladze. The meeting was conducted by Prof. Vadym Menzhulin. The audio recording of the meeting was deciphered by a PhD-student Taras Fostiak. (shrink)

Academic integrity is a vital pedagogical responsibility that educational institutions should explicitly address. One of the best ways to uphold academic integrity is to create a culture of academic integrity throughout the school. This is especially imperative at high schools where students develop their moral identity because students who act dishonestly at high school will likely behave accordingly in post-secondary education and ultimately be dishonest in familial and professional settings. Creating a culture of academic integrity is (...) a challenging, long and multifaceted journey. In this respect, this exploratory case study set out to create a culture of academic integrity at a high school in Türkiye and explore what facilitates and impedes the process. We followed Stephens’ (2016) Multilevel Intervention Model and implemented a School-Wide Education program to guide us through the process. We conducted various activities throughout one academic year, from seminars to competitions. At the end of the term, we conducted individual and focus group interviews with the members of the school community and analyzed the interview data to identify facilitators and barriers of the process. The analysis yielded five facilitators (1) creating buy-in, (2) administrative embracement and support, (3) activities that promote student involvement, (4) external expert and school collaboration as praxis, and (5) policy as the blueprint and five barriers (1) deficiencies in responding academic misconduct, (2) prioritization of academic success over academic integrity, (3) teacher resistance against change, (4) exam-based assessment design, and (5) timing of the activities. Each theme was discussed in detail, and recommendations were made for high schools which set out on a journey of creating academic integrity culture. (shrink)

The present study aimed to investigate three questions concerning Kahneman’s Endowment Effect. (a) Does the Endowment Effect apply to negotiations on intangible items such as intellectual resources and time invested in academic chores? (b) Does the sequence in which proposals are presented to the negotiators influence the Endowment Effect and, if so, how? (c) Does the Endowment Effect have the same impact in on-going negotiations as in one-shot negotiations? The investigation focused on the trade-off made by students between advanced (...) courses and seminars, which we term as Academic Chores Trade-Off (ACTO). The results indicated the existence of the Endowment Effect in negotiations on the above intangible items (ACTO) but could also be partially interpreted as reflecting the negotiators attempts to improve their positions. The results also supported the existence of a Sequence Effect combined with an intensification of the Endowment Effect. The Endowment Effect in on-going negotiations was not found to be significantly different from that in the one-shot format. (shrink)

Review of Martin Heidegger's 1933 - 1934 seminars, with accompanying essays by Slavoj Zizek, Robert Bernasconi, Peter E. Gordon, Marion Heinz, and Theodore Kisiel.

The first book to be devoted to the logic behind the application of ethical theories, this collection of essays explores the question of how many different moral traditions (utilitarianism, natural rights theory, Marxism, Christian moral theology, and Kantianism among others) view the relation between theory and concrete judgments. By considering many applications of moral theory in medical ethics the authors illustrate their point.

Data from academic seminars conducted through Skype textchat is analysed in this chapter, and the focus is on examples of how users mark community membership. Membership is marked explicitly by using pronominals and the metonymic use of the seminar group name. It is also marked implicitly by using reduced forms, which are stereotypical examples of a textchat speech style. I argue that these are markers of stance-taking, where community membership is recovered pragmatically as a weak implicature. Dis-alignment with (...) the community is also seen, as individuals can also implicate their independence as setters of linguistic norms. (shrink)

This report presents the activities of the Oriental Studies Circle, which was founded in 1993 and reborn in 2012 as a scientific and educational organization. Its aim is to do research in such areas as philosophy, culture, and religion of the countries of the Middle and Far East. The leading type of the circle’s work is the lectures made by specialists in Oriental studies, philosophers, representatives of various religious traditions, and travelers.

This report presents the activities of the Oriental Studies Circle, which was founded in 1993 and reborn in 2012 as a scientific and educational organization. Its aim is to do research in such areas as philosophy, culture, and religion of the countries of the Middle and Far East. The leading type of the circle’s work is the lectures made by specialists in Oriental studies, philosophers, representatives of various religious traditions, and travelers.

During the 1992–1993 academic year, Harold Garfinkel offered a graduate seminar on Ethnomethodology in the Sociology Department at the University of California, Los Angeles. One topic that was given extensive coverage in the seminar has not been discussed at much length in Garfinkel’s published works to date: Aron Gurwitsch’s treatment of Gestalt theory, and particularly the themes of “phenomenal field” and “praxeological description”. The edited transcript of Garfinkel’s seminar shows why he recommended that “for the serious initiatives of ethnomethodological (...) investigations […] Gurwitsch is a theorist we can’t do without”. Garfinkel’s ethnomethodological “misreading” is not a mistaken reading, but is more a matter of taking Gurwitsch’s phenomenological demonstrations of Gestalt contextures in phenomenal fields and transposing them for making detailed, concrete observations and descriptions of organizationally achieved social phenomena. Where Gurwitsch addresses the organization of perception as an autochthonous achievement, inherent to the stream and field of individual consciousness, Garfinkel extends and elaborates this field into the social world of enacted practices. The April 1993 seminar also is rich with brief asides and digressions in which Garfinkel comments about his use of Alfred Schutz, his attitude toward publishing, his relationship with Erving Goffman, and many other matters. (shrink)

During the academic years 1972-1973 and 1973-1974, an intensive sem inar on the foundations of quantum mechanics met at Stanford on a regular basis. The extensive exploration of ideas in the seminar led to the org~ization of a double issue of Synthese concerned with the foundations of quantum mechanics, especially with the role of logic and probability in quantum meChanics. About half of the articles in the volume grew out of this seminar. The remaining articles have been so licited (...) explicitly from individuals who are actively working in the foun dations of quantum mechanics. Seventeen of the twenty-one articles appeared in Volume 29 of Syn these. Four additional articles and a bibliography on -the history and philosophy of quantum mechanics have been added to the present volume. In particular, the articles by Bub, Demopoulos, and Lande, as well as the second article by Zanotti and myself, appear for the first time in the present volume. In preparing the articles for publication I am much indebted to Mrs. Lillian O'Toole, Mrs. Dianne Kanerva, and Mrs. Marguerite Shaw, for their extensive assistance. (shrink)

Kyiv-Mohyla Seminar on the History of Philosophy was established by the Kyiv-Mohyla Academy’s Department of Philosophy and Religious Studies in 2003. In this yearly seminar, the Department’s members as well as the historians of philosophy from other academic institutions regularly take part. Since 2003, 16 meetings of the seminar took place. They were focused on such topics as “Historiography of Philosophy in Ukraine: Current State and Perspectives”, “Actual Problems of the Source Studies in the Historiography of Philosophy”, “The Problem (...) of Text Interpretation in the Historiography of Philosophy”, “Dmytro Chyzhevskyi as a Historian of Philosophy”, “Historiography of Philosophy in Ukraine: Current State and Perspectives”, “The Problem of Method in the Historiography of Philosophy”, “Oleksii Losiev: Personality and Heritage ”, “Methodology of the Historiography of Philosophy: Actual Strategies”, “Wilhelm Windelband as a Philosopher and Historian of Philosophy ”, “Hegel’s Heritage in the Mirror of Interpretations”, “The Studies on the History of Philosophy: New Generation”, “Kant’s Criticism from the perspective of Wolf’s dogmatism”, “The Reception of Indian Philosophy in Ukraine: 1840s–1930s”, “Did Kant Answer the Question on What a Man Is?”. The proceedings of the early three meetings were published in a special volume. The current issue of “NaUKMA Research Papers in Philosophy and Religious Studies” contains the proceedings of the sixteenth meeting of Kyiv-Mohyla Seminar on the History of Philosophy, which took place at the National University of Kyiv-Mohyla Academy on February 1, 2017. The main speaker was Dr. Taras Lyuty, while the co-speakers included Dr. Mykhailo Minakov and Dr. Vakhtang Kebuladze. The meeting was conducted by Prof. Vadym Menzhulin. The audio recording of the meeting was deciphered by a PhD-student Taras Fostiak. (shrink)

This essay reconstructs the place of Marx's thought within Adorno's writings from his 1931 inaugural lecture to his famous 1962 seminar on Marx. It focuses on three areas: the critique and transformation of philosophy; the sociology of the commodification of art; and the social ontology of the objectivity of illusions, derived from the critique of political economy. Adorno, it argues, ended his academic life significantly more of a Marxist than he had entered it, leaving a legacy that was distinctive (...) both for its dialectical appropriation of Marx's critique – and suspended supersession – of philosophy and for its philosophical interpretation of Marx's critique of political economy. (shrink)

This book presents selected academic papers addressing five key research areas – archaeology, history, language, culture and arts – related to the Malay Civilisation. It outlines new findings, interpretations, policies, methodologies and theories that were presented at the International Seminar on Archaeology, History, and Language in the Malay Civilisation in 2016. Further, it provides new perspectives and serves as a vital point of reference for all researchers, students, policymakers and legislators who have an interest in the Malay Civilisation.

Background of the study: Physiotherapists in Nigeria renewed their practicing license annually through the regulatory body and are provided with the professional code of ethics which stipulate the appropriate conduct, behaviour to guild and regulate the practice of their profession however, the level of knowledge, attitude and application of the ethical guidelines by Nigerian physiotherapists need to be investigated. Aim of Study: This study assessed the knowledge, attitude and perception of Nigerian physiotherapists in relation to the ethics of their professional (...) practice. Methodology: The cross-sectional study recruited 117 licenced Physiotherapists working in various health institutions in Nigeria. They were recruited for the study during the 2018 annual scientific conference of clinical and academic physiotherapists in Nigeria. Data on demographic, work experience, knowledge, attitude and perception of ethics of professional practise were obtained using a self-administered questionnaire. Data were summarized using a descriptive statistics of percentage and frequency distribution. Results: All the participants 117 (100%) had copies of code of ethics and oath of professional practise. 74.6% of participants had good knowledge of code of professional ethics while 25.39% had poor knowledge. Only 40.8% (48) of the respondents demonstrated good attitudes toward code of professional ethics. Similarly, only 43.4% (51) of the respondents demonstrated good attitude towards oath of professional practise. 57.0 % of the respondents have heard about ethical misconduct among colleagues while only 13.60% have been involved in ethical misconduct with respect to colleagues or patients. Greater proportion of the respondents (78.2%) considered ethics in physiotherapy as very important while 43.4% supported the introduction of physiotherapy ethics as a course to physiotherapy students in year three of their undergraduate training. Conclusion: Majority of Nigerian physiotherapists have good knowledge of professional code of ethics and oath of professional practise, however, their attitudes towards periodic updating their knowledge on code of ethics and professional oath remain poor. Clinical implication and recommendation: Ethical matter are very important to the practise of physiotherapy, however the poor attitudes of physiotherapy toward updating their knowledge on ethical matters calls for the need for the regulatory body and the professional association to organise seminars and workshops on ethics in physiotherapy and introduce pre-renewal test on ethics before annual licence renewal. (shrink)

The extraordinary complexity of knowledge in today's world creates a paradox. On the one hand, its sheer volume and intricacy demand disciplinary specialization, even sub-specialization; innovative research or scholarship increasingly requires immersion in the details of one's disciplinary dialogue. On the other hand, that very immersion can limit innovation. Disciplinary specialization inhibits faculty from broadening their intellectual horizons - considering questions of importance outside their discipline, learning other methods for answering these questions and pondering the possible significance of other disciplines' (...) findings for their own work. This article seeks to understand more fully the factors that enhance and impede cross-disciplinary conversations and the possible longer-term effects of those conversations. Based on 46 interviews with a sample of seminar participants, it examines the experiences of faculty members who ventured (voluntarily) into multidisciplinary waters and its implications for the organization of disciplines and universities. (shrink)

Wittgenstein's Folly: Philosophy, Psychoanalysis and Language Games presents a dialogue between the philosopher Ludwig Wittgenstein, the author Françoise Davoine, and Davoine's patients with extreme lived experience. The book begins with Davoine's seminar at the École des Hautes Études en Sciences Sociales in Paris, which is attended by Wittgenstein. He then accompanies Davoine on visits to colleagues at the Austen Riggs Center in Massachusetts, in California, on a Sioux reservation in South Dakota, and at Freud's house in Vienna. The dialogic form (...) of the book allows a performance centered on the psychotherapy of madness and trauma, in which Wittgenstein takes the floor. Davoine introduces us to a contemporary Feast of Fools and creates new language games with madness, enlarging the scope of psychoanalytic approaches to authors like Wittgenstein. The chapters of this book closely resemble short plays in which a conversation with living human beings or with characters from philosophy, literature, science, and the arts encounter one another and begin to open new ways of speaking that can render the "mad" more familiar and more manageable. Wittgenstein's Folly: Philosophy, Psychoanalysis and Language Games will be of great interest to psychoanalysts and to academics and students engaged in psychoanalytic studies, philosophy and trauma-related studies. (shrink)

Editors’ AbstractDuring the 1992–1993 academic year, Harold Garfinkel (1917–2011) offered a graduate seminar on Ethnomethodology in the Sociology Department at the University of California, Los Angeles. One topic that was given extensive coverage in the seminar has not been discussed at much length in Garfinkel’s published works to date: Aron Gurwitsch’s treatment of Gestalt theory, and particularly the themes of “phenomenal field” and “praxeological description”. The edited transcript of Garfinkel’s seminar shows why he recommended that “for the serious initiatives (...) of ethnomethodological investigations […] Gurwitsch is a theorist we can’t do without”. Garfinkel’s ethnomethodological “misreading” is not a mistaken reading, but is more a matter of taking Gurwitsch’s phenomenological demonstrations of Gestalt contextures in phenomenal fields and transposing them for making detailed, concrete observations and descriptions of organizationally achieved social phenomena. Where Gurwitsch addresses the organization of perception as an autochthonous achievement, inherent to the stream and field of individual consciousness, Garfinkel extends and elaborates this field into the social world of enacted practices. The April 1993 seminar also is rich with brief asides and digressions in which Garfinkel comments about his use of Alfred Schutz, his attitude toward publishing, his relationship with Erving Goffman, and many other matters. (shrink)

What do the technical practices, procedures, and systems that have shaped institutions of higher learning in the United States, from the Ivy League and women's colleges to historically black colleges and land-grant universities, teach us about the production and distribution of knowledge? Addressing media theory, architectural history, and the history of academia, Knowledge Worlds reconceives the university as a media complex comprising a network of infrastructures and operations through which knowledge is made, conveyed, and withheld. Reinhold Martin argues that the (...) material infrastructures of the modern university-the architecture of academic buildings, the configuration of seminar tables, the organization of campus plans-reveal the ways in which knowledge is created and reproduced in different kinds of institutions. He reconstructs changes in aesthetic strategies, pedagogical techniques, and political economy to show how the boundaries that govern higher education have shifted over the past two centuries. From colleges chartered as rights-bearing corporations to research universities conceived as knowledge factories, educating some has always depended upon excluding others. Knowledge Worlds shows how the division of intellectual labor was redrawn as new students entered, expertise circulated, science repurposed old myths, and humanists cultivated new forms of social and intellectual capital. Combining histories of architecture, technology, knowledge, and institutions into a critical media history, Martin traces the uneven movement in the academy from liberal to neoliberal reason. (shrink)

Alain Badiou is arguably the most significant philosopher in Europe today. Badiou’s seminars, given annually on major conceptual and historical topics, constitute an enormously important part of his work. They served as laboratories for his thought and public illuminations of his complex ideas yet remain little known. This book, the transcript of Badiou’s year-long seminar on the psychoanalytic theory of Jacques Lacan, is the first volume of his seminars to be published in English, opening up a new and (...) vital aspect of his thinking. In a highly original and compelling account of Lacan’s theory and therapeutic practice, Badiou considers the challenge that Lacan poses to fundamental philosophical topics such as being, the subject, and truth. Badiou argues that Lacan is a singular figure of the “anti-philosopher,” a series of thinkers stretching back to Saint Paul and including Kierkegaard and Nietzsche, with Lacan as the last great anti-philosopher of modernity. The book offers a forceful reading of an enigmatic yet foundational thinker and sheds light on the crucial role that Lacan plays in Badiou’s own thought. This seminar, more accessible than some of Badiou’s more difficult works, will be profoundly valuable for the many readers across academic disciplines, art and literature, and political activism who find his thought essential. (shrink)

Ian Parker has been a leading light in the fields of critical and discursive psychology for over 25 years. The Psychology After Critique series brings together for the first time his most important papers. Each volume in the series has been prepared by Ian Parker and presents a newly written introduction and focused overview of a key topic area. Psychology After the Unconscious is the fifth volume in the series and addresses three central questions: - Why is Freud's concept of (...) the unconscious important today? - Does language itself play a role in the creation of the unconscious? - How does Lacan radicalize Freud's notion of the unconscious in relation to cultural research? The book provides a clear explanation of Freudian and Lacanian accounts of the unconscious. It also highlights their role in offering a new way of describing, understanding and working with the human subject in clinical settings and in cultural research. Part One shows how the unconscious is elaborated in Freud's early case studies in Studies on Hysteria, while Part Two focuses on Lacan's re-working of the unconscious and its relationship to language and culture in his influential public seminars. The book also provides access to key debates currently occurring in Freudian and Lacanian psychoanalysis, exploring both the clinical dimension and the consequences for psychological and cultural research. Psychology After the Unconscious is essential reading for students and researchers in psychology, psychosocial studies, sociology, social anthropology and cultural studies, and to psychoanalysts of different traditions engaged in academic research. It will also introduce key ideas and debates within critical psychology to undergraduates and postgraduate students across the social sciences. (shrink)

Hans Reichenbach, a philosopher of science who was one of five students in Einstein's first seminar on the general theory of relativity, became Einstein's bulldog, defending the theory against criticism from philosophers, physicists, and popular commentators. This book chronicles the development of Reichenbach's reconstruction of Einstein's theory in a way that clearly sets out all of its philosophical commitments and its physical predictions as well as the battles that Reichenbach fought on its behalf, in both the academic and popular (...) press. The essays include reviews and responses to philosophical colleagues, such as Moritz Schlick and Hugo Dingler; polemical discussions with physicists Max Born and D. C. Miller; as well as popular articles meant to clarify aspects of Einstein's theories and set out their philosophical ramifications for the layperson. At a time when physics and philosophy were both undergoing revolutionary changes in content and method, this book is a window into the development of scientific philosophy and the role of the philosopher. (shrink)

This is a lucid and comprehensive introduction to, and critical assessment of, Ronald Dworkin's seminal contributions to legal and political philosophy. His theories have a complexity, originality, and moral power that have excited a wide range of academic and political thinkers, and even those who disagree with him acknowledge that his ideas must be confronted and given serious consideration. His enormous output of books and papers and his formidable profusion of lectures and seminars throughout the world, in addition (...) to his teaching duties at Oxford and New York University, have made him a giant figure in contemporary thought. In short, Dworkin's theory of law is that the nature of legal argument lies in the best moral interpretation of existing social practices. His theory of Justice is that all political judgements ought to rest ultimately upon the injunction that people are equal as human beings, irrespective of the circumstances in which they are born. Dworkin does not fit into an orthodox category. his theory of law is radical in that it sees legal argument primarily about rights yet conservative in seeing it as constrained by history. He is libertarian both in valuing ambition and in asserting a right to pornography, yet socialist in believing that no person has a right to a greater share of resources than anyone else. in particular, he advocates a system that would tax people on the resources they accumulate solely through their talent alone. Because Dworkin writes for a number of audiences - sometimes the general public, sometimes academic lawyers, sometimes philosophers and economists - it is often difficult to identify the different strands of his thought. The book aims to make his theories clear and accessible and to give an overall picture of his thinking that is sympathetic yet rigorously argued. (shrink)

For my present purposes, and in terms of my immediate concerns, the problem of ideology in American literary history has three different though closely related aspects: first, the multivolume American literary history I have begun to edit; then, the concept of ideology as a constituent part of literary study, and, finally, the current revaluation of the American Renaissance. I select this period because it has been widely regarded as both the source and the epitome of our literary tradition; because it (...) has become, accordingly, the focal point of the critical revision now under way in American studies; and because, from either of these perspectives, literary or critical, it seems to me a particularly fitting subject for the occasion. For one thing, we owe the idea of an American Renaissance to F. O. Matthiessen, who was a prime mover of the Salzburg Seminar, and a member of its first faculty in 1947. Moreover, American Renaissance was a classic work of revisionist criticism. It reset the terms for the study of American literary history; it gave us a new canon of classic texts; and it inspired the growth of American studies in the United States and abroad. It is not too much to say that Matthiessen, American Renaissance, and the Salzburg Seminar brought American literature to postwar Europe. What followed, from the late forties through the sixties, was the flowering of a new academic field, complete with programs of study, periodicals, theses, conferences, and distinguished procession of scholarly authorities, including many graduates of the Salzburg Seminar.Matthiessen figures as a watershed in this development. For if American Renaissance marked the seeding-time of a new academic field, it was also the harvest of some three decades of literary study. I refer, first of all, to the dual legacy that Matthiessen acknowledges of T. S. Eliot and Vernon Parrington—which is to say, the partnership in American Renaissance between the terms “literary” and “history”; or, in the words of Matthiessen’s subtitle, between Art and Expression in the Age of Emerson and Whitman: “art,” meaning a small group of aesthetic masterpieces, and “expression,” meaning representative works, reflecting and illuminating the culture at large. It was the remarkable achievement of Matthiessen that his book yokes these concepts gracefully together. Somehow, one concept seems to support the other. The historical designation American seems richer for its association with an aesthetic renaissance; Emerson’s and Whitman’s art gains substance by its capacity to express the age. Matthiessen himself did not feel it necessary to explain the connection. But we can see in retrospect that what made it work—what made it, indeed, unnecessary for Matthiessen to explain the connection—was an established consensus, or rather a consensus long in the making, which American Renaissance helped establish. I mean a consensus about the term “literary” that involved the legitimation of a certain canon, and a consensus about the term “history” that was legitimated by a certain concept of America. Sacvan Bercovitch is Carswell Professor of English and American Literature at Harvard University. He is the Author of The Puritan Origins of the American Self and The American Jeremiad, among other works. He has also edited several collections of essays, most recently Reconstructing American Literary History. (shrink)

Adequate discussion of individuals' moral deliberation is notably absent from much of the literature on corporate social responsibility (CSR). We argue for a refocusing on the role of the individual in that context. In particular we regard this as important in CSR course design, for practical, pedagogical and moral reasons. After addressing some of the theoretical background to our argument, and noting some respects in which individual action features in the context of CSR, we consider the usefulness (or otherwise) of (...) academic ethical theory in relation to CSR issues and dilemmas in practice. It is suggested that, without dispensing entirely with ethical theory, emphasis should be placed on informed debate and moral judgement among members of organisations (or seminar groups) and some short case examples are provided. Finally we suggest that such approaches may be appropriate if trends towards ‘mainstreaming’ concern for CSR throughout business school curricula are realised. (shrink)

Adequate discussion of individuals' moral deliberation is notably absent from much of the literature on corporate social responsibility (CSR). We argue for a refocusing on the role of the individual in that context. In particular we regard this as important in CSR course design, for practical, pedagogical and moral reasons. After addressing some of the theoretical background to our argument, and noting some respects in which individual action features in the context of CSR, we consider the usefulness (or otherwise) of (...) academic ethical theory in relation to CSR issues and dilemmas in practice. It is suggested that, without dispensing entirely with ethical theory, emphasis should be placed on informed debate and moral judgement among members of organisations (or seminar groups) and some short case examples are provided. Finally we suggest that such approaches may be appropriate if trends towards ‘mainstreaming’ concern for CSR throughout business school curricula are realised. (shrink)

Although logical positivism had been known before World War II, it was introduced into academic philosophy in Japan only after it. In this process, the US philosophers who came to Japan in order to participate in American Studies Seminar played an important role. The first generation of Japanese analytic philosophers, who were born in the 1920s and 1930s, began to have some influence in the 1960s, and some of them published original works of high quality in the 1970s. The (...) second generation of analytic philosophers were born in the 1940s and 1950s. They began to teach in the 1970s and 1980s, and went on to publish papers and books in analytic philosophy. For many years, analytic philosophy had been known as kagaku tetsugaku, which may mean either philosophy of science or scientific philosophy. It had been frequently criticized as “non-philosophy.” Analytic philosophy, however, has changed the style of philosophical discussion and made it possible to form a language that is sufficient to express philosophical ideas and arguments in an intelligible way. (shrink)

"I have been using the book in a freshman seminar in which we are exploring college. Most of the texts we are using are academic satire novels, but we are using Delbanco's book to help us talk about the place of college in American culture.

This text is a transcription of Rouvroy’s presentation on 7th October 2014 at the “Digital Studies” seminar series at the Centre Georges Pompidou. This seminar series, organised by the French philosopher Bernard Stiegler, question the influence of digital technologies on knowledge from an epistemological point of view and from the way they alter academic disciplines.