This paper shows how the last twenty-five years of vocal human Darwinism (human sociobiology and evolutionary psychology) directly rejects the ‘selfish gene’ theory it is supposedly based upon. ‘Evangelistic sociobiology’, as Dawkins has called it, argues that humans evolved to be ‘the altruistic ape’. Using selfish gene theory this paper shows that we are born just another selfish ape. Given the ‘gross immorality’ (George Williams) of natural selection, one implication is that modern genetics has yet to face up to our (...) true genetic code. The ultimate conclusion of this paper is that culture makes civilisation possible because it overwrites, or ‘manipulates’, our genetic heritage. We are born ape, but made human. (shrink)

This article explores how the Crash Course video series are being used as a content-focused resource in the social studies classroom. It argues that the Crash Course series, alongside its YouTube competitors, has significantly stepped in to fill a vacuum left by criticisms and the unpopularity of lectures, textbooks, and feature films. With over 15 million subscribers and accumulated views over 1.9 billion, Crash Course has become an important and ubiquitous force in history and social studies classrooms and represents a (...) new genre of educational media found on YouTube. However, the dramatic rise in the popularity of educational videos online has not coincided with a growth in educational research, particularly in social studies and history education. This article explores the findings of a mixed-methods study that examines how and why history and social studies teachers are using Crash Course videos in their teaching and planning. In particular, it analyses descriptive statistics derived from the results of a teacher survey ( n = 181) and semi-structured interviews with seven social studies teachers who have used Crash Course in their classrooms. The authors found that teachers in the study are regularly using the Crash Course video series to deliver content which is clearly meeting a need many social studies teachers have. The videos–short, easily accessible, and fun–fit nicely with demands to keep students engaged, reduce reliance on textbooks, and explore new content that teachers have little time to learn themselves. This study also found that rarely, if ever, are teachers inviting students to evaluate or assess the content, trustworthiness, or perspective of Crash Course videos. This article discusses what is gained and what are the risks of embracing Crash Course in the social studies and history classroom. (shrink)

We discuss the necessity of conscious thinking in the single-system propositional model of learning. Research from honeybees to humans suggests that associative learning can take place without the need for controlled reasoning or the development of beliefs of relationships between objects or events. We conclude that a single learning system is possible, but not if it depends on complex thinking.

James D Marshall, Michael Peters, Miles Shepheard; Brent's Transcendental Arguments for the Forms of Knowledge, Journal of Philosophy of Education, Volume 15, I.

The Southern African concept of Ubuntu offers a promising framework for envisioning and promoting a level of interdependence and resilience that can help Americans overcome the divisive and hostile nature of public interactions in communities across the country.

The majority of traditional students enrolled at most colleges and universities are a part of what has been termed the Millennial Generation, also known as Generation Y, which typically describes the group of individuals born in most of the 1980s and 1990s. This cohort’s life has been shaped by corporate scandals, economic instability, and worldwide tragedies. Concurrently, business ethics has become a popular topic in the news within the last 2 decades due to the increase in the number of high-profile (...) business scandals. Unfortunately, this trend has also been accompanied by an increased number of reported incidents of academic dishonesty at many major universities. Two underresearched factors that may be related to academic dishonesty and cheating behavior are religiosity and spirituality. This article attempts to shed more light on the relationship between religious beliefs and unethical behavior, with a focus on millennial college students. It is posited that religiosity and spirituality influence an individual’s attitudes, views, decisions, and ultimately behaviors. The results of this study indicate that religiosity but not spirituality is a predictor of students’ attitudes toward cheating and cheating behavior. (shrink)

Recollections of humanistic and transpersonal psychology’s origin’s morph into the pros and cons of humanistic/transpersonal oriented schools developing APA accredited clinical programs. This discussion dovetails with the question will ATP ever become an APA division, raising an interesting alternative for those of us considering a career in counseling: becoming a spiritual coach. Enter the issue of psychedelic therapy and the Supreme Courts decision to allow ayahuasca as a sacrament by the Uniao Do Vegetal Church, and the importance of why humanistic (...) and transpersonal psychology need to clearly map out the territories and sub-divisions of science and religion. Finally this conversation raises a concern, that Maslow’s call for a “trans-human” psychology sought to encourage creating what we now call ecopsychology. (shrink)

© 2016 Elsevier LtdJumping spiders are famous for their visually driven behaviors [1]. Here, however, we present behavioral and neurophysiological evidence that these animals also perceive and respond to airborne acoustic stimuli, even when the distance between the animal and the sound source is relatively large and with stimulus amplitudes at the position of the spider of ∼65 dB sound pressure level. Behavioral experiments with the jumping spider Phidippus audax reveal that these animals respond to low-frequency sounds by freezing—a common (...) anti-predatory behavior characteristic of an acoustic startle response. Neurophysiological recordings from auditory-sensitive neural units in the brains of these jumping spiders showed responses to low-frequency tones —recordings that also represent the first record of acoustically responsive neural units in the jumping spider brain. Responses persisted even when the distances between spider and stimulus source exceeded 3 m and under anechoic conditions. Thus, these spiders appear able to detect airborne sound at distances in the acoustic far-field region, beyond the near-field range often thought to bound acoustic perception in arthropods that lack tympanic ears [2]. Furthermore, direct mechanical stimulation of hairs on the patella of the foreleg was sufficient to generate responses in neural units that also responded to airborne acoustic stimuli—evidence that these hairs likely play a role in the detection of acoustic cues. We suggest that these auditory responses enable the detection of predators and facilitate an acoustic startle response. Video. (shrink)

ABSTRACT This article focuses on Part III of Tarrant's paper, ‘Utilitarianism, education and the philosophy of moral insignificance’. His argument that Mill's distinction between higher and lower pleasures appeals to non-utilitarian values is rejected on the grounds that he misconstrues Mill's concept of‘content’ and fails to give an adequate critique of Mills attempt to distinguish between the quantity and quality of pleasures. An improved criticism is offered, and it is argued that utilitarianism fails through the dependence of happiness itself upon (...) non-utilitarian values. It is concluded that utilitarianism would devalue the role of liberal arts subjects in sensitising pupils to the problematic nature of human happiness. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.4 (2001) 594-596 [Access article in PDF] Immanuel Kant. Critique of the Power of Judgment. Edited by Paul Guyer. Translated by Paul Guyer and Eric Matthews. The Cambridge Edition of the Works of Immanuel Kant. New York: Cambridge University Press, 2000. Pp. lii + 423. Cloth, $64.95. With the publication of this volume, a long dark age, or at least an age of (...) frustrations, comes to an end for English-speaking students of Kant's third Critique. To be sure, translations of the Kritik der Urteilskraft into English have long been available, but hitherto none has been quite satisfactory. J.H. Bernard's (1892) contained numerous errors. James Creed Meredith's (1911-1928) was too free for scholarly purposes. Werner Pluhar's (1987), though systematic in its treatment of Kant's vocabulary, imposed so much restructuring and rewording on his sentences as to make the translator himself an intrusive presence throughout.The new version by Paul Guyer and Eric Matthews surpasses its predecessors in almost every respect. (It equals Pluhar's in including the First Introduction.) In keeping with the principles of the Cambridge Edition of Kant's writings, the translators make literal accuracy a primary desideratum, and leave the work of interpretation, to the greatest extent possible, to the reader. The title itself reflects this policy. The consistent rendering of Urteilskraft as "power of judgment," rather than the familiar "judgment," makes it unambiguous when Kant is talking about judgments and when he is talking about the capacity to make them. It is to be hoped that this will discourage the misconstrual of Kant's distinction between (using Guyer and Matthews's terms) the [End Page 594] "reflecting" and the "determining" powers of judgment as a distinction between two varieties of judgments.The translators' practice of preserving the grammatical complexity of Kant's sentences does sometimes make one wish for some help with his pronouns, since English does not preserve the information that gender carries in German. In most cases, though, one gains more than one loses in comprehension of Kant's reasoning by having his sentences rendered whole rather than in pieces.There are occasions when what is presumably intended as literal accuracy seems more like a needlessly unbending attitude toward idiom. To take one example, at §19, Kant is translated as saying: "whoever declares something to be beautiful wishes [will] that everyone should [solle] approve the object in question and similarly declare it to be beautiful" (121). Of course, wollen is ordinarily to be translated as "want" or "will," and perhaps sometimes as "wish"; but it also can mean "claim" or "hold" in certain contexts, and this seems to me to be one of them, as all previous translators have taken it to be. (One can wish that others would do something, but one cannot intelligibly be said to wish that they should do something.)Of course, no translation can please everyone. Those who were attached to the jingle of "purposiveness without a purpose" may be disappointed to find Zweckmäßigkeit ohne Zweck rendered here as "purposiveness without an end." But, given that there is no good alternative to "purposiveness" to render Zweckmäßigkeit, and that Zweck figures so prominently in Kant's ethical thought, where it is always, and rightly, rendered as "end," the need for consistency and accuracy surely justifies the sacrifice of consonance. Zweck der Natur and Naturzweck are distinguished as "end of nature" and "natural end," respectively (apart from a lapse over pages 34-35); Endzweck and letztes Zweck as "final end" and "ultimate end"; streiten and disputieren (in the "Resolution of the Antinomy of Taste," §57) as "argue" and "dispute." In this last pair it seems to me that Bernard's and Pluhar's "quarrel" would have been a better choice for the first term. The distinction between Streiten and Disputieren, as between "quarreling" and "disputing," is certainly delicate, but not groundless; a distinction between "arguing" and "disputing" seems completely artificial. However, in this as in all such difficult cases, the translators helpfully supply the German terms in... (shrink)

This study examines some of the moral and theological convictions that created tensions for early Christians who affirmed that the government's sword is ordained by God for a fallen world but also that Christians should not exercise it at least in warfare. Three important moral pressures toward Christian participation in war were the recognition of prevention or removal of harm as a requirement of neighbor-love, the related sense of responsibility, fault, and guilt for omissions, and the generalization test proposed by (...) Celsus, who asked Christians to consider what would happen if everyone did what they were doing, i.e., refrained from military service. Along with many other factors, these ideas contributed to the legitimation of Christian participation in war. But this legitimation itself created additional tensions, particularly because of the requirements to "turn the other cheek," to "go the second mile," etc. In order to lessen these tensions, the Church and its theologians developed several interrelated distinctions that could reduce the scope or strength of the radical demands: higher/lower; for oneself/ for others; inner/outer; and private/public. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Fool’s Truth: Diderot, Goethe, and HegelJames SchmidtI. Of the many works that crossed from France into Germany during the “long” eighteenth century, none took as circuitous a route as Rameau’s Nephew. Begun by Diderot in 1761 but never published during his lifetime, the dialogue was among the works sent to Catherine the Great after his death in 1784. A copy of the manuscript was brought to Jena late (...) in 1804, where it was read by Schiller and passed on to Goethe, who immediately set about translating it into German. Goethe’s translation was published in the Spring of 1805 but, as Goethe later complained, made little impact on the German reading public. 1 There was, however, one notable exception: Georg Wilhelm Friedrich Hegel.Hegel’s interpretation of Diderot’s dialogue in his 1807 Phenomenology of Spirit has long been an topic of considerable interest. Marxists—and, for that matter, Marx himself—have regarded the Phenomenology’s discussion of Diderot as illustrative of Hegel’s interest in the social and economic foundations of modern society. 2 For Lionel Trilling, it marked an important step in the genesis of the modern ideal of “authenticity.” 3 More recently, the tensions between Diderot’s “dialogizing” of the Enlightenment and the [End Page 625] Hegelian dialectic have been explored by a number of commentators. 4 Less attention, however, has been paid to the fact that the words Hegel appropriated were not, strictly speaking, Diderot’s, but rather came from Goethe’s translation. 5 Before Rameau’s Nephew could appear in the pages of Hegel’s Phenomenology, it first passed into German in a translation that, no less than Hegel, inserted the text into a rather different context from the one in which it had originated.A consideration of Hegel’s appropriation of Rameau’s Nephew thus involves us in questions about the transporting, translating, and transposing of works across borders, languages, and genres. I will begin by examining briefly how Goethe went about presenting an eighteenth century French text to a nineteenth-century German audience. I will then explore, at greater length, how Hegel went about situating this most peculiar of dialogues into his most baffling of books. Finally, I will reflect on some of the tensions between what Diderot wrote and what Hegel attempted to do with it.II. “Now, think of a city like Paris,” Goethe told Eckermann, bemoaning the “isolated, miserable sort of life” to which German intellectuals had been condemned. In Paris one could find “all of the leading minds of a great kingdom all together at the same spot, mutually instructing and advancing one another through daily contact, conflict, and rivalry.” The leading German intellectuals, in contrast, were scattered about: “There is one in Vienna, another in Berlin, another in Königsberg, another in Bonn or Düsseldorf, all fifty to a hundred miles away from each other, so that personal contact and personal exchange of ideas count as rare events.” In Paris “the best from the realms of nature and art from throughout the world lies open for daily inspection,” while “every passage over a bridge or a square recalls a mighty past” and “every street corner has evolved into a piece of history.” It was a city where “men such as Molière, Voltaire, Diderot, and the like have kept up a current of intellect such as has not been found in a single spot anywhere else in the entire world.” 6 Weimar, quite clearly, was not Paris.Rameau’s Nephew was so thoroughly a creature of Paris that the mere thought of rendering it into German might have dismayed a weaker soul than Goethe. Moi and Lui begin a conversation at the Café de la Régence that will [End Page 626] lead them from discussions of the contest between French and Italian styles in music to a consideration of the prospects for human autonomy. In between they will pass over such matters as the social utility of geniuses, the tension between aesthetics and morality, the proper upbringing of children, and the structure of social dependency, pausing from time to time as Lui loses himself in increasingly wilder pantomimes. Along the way... (shrink)

The infant mortality rate in Liberia is 50 times higher than it is in Sweden, whilst a child born in Japan has a life expectancy at birth of more than double that of one born in Zambia. 1 And within countries, we see differences which are nearly as great. For example, if you were in the USA and travelled the short journey from the poorer parts of Washington to Montgomery County Maryland, you would find that ‘for each mile travelled life (...) expectancy rises about a year and a half. There is a twenty-year gap between poor blacks at one end of the journey and rich whites at the other’. (Marmot, 2004, p.2). There are two types of questions which it is important to ask about inequalities in health such as these. The first are social scientific questions about the extent of inequalities in health and the factors which are causally responsible for these inequalities. Examples of social scientific questions to ask might be: how do infant mortality rates in the UK differ according to social class? What is the difference in life expectancy between Japanese who emigrate to the US and those who remain in Japan? Why do civil servants in higher ranked jobs tend to live longer than civil servants in lower ranked jobs? The second type are normative questions about the reasons we have to care about inequalities in health. Important normative questions to answer are: which inequalities in health should we care about (all inequalities or merely some of them)? When is an inequality in health unjust? How should we weigh our concern for equality in health against other factors such as maximising the.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Was Jesus a Buddhist?James M. HansonWas Jesus a Buddhist? Certainly he was many things—Jew, prophet, healer, moralist, revolutionary, by his own admission the Messiah, and for most Christians the Son of God and redeemer of their sins. And there is convincing evidence that he was also a Buddhist. The evidence follows two independent lines—the first is historical, and the second is textual. Historical evidence indicates that Jesus was (...) well acquainted with Buddhism. If Jesus did not go to India, then at least India went to Judea and Jesus. The real historical question is not if he studied Buddhism, but where and how much he studied Buddhism, especially during his so-called "lost years."Historical accounts aside, many textual analyses indicate striking similarities between what was said by Jesus and by Buddha and between the prophetic legend of Jesus and ancient Buddhist texts. The conclusion is that, although not identifying himself as a Buddhist for good reasons, Jesus spoke like a Buddhist. The similarities are so striking that, even if no historical evidence existed, we can suspect that Jesus studied Buddhist teachings and that the prophecy and legend of Jesus was derived from Buddhist stories.Historical Evidence of Buddhism in JudeaHistorical evidence indicates that Jesus knew about Buddhism, simply because both he and it were in Judea during the same time. Other evidence, while perhaps apocryphal, indicates that he spent most of his so-called lost years outside Judea, possibly in Kashmir to study Buddhism exclusively.I owe thanks to the barbed but benign comments of my friend, Dale Bengtson.Regarding Buddhism in Judea, Jesus did not live in a pastoral, ethnically isolated place and time. On the contrary, non-Jewish political and cultural influences permeated Judea, which was an important shipping center for trade between India and the West and the military gateway to invade Egypt via land. Both land and sea trade routes had run through Jerusalem for centuries. Overland routes extending to Persia and western India were especially active after Alexander's invasion of western India 360 years earlier; most of the routes, whether connecting to wealthy cities in Egypt or in Greece and Rome, came through Jerusalem, where goods for Greece and Rome were shipped via the Mediterranean Sea. Sea routes from Bombay and the mouth of [End Page 75] the Indus River went through the Persian and Red Gulfs, the distance between the mouths of the Indus and Tigris and Euphrates rivers being only about three hundred miles; much of the trade came up the Gulf of Aquaba and overland up to Jerusalem (actually nearby Jappa) as the shipping point to the Mediterranean.During Jesus' time, Judea was a Roman dominion and most of the trade was Roman. Being the wealthiest empire of the time, Rome sent tons of gold-minted sesterces eastward for goods from India and other places. Most of this trade came over the Mediterranean and through Judea, making Jerusalem a cosmopolitan shipping center. Because of trade alone, Zoroastrianism and Buddhism were well known to the people in Judea. News from other lands was naturally of great interest. Most traders provided detailed accounts of the events of cities and states along their routes, often in the form of eloquent verse. Easterners in Judea were as anxious to hear news as were Jews in Persia or western India.In addition to trade, Zoroastrians and Buddhists settled in northern Arabia, including Judea, which was only two hundred miles from Mesopotamia. The story of Jesus' birth attracting the three Magi priests, if true, demonstrated close ties with Zoroastrians. Settlements occurred especially during Alexander's invasion of the East after 330 BCE. This included Jews who welcomed Alexander's overthrow of Egyptian rule and who joined Alexander's army. Many settled along the invasion route through Persia and what is now Afghanistan and Kashmir/Punjab, a practice encouraged by Alexander to maintain his empire. About 360 years later, Jesus dispatched Thomas, perhaps his closest and most loyal apostle, to practice Christianity in India. The descendants of these Jews continue today to reside in Kashmir or Punjab.Were Buddhists really in Judea, as Jews were in India? In Jesus' time Buddhism was already... (shrink)

La Oroya, Peru, and Herculaneum, Missouri, USA, are two cities 4,000 miles apart but beset with common health and environmental risk: high levels of lead contamination. A key participant in this unfolding tale of environmental disaster has been The Renco Group, a privately held investment holding company based in New York. This case study sheds light on The Renco Group’s Corporate Social Responsibility (CSR) in a developing country (Peru) as distinct from CSR in a developed country (USA) by presenting the (...) distinctive set of formal and informal forces that shape the ethical outcome. The question – one which animates much of this case – is what mechanisms exist that work either collectively or individually to encourage or even require a privately-owned firm to act in a socially responsible manner or, more modestly, to cease activities that are deemed to harm society or the general welfare in a multi-country context? (shrink)

This long-standing series provides the guild of religion scholars a venue for publishing aimed primarily at colleagues. It includes scholarly monographs, revised dissertations, Festschriften, conference papers, and translations of ancient and medieval documents. Works cover the sub-disciplines of biblical studies, history of Christianity, history of religion, theology, and ethics. Festschriften for Karl Barth, Donald W. Dayton, James Luther Mays, Margaret R. Miles, and Walter Wink are among the seventy-five volumes that have been published. Contributors include: C. K. Barrett, Francois (...) Bovon, Paul S. Chung, Marie-Helene Davies, Frederick Herzog, Ben F. Meyer, Pamela Ann Moeller, Rudolf Pesch, D. Z. Phillips, Rudolf Schnackenburgm Eduard Schweizer, John Vissers. (shrink)

Rather than representing a break with his earlier philosophical undertakings, The Birth of Tragedy can be seen as continuous with them and Nietzsche's later works. James Porter argues that Nietzsche's argumentative and writerly strategies resemble his earlier writings on philology in his 'staging' of meaning rather than in his advocacy of various positions. The derivation of the Dionysian from the Apollinian, and the interest in the atomistic challenges to Platonism, are anticipated in earlier works. Also the theory of the (...) all-too-human subject is a thread that runs throughout Nietzsche's oeuvre, critically undoing what his philosophy appears to erect, confirming that Nietzsche is a most unreliable witness to his own meaning. As well as studying the relation of The Birth of Tragedy to later writings, the author examines it on its own terms as a self-standing and complete piece of imagining, with close regard to the self-presentation of the work itself. (shrink)

The book demonstrates that speaking, feeling, reflecting, and identifying are interrelated processes and shows how desire or shame are attached to language.

This book offers a systematic examination of the place of religion within Kant's major writings. Kant is often thought to be highly reductionistic with regard to religion - as though religion simply provides the unsophisticated with colourful representations of moral lessons that reason alone could grasp. James DiCenso's rich and innovative discussion shows how Kant's theory of religion in fact emerges directly from his epistemology, ethics and political theory, and how it serves his larger political and ethical projects of (...) restructuring institutions and modifying political attitudes towards greater autonomy. It also illustrates the continuing relevance of Kant's ideas for addressing issues of religion and politics that remain pressing in the contemporary world, such as just laws, transparency in the public sphere and other ethical and political concerns. The book will be valuable for a wide range of readers who are interested in Kant's thought. (shrink)

In an inspirational act of faith and hope, nearly one hundred contributors--social activists, thinkers, artists and spiritual leaders--reflect with poignant candor on our shared human condition and attempt to define a core set of human values in our rapidly changing socity. Contributors include: * The Dalai Lama * Wilma Mankiller * Oscar Arias * Jimmy Carter * Cornel West * Jack Miles * Mother Teresa * Nancy Willard * Elie Wiesel * James Earl Jones * Joan Chittister * Mary (...) Evelyn Tucker * Vaclav Havel * Archbishop Desmund Tutu What Does It Mean To Be Human? is a vital meditation on the endless possibilities of our humanity. (shrink)

2013 Word Guild Award (Academic) How does worship work? How exactly does liturgical formation shape us? What are the dynamics of such transformation? In the second of James K. A. Smith's three-volume theology of culture, the author expands and deepens the analysis of cultural liturgies and Christian worship he developed in his well-received Desiring the Kingdom. He helps us understand and appreciate the bodily basis of habit formation and how liturgical formation--both "secular" and Christian--affects our fundamental orientation to the (...) world. Worship "works" by leveraging our bodies to transform our imagination, and it does this through stories we understand on a register that is closer to body than mind. This has critical implications for how we think about Christian formation. Professors and students will welcome this work as will pastors, worship leaders, and Christian educators. The book includes analyses of popular films, novels, and other cultural phenomena, such as The King's Speech, Rise of the Planet of the Apes, David Foster Wallace's Infinite Jest, and Facebook. (shrink)

I am an emeritus professor of theoretical psychology at the University of Portsmouth. I was introduced to Gestalt Psychology as a student back in the 1960s. My professor, Tim Miles, knew Michotte and had translated his book on Causality. Tim once showed us Michotte’s remarkable displays of perceived causality and animal movement based on the simplest of equipment. I liked the way that demonstrations can themselves play an important scientific role in the study of perception. My start with the Gestalt (...) Psychologists led me to the work of James Gibson who although influenced by the Gestaltists was grudging to admit it. In fact, I have spent a large part of my long career commenting on, and sometimes criticising, his radical challenge to mainstream psychology. Thanks mainly to my students, I have been involved in research across a wide range of topics. These include developmental psychology, autism, children’s drawings, “false memories”, speech perception, community care for schizophrenics, old-age care. What, for me, holds this research together is the “ecological approach” we have taken to these issues. (shrink)

L'idéalisme de Th. Hill Green.--Le pragmatisme, d'après W. James et M. Schiller.--La signification du pragmatisme.--Le problème religieux dans la pensée contemporaine.--Notes sur la pensée catholique au temps du modernisme.--Émile Boutroux.--Le rire, d'après M. Bergson.--L'idée du progrès universel.--La philosophie d'Octave Hamelin.--M. Émile Meyerson et l'xplication dans les sciences.--En marge de M. Brunschvicg.--Le rationalisme et l'idée de Dieu.

James Vigus's study traces Coleridge's discovery of a Plato marginalised in the universities, and examines his use of German sources on the 'divine philosopher' ...

This book examines the distinctive and significant contribution of the great French philosopher, Paul Ricoeur to contemporary debates in ethics and philosophy of religion. James Carter argues that Ricoeur's later writings in particular offer a vision of ethical life that can be understood as a moral religion.

In lieu of an abstract, here is a brief excerpt of the content:Rembrandt’s Art: A Paradigm for Critical Thinking and AestheticsMark S. Conn (bio)IntroductionThe purpose of art is to lay bare the questions, which have been hidden by the answers.—James BaldwinPhilosophers have asked, How do we know the world? Over centuries, many visual artists have responded to this question by provoking us to see the world differently—through their own eyes. Rembrandt, by no small measure, is one of those artists. (...) While many people have attempted to understand and interpret the art of this quintessential master, few have used his art as a tool to teach critical thinking. The challenge, then, is to set forth a paradigm, using Rembrandt’s art as the vehicle, to teach critical thinking skills. These skills can be applied across the curriculum without losing an appreciation for the aesthetic characteristics of his art.Several sections in this article begin with a foundational discussion of the connection between art and the general curriculum, including how the effectiveness of that curriculum may then be measured. Continuing with a working definition of critical thinking, I demonstrate how Rembrandt’s work relates particularly well to the social studies curriculum. Definitions of critical thinking skills are discussed just prior to introducing the paradigm. A discussion of the paradigm’s relationship to aesthetics and necessary concepts is followed by the conclusion, which contains the graphic illustration of the paradigm. [End Page 68]Foundational DiscussionIn order to create a paradigm that encompasses Rembrandt’s art, critical thinking, and aesthetics, it is important to understand the connection that art has to the curriculum. By examining the way in which this relationship has evolved and is measured, we discover its foundation. It also produces a rationale for the paradigm.For decades the educational community has debated the validity of including arts in the curriculum. There are those who believe that in order to justify inclusion in the curriculum, there needs to be evidence that art has a quantifiable impact upon learning. Others believe that there is a need to teach art for art’s sake.1 Elliot Eisner stated, “More often than we would like, arts educators receive requests to justify their professional existence or existence of the arts in our schools on the basis of their contribution to non-art outcomes.”2 According to Eisner’s research, there have been no studies that show a statistically significant relationship between the arts and academic success.3 Additionally, in their final report evaluators from Transforming Education Through the Arts Challenge (TETAC) concluded that “Analysis of site-specific data found no significant relationship between program implementation and performance on reading and math tests.”4 There are many sources that can be cited that report the same findings. In assessing these kinds of findings we find the conclusions to be approximately the same.If we look at the U.S. Department of Education’s National Assessment of Educational Progress, which each year releases “The Nation’s Report Card,” we find a tremendous amount of data.5 However, most of what we find is data that is analyzed scientifically, with a long but incomplete list of incomplete variables. Therefore, it is difficult to come to any consensus about which programs, in which states, are successful and why. All we actually see is who is supposedly doing better in various curriculum areas based upon standardized tests that vary from state to state. Consider an example of current thinking regarding curriculum and testing from an article by Diane Ravitch, former assistant U.S. secretary of education, and Deborah Meir, senior scholar at New York University’s Steinhardt School of Education:Both of us acknowledged that our choices involve risks. A national curriculum might be unwieldy and superficial (“a mile wide and an inch deep—ironically the charge directed at our current incoherent and fragmented curriculum”) as well as politically compromised, while a local one might reflect the low expectations of the local community as local foolishness and local biases (some schools, for example, might teach intelligent design). We agreed that the measurement of “results”—what constitutes intellectual achievement—has been badly distorted by current local and state tests, which undermine high-quality tasks and make... (shrink)

This paper concentrates on the issue of what happens to the confidence one has in the justification of one's belief when one discovers an epistemic peer with conflicting higher and/or lower order evidences. Certain symmetries surface during epistemic peer disagreement, which tend to make one less confident. The same happens in religious disagreements. Mostly externalist perspectives are considered. The epistemology of ordinary disagreements and that of religious ones behave similarly, such that principles used in the former can be seen to (...) apply also in the latter. (shrink)

In describing his seven and a half years as a prisoner of war in North Vietnam, the late Vice Admiral James B. Stockdale has said: "In that atmosphere of death and hopelessness, stripped of the niceties, the amenities of civilization, my ideas on life and leadership crystallized." Despite torture, intimidation, and isolation, Stockdale fulfilled his duties as senior officer among the prisoners with intelligence and courage, defining rules of conduct and maintaining morale. He often described the intense pressures of (...) that situation as a "melting" experience, in which preconceived feelings, fears, and bias melt as one comes to realize that, under the gun, you must grow or fail—or, in some cases, grow or die. This collection of his essays and speeches from the 1980s and 1990s reinforces how that experience formed a lifelong basis for his philosophical thought on issues of character, leadership, integrity, personal and public virtue, and ethics. The selections in this volume all reflect, in one way or another, a central theme: how man can rise with dignity to prevail in the face of adversity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviews 85 RUSSELL’S CONTRIBUTION TO PHILOSOPHY OF LANGUAGE James Connelly Philosophy, Trent U. Peterborough, on k9l 1z6, Canada [email protected] Graham Stevens. The Theory of Descriptions: Russell and the Philosophy of Language. Basingstoke, uk: Palgrave Macmillan, 2011. Pp. xiii, 197. isbn: 978-0230 -20116-3. £50; us$85. ver the past decade, Graham Stevens has built his reputation as a lucid, durable, and oftentimes ground-breaking historian of analytic philosophy. His latest book, (...) entitled TheTheory of Descriptions: Russell and the Philosophy of Language, will only add to that burgeoning scholarly legacy. If it has not been established already, this book will doubtless cement Stevens’ place amongst the leading Russell scholars in the world today. It may very well herald Stevens ’ arrival on the scene as a noteworthy contributor to contemporary philosophy of language as well. The central goal of the book is “to bring the historical and purely philosophical analyses of [Russell’s] work into closer alignment” (p. 3). Stevens hopes to overcome a “striking disparity” (p. 2) in the ways that Russell’s contributions to the philosophy of language have been conceived by expositors of his philosophy, on the one hand, versus philosophers of language, on the other. In particular, though contemporary philosophers of language would tend to view Russell’s enormous contribution to that subject as being “undeniable” (p. 1), and to be “bewildered” (p. 94) by any suggestion to the contrary, expositors of Russell’s philosophy have nevertheless been at pains to emphasize that Russell “was not engaged in the philosophical study of language” (p. 2). As Stevens notes, this situation is especially puzzling since “these two groups [of scholars] overlap to a considerable extent” (p. 2). Stevens’ strategy for overcoming this disparity is two-pronged. First he aims to tackle, head on, the fallacious arguments of Monk,1 Dummett,2 and others, to the effect that Russell was not engaged in the philosophy of language. According to Stevens, such arguments have principally appealed to either (1) ______ 1 Ray Monk, “What Is Analytical Philosophy?”. 2 Michael Dummett, Frege: Philosophy of Language. l= 86 Reviews Russell’s dismissal of ordinary language philosophy, (2) his early, non-linguistic, conception of the nature of propositions, or (3) his view that natural language was inherently defective for philosophical purposes, and so called for replacement by a “logically perfect language”. In regards to (1), Stevens argues in a word that “[o]rdinary language philosophy has had its day” (p. 176). Over the past several decades, in other words, leading philosophers of language have come to agree with Russell in viewing ordinary language philosophy as “an outdated, and rather eccentric, relic of mid-twentieth century British philosophy” (ibid.).The classic Russell– Strawson debate over the question whether ordinary language lacks an exact logic3 has been settled decisively in Russell’s favour, as philosophers of language have transformed “the attempt to systematically specify the semantics of large regions of natural language” (ibid.) into a “central project” (ibid.). In regards to (2), moreover, Stevens notes that by this line of reasoning, absurdly, David Kaplan would not qualify as a philosopher of language since he “explicitly invokes the Russellian non-linguistic conception of a proposition as the conception appropriate for providing the content of properly context-situated indexical sentences” (p. 170). And, of course, Kaplan is not at all unique amongst contemporary philosophers of language in appealing to a Russellian conception of propositional content, as the examples of Nathan Salmon,4 Scott Soames,5 and many others show. In regards to (3), finally, Stevens argues that Russell’s dim view of natural language was grounded in his conception of logical form as non-linguistic, and that that conception, in turn, derives simply from the poverty of syntactic theory available to Russell, prior to the Chomskyian revolution in linguistics during the second half of the twentieth century. In light of the conceptual and analytic resources made available by this revolution, however, there exists “no insurmountable obstacle to assimilating Russell ’s notion of logical form to something akin to the modern notion of lf” (p. 172), where lf is conceived as one of four levels of syntactic representation within Chomsky’s Government and Binding Theory... (shrink)

Despite Plato's various warnings not to do so, his dialogues have been studied as systematic philosophy since antiquity. In this innovative and controversial reassessment, James Arieti argues that they should be read primarily as works of drama rather than philosophical discourse. Analyses of 18 of the 28 dialogues allow the reader to see them as integrated dramas, with all the ambiguities and uncertainties that literary works contain. As in plays generally, the arguments of particular characters cannot be seen as (...) the opinions of the author, whose views emerge only from examining each work as a whole. This literary reading shows how much of the debate about Plato's meaning has been misplaced. Instead of demonstrating that an argument is fallacious or valid, we need to ask why Plato has the particular character make the argument. Interpreting Plato achieves what no other work on Plato has attempted: to see the philosophical arguments as serving a dramatic purpose. (shrink)

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

James Mark Baldwin left a legacy that has yet to be fully examined, one with profound implications for science and the humanities. In some sense it paralleled that of his friend Charles Sanders Peirce, whose semiotics became understood only a century later. Baldwin was trying to make sense of complex biological and social processes that only now have come into the limelight as biological sciences have re-emerged in psychology. Baldwin's focus on development, based on the observation of his own (...) children and extrapolated to his general theoretical scheme, is fully in line with where contemporary biological sciences are heading. This is exemplified by the bounded flexibility of the work of the genetic system. The general principle of persistent exploration of the environment with the result of creating novelty, which was the core of Baldwin's theoretical system, has since the 1960s become the guiding idea in genetics. Contemporary developmental science is rooted in Baldwin's thinking. In his new introduction, Jaan Valsiner shows that Baldwin's Genetic Theory of Reality demonstrates how human beings are in their nature social beings, establishes an alternative conceptualization of evolutionary theory, and formulates a system of developmental logic, all of which serve as the foundation for developmental psychology as a whole. This is a work of social science rediscovery long overdue. (shrink)

Kripke is famous for holding that when the identity sign is flanked by proper names or natural kind terms, then the result is necessary if true. His conclusion is supported by the idea that proper names and natural kinds terms are rigid designators. To explore the cogency of Kripke’s position, this paper takes on two interlocking projects in the formulation of the semantics for quantified modal logic (QML). Project 1. Define ‘rigidity’ in a way that is faithful to Kripke’s intentions, (...) and for which evidence for the rigidity of proper names and natural kind terms is forthcoming. Project 2. Given a candidate definition of rigidity produced in Project 1, find a well-motivated semantics for QML that validates the claim that ‘t is identical to s’ is necessary if true when terms t and s are rigid in that sense. It is surprisingly difficult to succeed at both projects. Three different definitions for ‘rigidity’ are explored here along with a variety of corresponding QMLs. The few QMLs that survive Project 2 are very different from ones Kripke developed in his seminal paper “Semantic Considerations in Modal Logic”. Furthermore, there are serious costs whichever solution we attempt. (shrink)

James Adam was a Scottish classics scholar who taught at Emmanuel College, Cambridge. A strong defender of the importance of Greek philosophy in a well-rounded education, Adam published a number of Plato's works including Protagoras and Crito. This two-volume critical edition of the Republic was another major contribution to the field. Though his preface claims 'an editor cannot pretend to have exhausted its significance by means of a commentary,' Adam's depth of knowledge and erudite analysis of the Greek text (...) ensured that his edition remained the standard reference for decades to follow, and it remains a thought-provoking evaluation of one of the great works of Western thought. Volume 1 is devoted to Books 1–5, which discuss justice and the ideal society. (shrink)