This chapter contains section titled: Pascal: The Life Afterlife of Pascal: His Influence.

Polygenic scores cannot elucidate the mechanisms that produce behavioral phenotypes (including “intelligence”). Therefore, they are unlikely to yield helpful interventions. Moreover, they are poor predictors of individuals' developmental outcomes. Burt's critique is well-supported by the details of molecular biology. Specifically, experiences affect epigenetic factors that influence phenotypes via how the genome functions, a fact that lends support to Burt's conclusions.

Deleuze's text on dramatization has a peculiar place in his philosophy. In this text, he attributes, for the first time in his own name, a singular function to philosophy. I aim to show that all the notions developed in ‘The Method of Dramatization’ – such as the transformation of the status of Ideas, the first development of a theory of individuation, the decentring of subjectivity, the critique of representation – are part of one general function: to grant events the importance (...) they call for. If a method is required for such an endeavour, it is because thought must become the site of the maximal intensification of what – beyond a psychological or an anthropological point of view – is of importance. (shrink)

In the article of Oleh Shepetyak «Dramatic Theology of K. Barth, H.U. von Balthasar and R. Schwager» the analysis of one of the theological concepts of XX - the beginning of XXI century was performed which was developed by Karl Barth, Gustav Aulén, Gans Urs von Balthasar and got the name «dramatic theology». This way of theological reflection appeared as antithesis to liberal theology developed in the dialogue with the Enlightment philosophy. The contribution of main creators of (...) class='Hi'>dramatic theology into the development of this study, its role and meaning in Theological discussions of the Catholic Church after the Second Vatican Council are highlighted in the investigation. (shrink)

Theoretical conceptions of realness can indicate what is fundamental or invariant in our experience of the world but are bound to miss a main point of realism due to the practical detachment of theoretical world modeling. The central sense in recognizing beings we encounter as real is accepting that we are or might be sharing existence with them, partnering with them in some significant way in the development of the world. This stance of engagement belongs to our modeling of how (...) to live. The intentional sharing of existence makes for a dramatic situation, the sharers being viewed as interesting agents or quasi-agents who bear watching because the results of their combining actions might be important (possibly in a fictional world). Dramatizing life realistically is a basic expression of intentional vitality and is presupposed in highly serious forms of moral and aesthetic engagement (such as reverence and enchantment). (shrink)

One of major branches of philosophical research is the self, which, in particular, tries to find out how a subject creates her identity. In this work, I will just focus on two kinds of identity approaches: the narrative self-concept and the dramatic self-concept. I will argue that, although the Narrative identity approach especially helpful for the subject being able to give continuity to her actions, the Dramatic identity is which achieves to give meaning to the subject’s actions as (...) soon as they are happened, and also to herself. Hence, although both approaches might be useful for the self-concept of a subject because maintain a bidirectional relationship, it is the Dramatic identity theory which manages to resolve certain problems facing Narrative identity theory. To explain this, I will claim that agent is dramatized herself by acting in different situations. Following Erving Goffman and J. David Velleman, what it is posed in this essay is that the subject develops a Dramatic identity, in a similar way to the performer who represents her character, when she enacts herself in concrete contexts. That is, the agent dramatizes herself in a situation in a manner similar as an actor represents a character on stage. Consequently, my main goal is to answer to how an agent makes her identity by acting in social contexts. (shrink)

The aim of this article is to give an account of a methodological link between drama and political theory. This account is drawn primarily from the early philosophical work of Deleuze. Following Deleuze, we will refer to it as ‘the method of dramatization’. We will argue that dramatization is a method aimed at determining the quality of political concepts by ‘bringing them to life’, in the way that dramatic performances bring to life the characters and themes of a play-script. (...) We demonstrate that this can be specified in relation to the development of this method in Deleuze's early philosophical work as a practical, critical and artistic method and, in relation to the ontological assumptions he articulated and defended in Difference and Repetition, as a process of intensification of the Idea of the political. By way of example, we discuss how the dramatization of the concept of ideology functions in Deleuze and Guattari's Anti-Oedipus and A Thousand Plateaus. We conclude with some lines of inquiry that could be pursued by political theorists looking to investigate further the dramatic nature of method in political theory. (shrink)

Joint action, critical to human social interaction and communication, has garnered increasing scholarly attention in many areas of inquiry, yet its development remains little explored. This paper reviews research on the growth of joint action over the first 2 years of life to show how children become progressively more able to engage deliberately, autonomously, and flexibly in joint action with adults and peers. It is suggested that a key mechanism underlying the dramatic changes in joint action over the second (...) year of life is the ability to reflect consciously on oneself and one’s behavior and volition and correspondingly, on the behavior, goals, and intentions of others. (shrink)

Although Julian Marias has inherited the mantle of the great Spanish philosopher Ortega y Gasset, he has developed a theory of philosophy exclusively his own that emerges clearly in this collection of fourteen essays. Marias's unique view of the philosophical enterprise as a dramatic one is applied to considerations of literary genre, theism and atheism, the dramatic structure of philosophy, life and death, the human body, and the concept of power and reality. This is the first work of (...) Marias's to appear in English since his History of Philosophy. The translation is as lucid as Marias's thought and is significant and welcome addition to the available works of this important and original philosopher. (shrink)

This paper develops a pragmatist approach to ethical business decision-making. It draws primarily on the work of John Dewey and applies his deliberative approach to ethics to the challenges of business practitioners. In particular the paper proposes the value of Dewey’s concept of dramatic rehearsal in emphasizing the task of “constructing the good” in ethical decision-making. The contribution of the paper is, first, to build on recent foundational work to bring American pragmatism into the mainstream business ethics literature; second, (...) to offer a perspective that is accessible to practitioners and integrates ethics into their daily tasks; and third, to identify a number of related research imperatives – in particular the importance of focusing efforts on gaining a deeper understanding of the deliberative process itself. (shrink)

This research investigated how dramatization simulation affected nursing students' ethical attitudes. Most nurses and nursing students encounter ethical issues in their healthcare practices. Students who receive an education in ethics are better equipped to solve ethical problems, develop ethical sensitivity, and adopt an ethical attitude. Dramatization simulation, which has recently been applied in nursing education, is said to be an effective teaching method. A mixed-method approach was employed in the research. The sample consisted of 60 students enrolled in the final (...) year of the Nursing Department of the Faculty of Health Sciences at a State university. Students were randomly assigned to experimental and control groups. In the experimental group, the dramatization simulation method was used to evaluate the effectiveness of the training method. The data were collected using the Descriptive Characteristics Form, Ethical Principles Attitude Scale, and Semi-Structured Focus Group Interview Form. SPSS 22 software was used to analyze the quantitative data, and Colaizzi's phenomenological analysis and MAXQDA 2020 software were used to analyze the qualitative data. The post-test total score of the group ethical attitude scale for the students in the experimental group showed a statistically significant improvement (_p_. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Dramatization of Absolute Idealism:Gabriel Marcel and F. H. BradleyJoseph GamacheI. IntroductionThis paper consists of an observation, a suggestion, and an illustration. First, the observation: in the English-language literature on the philosophy of Gabriel Marcel, there is, so far as I have discovered, a lack of attention paid to the relationship between Marcel and the British philosopher F. H. Bradley (1846–1924).1 Why might be this be? I speculate (this (...) is not the suggestion previously advertised) that the following are possible reasons for this omission. First, Bradley's influence is neglected in favor of what some might regard as the more obvious influence of Josiah Royce (1855–1916). After all, Marcel wrote a series of articles on Royce early in his career that were subsequently published as a monograph and eventually translated into English as Royce's Metaphysics. Second, there is the confluence of narratives concerning Marcel's philosophical development and the dethronement of Bradley and of idealism by figures such as Russell and Moore. According to the former narrative, Marcel's idealist phase ends with the first part of the Metaphysical Journal (about 1915).2 Since Bradley is less widely read these days and is treated simply as one more (even if the chief) representative of British idealism, it is easy to infer that, when he shed his idealism, Marcel also shed any connection with Bradley.But all that I have achieved thus far is the articulation of two reasons why people interested in Marcel have not also been interested in Bradley. Are there any reasons to believe that Marcel was influenced by Bradley in a positive way? Here, we can do no better than to gather some selected texts. In his preface to the English translation of the Metaphysical Journal, Marcel writes: [End Page 17]Meditations on the implications of the word "with" and on metaphysical fruitfulness must in my opinion be counted among the most valuable contributions of the Metaphysical Journal. Later, in the collected writings published under the title Du Refus à l'invocation [translated into English as Creative Fidelity], I was to submit to similar analyses the relations, or rather the super-relations, implies by the French word "chez." Here, unless I am mistaken, I made use of the word super-relation for the first time. The vigorous criticism made by F. H. Bradley (in Appearance and Reality) of the current notion of relation—considered as a pure makeshift—is there extended, and I think I will be never be able to recognize too explicitly what I owe to that great thinker.(Marcel, Metaphysical Journal xii)In the foreword to his pre-Metaphysical Journal works published as Philosophical Fragments 1909–1914, Marcel writes of his early (idealist) phase:I find it hard to understand today how, during the years immediately following the reception of my aggregation degree, and even after having had the privilege of hearing Henri Bergson at the College de France, I could still feel the need to undertake a groping inquiry in such a rarefied atmosphere and with the help of tools borrowed from post-Kantian philosophy. Bradley—I had read Appearance and Reality—should have helped me shake off the strait jacket in which my thought was so tightly bound.(Marcel, Philosophical Fragments 23)In addition to these quotations, I might also add (a) that Marcel had wanted to write a thesis on Bradley, but that the idea had already been claimed by a fellow student (Marcel, Awakenings 74; "Autobiographical Essay" 18), and (b) the existence of a correspondence between Marcel and Bradley in the year 1920, which includes Marcel's sharing with Bradley his articles on Royce.3 Putting this all together, the following picture emerges. Bradley influenced Marcel as a student and in his idealist years, and beyond his idealist years, as the above references suggest.So much for the observation; now for the suggestion. I suggest that Marcel can be read as, in various places throughout his corpus, dramatizing certain Bradleyan themes, thereby drawing out the ontological weight—to use Marcel's phrase—of Bradley's philosophical positions. There is some evidence for this suggestion in Marcel's self-reflection in The Existential... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Aesthetics of Representation:Dramatic Texts and Dramatic EngagementKathleen Gallagher (bio)Staking the TerritoryThere are several ways in which aesthetic discourses might be positioned in the field of drama education. While some might locate "aesthetics" in the cognitive or interpretive realm of learning, and others the affective or philosophical realm, I have chosen to speak of the discourses of aesthetics as they relate to both cognitive and embodied responses (...) to the (extra)ordinary events of a drama classroom. I am already unsatisfied with the recognizable distinctions implied in this binary, but I persist in the hope that the relationship between these learning functions will become clear as I proceed with what I have termed the sociology of aesthetics in drama practice. In drama, we attempt—collectively—to represent our lives through art as we come to know the world and our sensuous responses to it.Fenner's brief history of aesthetic experience and aesthetic analysis will further help stake the territory about which we are speaking in a drama classroom.1 Calling aesthetic experiences the "raw data" that aesthetics is meant to explain, he helpfully distinguishes between Kantian understandings of the conditions of aesthetic judgment and the emergence of those thinkers in the seventeenth and eighteenth centuries who began to focus on the psychology of aesthetic experience. Following these thinkers and further developments in the early part of the twentieth century, the work of John Dewey explored the psychological nature of what he called "an experience" in the field of education more generally.2 This article will also privilege the notion of aesthetic experience but will, more specifically, focus on an exploration of ideas borne out of aesthetic experiences that cultivate sociological questions about representation and the nature of cognitive and embodied engagement in classroom drama. Key to my view of dramatic representation is the notion of a provoked imagination. [End Page 82]In the nineteenth century, Archibald Allison claimed that it was the imagination that was responsible for what we term "aesthetic experiences."3 Earlier philosophers of aesthetics had determined that the mere presence of beauty could create an aesthetic experience, but Allison insisted upon the "exercises of the imagination" in his understanding of aesthetic experiences. Contemporary writers in the field of arts education have also favored this more active conception of aesthetic responses, such as the formidable Madeleine Grumet and Maxine Greene. They and others will be cited here in support of a conception of "aesthetic experiences" in the drama classroom as active, selective, and highly framed experiences.Dramatic Texts and Aesthetic Knowing: Framing the ExperiencesOne can hardly discuss the idea of aesthetic exploration without first engaging with the rather unwieldy idea of "creativity." Radford, citing Margaret Boden, puts forward a very helpful notion of creativity as "conceptual space."4 This "conceptual space" is what I will refer to as "the frame" carefully placed around dramatic learning, usually by a highly skilled teacher. Frequently because of this frame, something entirely forgettable to students is shaped into something worth considering. The "frame," therefore, consists of both careful pedagogical planning and, in many cases, a piece of text that ignites the conceptual space and inspires a deliberate probing. This deliberate probing, or what Radford might call creative thought, invites co-creators to "play at the boundaries of sense."5 Bruner speaks about the "creative act" as bringing about a "shock of recognition,"6 or what Radford equally describes as something speaking to something "within us." This idea is particularly helpful in deconstructing what is often at work in a collaborative piece of improvised drama activity in a classroom of young people.To this end, I would like to offer three brief episodes as examples of textual and improvised drama engagement that speak to Bruner's and Radford's ideas of "recognition," or resonance with "something within us," and to my own understanding of how ideas of representation or mimesis are operating in moments of aesthetic knowing for young people. The other principle at work, seemingly at odds with these ideas, is the notion of distance or alienation from an event, in effect a dis-identification. What I would especially hope to demonstrate in the following brief, empirical... (shrink)

''As a text in developmental psychology the book is excellent, and this lower-priced paperback version will be snapped up by psychology students.'' -European NeurologyOne of the most dramatic areas of development in early human life is that of vision. Whereas vision plays a relatively minor role in the world of the newborn infant, by 6 months it has assumed the position as a dominant sense and forms the basis of later perceptual, cognitive, and social development. From a world leader (...) in the study of visual development in human infants comes a major new work, condensing a lifetime of work in this area - The developing visual brain. Drawing on over 20 years of cutting edge research in the Visual Develoment Units in Cambridge and University College London, the book provides the definitive account of what we know about the developing visual system, and the problems that can occur during development. The book reviews, evaluates, and sets in context the exciting progress being made in this area, and additionally suggests new areas for research. Written to be accessible for advanced undergraduates, graduate students, and researchers in psychology, the neurosciences, optometry, and visual science, The developing visual brain represents an important new addition to the literature on vision. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Arthur A. Krentz DRAMATIC FORM AND PHILOSOPHICAL CONTENT IN PLATO'S DIALOGUES AN intriguing innovation in the history of philosophical discourse is Plato's employment ofdramatic dialogues as his deliberately chosen means ofcommunication. Throughout the history of philosophy scant attention has been focused on this feature of Plato's works. Recently, however, some students of Plato's writings contend that it is crucial for interpreters to give careful attention to the dialogue (...) form in order to reach an essential understanding of the philosophical content. Thus WernerJaeger, commenting in 1934 on the importance of the form of Aristotle's philosophical works, mentions as an aside that, "Even in the case of Plato, the importance of the form for the understanding of his particular thought has often been overlooked for long periods; departmental philosophers and students ofliterature in particular are always prone to consider it as something literary which had no material significance for Plato, in spite of the fact that it is unique in die history of philosophy. By now, however, most persons know mat the study of the development of the form ofhis writing is one of me main keys to a philosophical understanding of him." ' In spite ofJaeger's contention that most contemporary interpreters of Plato are aware of the significance of investigating the dramatic form for an understanding of a dialogue's content, a survey of the literature on Plato shows that interpreters often abandon such a concern in their own approach to his dialogues. For example, many interpreters treat dialogues as treatises, ignoring the dramatic features in order to concentrate on the examination of the logical, epistemológica!, ethical or other philosophical aspects of the argumentation in a single dialogue or group ofdialogues; as a result interpreters tend to separate the content from the form of Plato's works.2 The effect of this approach is one-sided, for, although such interpretations attempt to do justice to the arguments, they ignore the dramatic features of the dialogues and their bearing on an interpretation of die philosophical substance. Currently a growing number of interpreters of Plato in Europe and North America hold that a consideration of the form of Plato's dialogues is important 32 Arthur A. Krentz33 for an understanding oftheir content and philosophical message.3 1 am in agreement with this position and in this article I consider some reasons that may have led Plato to adopt dialogue as his medium of philosophical expression and attempt to show how attention to the dialogue form shapes the interpretation of their content. Unlike his philosophical predecessors who cast their writings in the form of extended poems, aphorisms, or treatises "On Nature," Plato wrote dramas. That the dramatic form ofhis writings is not incidental to his philosophical purposes becomes apparent as one considers how Plato presents philosophy in a fundamentally different way from that of his predecessors and successors who adopted the essay and treatise as the paradigm ofphilosophical communication. In a philosophical work such as a treatise, an author ordinarily attempts to state his own position on issues under discussion as clearly and as forcefully as possible. This, however, is not the primary aim of Plato's works, for certain features of his dramas indicate that he deliberately concealed his own views. Of special note in this regard is the fact that Plato never speaks on his own behalf in the discourses he creates. There is no character named "Plato" unequivocally declaring the author's own position.4 Instead a variety of interlocutors ask questions, investigate philosophical problems, and puzzle over solutions while Plato remains noticeably silent. This silence of Plato indicates that he did not regard the unequivocal presentation of his own views to be of paramount importance. If this had been his aim, Plato had only to write a dialogue which included himselfas one ofthe characters clearly stating his own position. Having engaged in many philosophical discussions with Socrates and with his own students, Plato could have written a dialogue based on such conversations. His not doing so is sufficient to show that he did not use his writings as a primary vehicle for transmitting his own position in his own words. Nor did Plato use... (shrink)

This is an expository article about the solution to the frame problem proposed in 1980 by Raymond Reiter. For years, his “frame default” remained untested and suspect. But developments in some seemingly unrelated areas of computer science—logic programming and satisfiability solvers—eventually exonerated the frame default and turned it into a basis for important applications.

The recent dramatic development of molecular neurobiology has focused almost entirely on biological events in individual brain cells, and it seems that many of the goals of such work will soon be attained. Yet, when we attain those goals, we will still have to ask how this information will enable us to understand the properties of brain cell collectivities and their presumptive roles in higher brain functions. Even general ideas about those functions are not yet well defined. Therefore, it (...) seems worthwhile to start studying correlations of the molecular events to these higher functions to help delineate the molecular aspects that need study.It is readily appreciated that we cannot tell what other animal species see, hear, taste, smell and feel when touching something, though we can foresee the time when we will be able to detail the biochemical and biophysical consequences of all inputs to those senses. Thus, however deep our understanding of the biology of those species, we are unable to establish relations between their biological responses to inputs and their presumptive mental perceptions. Even though humans can use language to talk about those perceptions, we cannot even verify whether someone else's perceptions are the same as our own, as with the old question of whether two individuals see the same thing when viewing something blue. Questions about still higher mental functions of human brains are even less accessible to analysis and can be approached at best, by using correlations. In this article are a number of such questions and their current correlation‐level answers. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Learning in Dramatic and Virtual Worlds:What Do Students Say About Complementarity and Future Directions?John O'Toole (bio) and Julie Dunn (bio)A top financial backer has arrived to determine which team of computer interaction designers has developed the most exciting and innovative proposal for the Everest component of the Virtually Impossible Computer Company's Conquerors of the World Series. Tension is high as the presentations begin, but this tension soon turns (...) to outright conflict as some proposals suggest George Mallory as the conqueror, and the financial backer will have none of him. The backer, it seems, has her own agenda and is determined to allow for only one view of history—the one that records Sir Edmund Hillary as a New Zealand hero and the only real conqueror of the tallest mountain on earth. The designers become more and more agitated until suddenly someone bangs their hand on the table and calls out, "Hang on... just because you've got the money doesn't mean... kids need to learn about both these men... they need to learn about history." With that the drama is cut by the teacher. The deep understandings about "history's purchased page" that can be generated when drama and computers are brought together for learning have been made explicit... but could these same outcomes have been achieved using just one of these approaches?IntroductionThe research explored within this article was generated as part of the Media Station, a project funded by the Australasian Collaborative Research Centre for Interaction Design (ACID), with an overall mission to investigate the potential of massively multiplayer online games for learning. This particular subproject, History's Purchased Page, saw researchers from interaction design [End Page 89] and drama education come together with a group of young learners to investigate their perceptions of the complementarity of computers and live classroom drama and to brainstorm future possibilities for applying computer-based technologies to drama-based learning. We sought to discover the following:• What do young learners say about how they experience and value learning in a context involving a combination of drama and computers?• What ideas do these young learners have about how future technologies might enrich the complementarity of this combination?As the drama researchers involved in this project, we had been experimenting with this perhaps slightly unusual combination for over a decade by incorporating computers into a number of our drama units within our primary textbook Pretending to Learn.1 Our goal in these experimentations had always been to enrich the classroom drama experience by taking advantage of the information capacity of the Internet and other computer-based resources, including databases. For example, we had used The First Fleet Database2 to support a drama unit where the learners take on the role of convicts arriving in Australia in 1788. We discovered that this material, combined with other documentation and historical materials available via the Internet, greatly enhanced not only the historical accuracy of the work but also the level of engagement experienced by the learners when in role. Therefore, we were very keen to extend this work by exploring new possibilities and were especially keen to develop a better understanding of what the learners made of this interactivity.In recent years the partnering of these two quite different approaches to learning has developed quite a research following, and a number of drama teachers and researchers have become interested in the complementarity of these ways of learning.3 At the same time, researchers and designers from the field of computer-assisted learning have also noted these connections. This goes back to the work of Brenda Laurel, who first drew attention to the intriguing links between computers and theatre in her now famous text Computers as Theatre.4 With the rapid growth of interactive learning tools such as 3-D immersive worlds, blogs, and online voice and text chat spaces, the opportunities for exploration of these connections have also grown, with each of these offering exciting new possibilities when used in conjunction with the highly interactive and engaging strategies of process drama.Process drama is a way of group learning, through whole-class improvised drama, with students (and sometimes the... (shrink)

In this sweeping survey, acclaimed science writers Paul Davies and John Gribbin provide a complete overview of advances in the study of physics that have revolutionized modern science. From the weird world of quarks and the theory of relativity to the latest ideas about the birth of the cosmos, the authors find evidence for a massive paradigm shift. Developments in the studies of black holes, cosmic strings, solitons, and chaos theory challenge commonsense concepts of space, time, and matter, and (...) demand a radically altered and more fully unified view of the universe. (shrink)

The article presents a theoretical analysis of the extramural polemic between Slavoj Žižek and Evald Ilyenkov, undertaken in the context of the search for the foundational underpinnings of the two philosophers’ perspectives on the limit-logical definitions of being. It shows how this apparently “abstract” search grows out of the socio-historical circumstances of the thinkers’ lives, which are inscribed in the dramatic conditions of existence of the political events of the twentieth century. The active life-political position of the follower of (...) Marx’s ideas, figuratively expressed in the text by Lenin’s term “tactics of social democracy” (Lenin 1962), is justified by one or another cognitive position: the unified attitude “not to explain but to transform the world” breaks down into various “tactics” precisely in the attempt to solve the problem of radical negativity (as Žižek formulates it). This is expressed in the division of Marxism into “Western” and “Eastern”. This article analyzes the legitimacy of such a division and shows the conditions for a disintegration of the divide. The relation of Ilyenkov and Žižek to Hegel’s works turns out to be the key to understanding this division, and consequently to the essential difference in socio-political attitudes and “tactics”, of which they are creative representatives. The analysis leads to the formulation of the “germ cell” of disagreement between Ilyenkov and Žižek—the problem of the universal—which unfolds in the difference between the thinkers’ positions on certain theoretical points. The limitation of Ilyenkov’s position, established under the fire of Žižek’s criticism, is removed, according to the author, by the development of a new category of “fractality”, which acts as a counterpart to the main dialectical category of “totality” and provides a concrete (in the Hegelian sense) solution to the problem of radical negativity in the spirit of the classical philosophical tradition. (shrink)

Despite student interest and engagement in Platonic dialogues, by the time introductory courses reach serious discussion of Plato’s relationship to Socrates, students are so befuddled by the notion of Socrates’ character espousing a “Platonic” position that they become disheartened and lose interest in the study of Plato. This paper focuses on how the persona of Cephalus affords a special opportunity to address the relationship between Plato and Socrates in the classroom and to thereby reduce student confusion. Drawing on Plato’s Meno (...) and the Republic, the author argues that Cephalus represents a Socratic position on virtue and justice. Tracking how arguments surrounding virtue and justice develop through these two dialogues, the author concludes that the figure of Cephalus allows Plato to pay homage to Socrates while also signaling his philosophical departure from his teacher. Lending concreteness to the relationship between Plato and Socrates, this way of interpreting Cephalus opens students up at a general level to the richness of Plato’s philosophy. (shrink)

In order to understand how Deleuze's method of dramatization is ‘not privileging mankind in any way’, this article turns to the figure of the marionette as it is discreetly, but consistently, developed thorough Deleuze's books. Inspired by Kleist's On the Marionette Theatre, this marionette figure claims for a rhizomatic approach to the subject, defined by the lines it draws into space and exercising its freedom in the present of Aion through spatio-temporal dynamisms similar to those of Leibniz's monads. The strange (...) freedom developed by marionettes also leads to an examination of Nietzsche's ‘eternal return’, which is at the core of Deleuze's elaboration of the method of dramatization. Combining Nietzsche's eternal return with the characteristics of Deleuzian marionettes then requires us to revisit the famous concept of ‘becoming’: becomings are selective, both methodologically and ontologically. (shrink)

Under what conditions does 'sensation' become 'sensational'? In the early nineteenth century murder was a staple of the sensationalizing popular press and gruesome descriptions were deployed to make a direct impact on the sensations of the reader. By the end of the century, public concern with the thrills, spills, and shocks of modern life was increasingly articulated in the language of sensation. Media sensationalism contributed to this process and magnified its impact, just as sensation was, in turn, taken up by (...) literature, art and film. In the contemporary world the dramatization of these experiences in an era of media panics over terrorism and paedophilia has taken an overtly melodramatic form, in which battles of good and evil play out across the landscapes of our lives. Sensational Subjects develops an innovative, interdisciplinary approach to exploring these themes, their impact and their implications for understanding the modern world. A companion volume, Sympathetic Sentiments: Affect, Emotion and Spectacle in the Modern World is published simultaneously by Bloomsbury. (shrink)

Curriculum Development in the Postmodern Era provided the first introduction and analysis of contemporary concepts of curriculum development in relation to postmodernism. It challenged educators to transcend purely traditional approaches to curriculum development and instead incorporate various postmodern discourses into their reflection and action in schools. Since publication in 1995, the curriculum studies field has exploded, the very notion of the postmodern has shifted, and the landscape of American schooling has changed dramatically-federal policies like No Child Left Behind have dramatically (...) increased the focus on accountability and consequently what and how teachers teach. The need to understand curriculum in relation to global religions, ethnic relations, multicultural communities, and socio-political interest groups has been magnified. Controversial issues such as biology, gender roles, academic freedom, religion and prayer in schools, gay straight alliances, GLBT literature in the curriculumstudies is theorized. In this much-anticipated and thoroughly updated edition, noted curriculum studies scholar Patrick Slattery tackles these and other issues to reflect on the current state of curriculum development and on where the field may go from here. (shrink)

Nanotechnology, the emerging capability of human beings to observe and organize matter at the atomic level, has captured the attention of the federal government, science and engineering communities, and the general public. Some proponents are referring to nanotechnology as “the next technological revolution”. Applications projected for this new evolution in technology span a broad range from the design and fabrication of new membranes, to improved fuel cells, to sophisticated medical prosthesis techniques, to tiny intelligent machines whose impact on humankind is (...) unknowable. As with the appropriation of technological innovation generally, nanotechnology is likely to eventually bring dramatic and unpredictable new capabilities to human material existence, along with resulting ethical challenges and social changes to be reconciled. But as of yet, aside from a few simple new consumer goods, such as paint, rackets and fabric coatings, nanotechnology is undeveloped. Its social and ethical dimensions are not apparent. Even still, given the stated goals of the various nanotechnology initiatives to rearrange matter with increasing atomic precision, the impact of nanotechnology on human life and society is likely be profound. It is very difficult, however, to make accurate predictions about the future impact of nanotechnology development on humanity. At this time, the most important role for ethics analysis is to contribute to a humanitarian, conscientious approach to its development. This paper suggests that such an approach requires that attention be given to the roles of imagination, meaning-making, metaphor, myth and belief. (shrink)

: A highly detailed application of Dewey's "dramatic rehearsal" to a particular ethical dilemma situation is developed here. This illustrates the role of moral imagination and creativity, and of self-discovery and self-transformation, within dramatic rehearsal. A primary concern is to show how decisions emerge through unification; what sorts of decisions emerge; how they can be evaluated; and whether the choices and evaluations accord with what is generally taken to be ethical/moral. Sartre's dilemma of a French student during World (...) War II—who is torn between staying with his mother who needed him and making his way to England to join the Free French Forces—provides the illustrative case. Using this case leads to a comparison of Dewey's and Sartre's approaches, and to a Deweyan reinterpretation and reconstruction of the process of decision in Sartre's early ethical theory. Criteria that Sartre, rightly, rejects as determinants of decision are shown to function in dramatic rehearsal as instruments for exploring the meanings of the dilemma. Sartre's analogy between making an ethical decision and creating a painting is explored in terms of Dewey's esthetic theory. This illuminates how dramatic rehearsal develops, and how it culminates in ethical decision. The idea that one makes oneself as one makes one's decision is shown to flow from the painting analogy, in both Sartre and Dewey. How this Deweyan account relates to Sartre's theory of radical choice is considered. Openings for the Deweyan perspective are sought in a brief exploration of Sartre's later ethical theories. (shrink)

Raymund Schwager SJ suggested a dramatic way of looking at the Christ event, as recorded in the New Testament, in order to clarify the meaning of it and provide a coherent picture. Bernard Lonergan SJ developed a theological methodology for our day. In this article, the author tries to determine how Schwager's approach relates to Lonergan's methodology. He wants to investigate the question: what functional specialty is Schwager engaged in in his main work? The answer shall be that this (...) is foundations. The author of the article proceeds by (1) introducing the most important elements of Schwager's dramatic understanding of the Christ event and (2) of Lonergan's methodology, and then by linking them with one another; (3) he will try to show how Schwager's subdivision of the Christ event into five acts brings out the contours of Jesus' struggle with his opponents as an instance of dialectic in Lonergan's sense; (4) that the Easter experience will be construed as a new, foundational, act that objectifies conversion to human authenticity; and that (5) by discerning all this in the Christ event dramatic theology defines soteriology as the horizon within which Christian doctrines and systematics have to stand and elucidates the way soteriology should be construed; that way dramatic theology determines itself as a foundational enterprise. For the author of the article, this constitutes an exemplary case of the genesis of special theological categories. /// Segundo o artigo, Raymund Schwager SJ propôs um modo dramático de encarar o acontecimento crístico, tal como o mesmo nos é relatado nos textos do Novo Testamento, em ordem a clarificar o seu sentido e a oferecer-nos uma imagem coerente do mesmo. Por seu lado, Bernard Lonergan SJ desenvolveu uma metodologia teológica adequada às exigências do nosso tempo. Assim, o autor do artigo propõe-se determinar de que modo a abordagem de Schwager está relacionada com a metodologia de Lonergan. O seu objectivo é investigar a seguinte questão: qual é a especialidade funcional com que Schwager se compromete na sua principal obra? A resposta será que se trata das fundações. Com isso, o artigo desenvolve-se da seguinte maneira: (1) introdução dos elementos mais importantes na compreensão dramática de Schwager acerca do acontecimento crístico; (2) introdução dos elementos mais importantes da metodologia lonerganiana, para depois os relacionar um ao outro; (3) mostrar de que modo a subdivisão de Schwager do acontecimento crístico em cinco actos é capaz de trazer ao de cima os contornos da luta de Jesus com os seus opositores como uma instância dialéctica no sentido de Lonergan; (4) mostrar de que modo a experiência pascal pode ser construída como um novo, e fundacional, acto que objectiva a conversão à autenticidade humana; (5) mostrar até que ponto mediante o discernimento de tudo isto no acontecimento crístico, a teologia dramática define a soteriologia como o horizonte dentro do qual as doutrinas cristãs e a sistemática teológica têm de se afirmar e elucida o modo como a sotereologia tem de ser construída. Deste modo, a teologia dramática determina-se a si mesma como um empreendimento fundacional. Para o autor do artigo, trata-se aqui de um caso exemplar no que respeita à génese de categorias teológicas especiais. (shrink)

This book examines six plays by Shakespeare (Love's Labour's Lost, Hamlet, As You Like It, Twelfth Night, The Winter's Tale, and The Tempest) as dramatizations of the Renaissance court in its developing history - a history searched by Shakespeare to disclose its most characteristic gains and losses. For these plays do not simply celebrate Tudor and Stuart rule: they scrutinize it too, in the centre of its institutional theatre of power, the court. This book shows how, if the plays came (...) into the court, the court also came into the plays, with its most salient features - its competitiveness, its inner tensions and its contradictions, its language, its cultural life and its entertainments - exposed to the scrutiny of an art-form that proved itself to be a new mode of historical understanding. (shrink)

The past two decades have been a time of heightened interest in the moral aspects of the practice of medicine. This interest has been reflected in medical education by the establishment of medical humanities programs in both preclinical and clinical education in many medical schools. It has also been reflected in the literature with a dramatic increase in journal articles on medical ethics as well as the development of medical ethics in textbooks. A number of journals have developed that (...) are specifically devoted to medical ethics, including The Journal of Medical Ethics, The Journal of Medicine and Philosophy, The Journal of Medical Humanities, Theoretical Medicine, Cambridge Quarterly of Healthcare Ethics, just to name a few. The literature includes both theoretical foundations and conceptual analyses of particular issues as well as practical advice and general suggestions for how to implement programs in medical humanities. (shrink)

Recent years have seen a dramatic change in scholarly views of the later career of Arabic and Islamic philosophy. For much of the twentieth century, researchers tended to dismiss the value of Arabic writings on philosophy and logic after the twelfth century, often on the basis of the prejudice that handbooks, commentaries and glosses are of necessity pedantic and unoriginal. This assumption has now been abandoned. As a consequence, a vast amount of later Arabic writings on philosophy and logic, (...) hitherto neglected, are now being studied and edited. The present work is an attempt at giving an overview of the development of Arabic logic from 1200 to 1800, identifying major themes, figures and works in this period, while taking into account regional differences within the Islamic world. It offers a corrective to Nicholas Rescher's seminal but now outdated The Development of Arabic Logic, published in 1964. (shrink)

Acknowledging the powerful impact that Plato's dialogues have had on readers, Jill Gordon shows how the literary techniques Plato used function philosophically to engage readers in doing philosophy and attracting them toward the philosophical life. The picture of philosophical activity emerging from the dialogues, as thus interpreted, is a complex process involving vision, insight, and emotion basic to the human condition rather than a resort to pure reason as an escape from it. Since the literary features of Plato's writing are (...) what draw the reader into philosophy, the book becomes an argument for the union of philosophy and literature—and against their disciplinary bifurcation—in the dialogues. Gordon construes the relationship of Plato's text to its audience as an analogue of Socrates' relationship with his interlocutors in the dialogues, seeing both as fundamentally dialectic. On this insight she builds her detailed analysis of specific literary devices in chapters on dramatic form, character development, irony, and image-making. In this way Gordon views Plato as not at all the enemy of the poets and image-makers that previous interpreters have depicted. Rather, Gordon concludes that Plato understands the power of words and images quite well. Since they, and not logico-deductive argumentation, are the appropriate means for engaging human beings, he uses them to great effect and with a sensitive understanding of human psychology, wary of their possible corrupting influences but ultimately willing to harness their power for philosophical ends. (shrink)

This study engages in a detailed examination of Kierkegaard’s works of literary and dramatic criticism, including those works directed at interpreting Kierkegaard’s own authorship, with a specific concern for both what Kierkegaard and Kierkegaard’s anonyms and pseudonyms write about the nature and practice of authorship, as well as how the Kierkegaardian authors practice authorship themselves. Moving through five chapters, each devoted to one or more works of Kierkegaard’s criticism, the study develops a new approach to reading Kierkegaard – a (...) new Kierkegaardian hermeneutic – that begins always with the character of the author. This new approach avoids the challenges of critics of biographical criticism, such as Roland Barthes, Michel Foucault, and Jacques Derrida, by positing the author always as a work of fiction him- or herself, the creation of an unknown and ever anonymous “author of the author”. (shrink)

In order for the Food and Drug Administration to receive the trust and deference it needs to accomplish its mission, it must be seen as relatively impervious to political manipulation. For most of the FDA’s history, it has been seen as an institution driven by scientific expertise, not by political maneuvering. However, the FDA was increasingly criticized during the Bush administration for politicizing decisions such as rejecting an application to grant the “morning after pill,” known as Plan B, over-the-counter status (...) for women of all ages. After an atypical approval process, the FDA approved OTC Plan B use only for women over the age of 18. Because some groups perceive the morning after pill as a form of abortion, the politically appointed leadership of the FDA was suspected of dramatically departing from normal FDA procedures in order to ensure that the application would not be approved. (shrink)

In this major book Martha Nussbaum, one of the most innovative and influential philosophical voices of our time, proposes a kind of feminism that is genuinely international, argues for an ethical underpinning to all thought about development planning and public policy, and dramatically moves beyond the abstractions of economists and philosophers to embed thought about justice in the concrete reality of the struggles of poor women. Nussbaum argues that international political and economic thought must be sensitive to gender difference as (...) a problem of justice, and that feminist thought must begin to focus on the problems of women in the third world. Taking as her point of departure the predicament of poor women in India, she shows how philosophy should undergird basic constitutional principles that should be respected and implemented by all governments, and used as a comparative measure of quality of life across nations. (shrink)

DNA methylation can be considered a component of epigenetic memory with a critical role during embryo development, and which undergoes dramatic reprogramming after fertilization. Though it has been a focus of research for many years, the reprogramming mechanism is still not fully understood. Recent results suggest that absence of maintenance at DNA replication is a major factor, and that there is an unexpected role for TET3-mediated oxidation of 5mC to 5hmC in guarding against de novo methylation. Base-resolution and genome-wide (...) profiling methods are enabling more comprehensive assessments of the extent to which ART might impair DNA methylation reprogramming, and which sequence elements are most vulnerable. Indeed, as we also review here, studies showing the effect of culture media, ovarian stimulation or embryo transfer on the methylation pattern of embryos emphasize the need to face ART-associated defects and search for strategies to mitigate adverse effects on the health of ART-derived children. DNA methylation, critical for embryo development, suffers significant changes after fertilization, including demethylation, remethylation and TET3-mediated oxidation of 5 mC to 5 hmC. In addition to infertility and environmental insults, ART could impact DNA methylation and ART related consequences in the offspring have been reported. (shrink)

Public participation is increasingly an aspect of policy development in many areas, and the governance of biomedical research is no exception. There are good reasons for this: biomedical research relies on public funding; it relies on biological samples and information from large numbers of patients and healthy individuals; and the outcomes of biomedical research are dramatically and irrevocably changing our society. There is thus arguably a democratic imperative for including public values in strategic decisions about the governance of biomedical research. (...) However, it is not immediately clear how this might best be achieved. While different approaches have been proposed and trialled, we focus here on the use of public deliberation as a mechanism to develop input for policy on biomedical research. We begin by explaining the rationale for conducting public deliberation in biomedical research. We focus, in particular, on the ELS (ethical, legal, social) aspects of human tissue biobanking. The last few years have seen the development of methods for conducting public deliberation on these issues in several jurisdictions, for the purpose of incorporating lay public voices in biobanking policy. We explain the theoretical foundation underlying the notion of deliberation, and outline the main lessons and capacities that have been developed in the area of conducting public deliberation on biobanks. We next provide an analysis of the theoretical and practical challenges that we feel still need to be addressed for the use of public deliberation to guide ethical norms and governance of biomedical research. We examine the issues of: (i) linking the outcomes of deliberation to tangible action; (ii) the mandate under which a deliberation is conducted; (iii) the relative weight that should be accorded to a public deliberative forum vs other relevant voices; (iv) evaluating the quality of deliberation; and (5) the problem of scalability of minipublics. (shrink)

This study examined the mediation and moderation models of the relationship between Islamic work ethics (IWE), thriving at work, organizational citizenship behavior (OCB), and leader humility. A total of 418 employees from two different sample groups (Islamic banks and educational institutions) in Indonesia were included. A multiple regression hierarchy with PROCESS was used to test the hypotheses. We found a positive influence of IWE and leader humility on thriving and OCB and thriving at work on OCB. Thriving was found to (...) mediate the relationship between IWE and OCB, and the leader humility moderates these relationships. Thriving at work and OCB are dramatically under-represented in Islamic work ethics research, and this study attempts to fill this void. Furthermore, this study reveals the interactive role of leader humility and IWE in enhancing OCB preference and the mediating role of thriving at work in the IWE − OCB relationship. (shrink)

The political significance of masses is more obvious than ever. The aim of this article is to develop a conceptualization capable of capturing the dangerous as well as promising aspects of masses. It argues that, intricately, the dangers and fruitful potentials of masses are born out of the same fundamental structural features. We may differentiate analytically between different kinds of masses, but all masses contain elements of ambiguity. The mass conceptualization developed builds on a critical, deconstructing interpretation of selected Bataille (...) texts centering on ontological features of individuality and collectivity. Especially, Bataille’s concepts of ‘myth’ and ‘sacrifice’ are accentuated and critically transformed. Contemporary examples of masses – right-wing anti-establishment movements, Occupy Wall Street and Black Lives Matter – are presented and reflected through the prism of sacrifice, with the aim of highlighting the multifaceted and complex nature of the dynamics of masses. (shrink)

Although several theoretical approaches consider general methods for dealing with shape, recent observations and experimental data show that embryos exhibit marked changes in the properties of the biological material involved in shape development and shape regulation capacity. In vivo experiments have shown that the amphibian embryo gradually develops from a situation in which it is not able to maintain its shape to one in which it can not only maintain its shape but also possesses a maximal tolerance towards deformation together (...) with a maximal shape regulation capacity. So far two especially clear conclusions have emerged: (i) the form of the embryo appears to be determined by cell activities intrinsic to each stage, and (ii) the morphogenetic programme can be executed normally within wide limits notwithstanding dramatic deformations of the embryo during quite a long period. Thus the hypothesis may be advanced that shape and morphogenesis to some extent become independent phenomena during embryonic development. (shrink)

Chromosomes are not randomly packed and positioned into the nucleus but folded in higher‐order chromatin structures with defined functions. However, the genome of a fertilized embryo undergoes a dramatic epigenetic reprogramming characterized by extensive chromatin relaxation and the lack of a defined three‐dimensional structure. This reprogramming is followed by a slow genome refolding that gradually strengthens the chromatin architecture during preimplantation development. Interestingly, genome refolding during early development coincides with a progressive loss of developmental potential suggesting a link between (...) chromatin organization and cell plasticity. In agreement, loss of chromatin architecture upon depletion of the insulator transcription factor CTCF in embryonic stem cells led to the upregulation of the transcriptional program found in totipotent cells of the embryo, those with the highest developmental potential. This essay will discuss the impact of genome folding in controlling the expression of transcriptional programs involved in early development and their plastic‐associated features. (shrink)

In periods of social crisis, policymakers become particularly vulnerable to interest groups mobilizing to compete for scarce funds. At this point, legislators are no longer able to address the specific needs of their primary constituency directly, but rather are forced to do so in pretext only. New, unfamiliar technologies provide ample ammunition for astute interest groups to take advantage of times of economic turmoil and maneuver for policy support through dramatic campaigns of “salesmanship.” By publicizing a crisis situation, dramatizing (...) it effectively, and advertising an innovation as the solution to the crisis, legislators may be effectively persuaded to give priority to interest group pressures above and beyond those of the local constituency. Iowa's attempts to address the farm crisis through economic development strategies relying on biotechnology is examined in this paper. The results of extensive surveys of Iowa's legislators and farmers are examined and the consequences for Iowa's policy process of using biotechnology under the auspices of economic development are discussed. (shrink)

Vision is the main entrance for environmental input to the human brain. Even if vision is our most used sensory modality, its importance is not limited to environmental exploration. Rather it has strong links to motor competences, further extending to cognitive and social aspects of human life. These multifaceted relationships are particularly important in developmental age and become dramatically evident in presence of complex deficits originating from visual aberrancies. The present review summarizes the available neuropsychological evidence on the development of (...) visual competences, with a particular focus on the associated visuo-motor integration skills in health and disease. With the aim of supporting future research and interventional settings, the goal of the present review is to constitute a solid base to help the translation of neuropsychological hypotheses into straightforward empirical investigations and rehabilitation/training protocols. This approach will further increase the impact, ameliorate the acceptance, and ease the use and implementation of lab-derived intervention protocols in real-life situations. (shrink)

Demonstrates the dramatic interplay of elements that comprise the concepts of norm, bisexuality, and development.

In recent decades, the expansion of economic activity has been accompanied by negative environmental impacts. In response, there have been dramatic changes worldwide in terms of an increased demand for environmentally friendly products and services. To achieve these eco-innovations, firms have sought to acquire knowledge and implement operational flexibility by cooperating with different agents such as universities through a value cocreation system that is also expected to enhance firms’ performance. Using a sample of 250 companies, the present paper examines (...) the role of cooperation with universities in the development of diverse environmental innovations and building operational flexibility and, through this, improving firm performance. Results show that firms that value cooperation with universities develop a wider range of environmental innovations and increase their sales and benefits. (shrink)

The past two decades have seen a dramatic increase in the use of telemedicine while the information technology revolution has contributed significantly to its popularity. In addition, there has been a recent increase in the use of telemedicine in the intensive care unit (ICU), partially driven by a critical shortage of intensivists. However, the ethical questions raised by the implementation of tele-ICUs have not been adequately considered. In this essay, we will discuss the development of tele-ICUs from the perspective (...) of autonomy, beneficence/non-malificence, justice and professionalism. (shrink)

Over the last one hundred and fifty years, the extraction and processing of non-renewable resources has provided the basis for the three industrial revolutions that have led to the modern economies of the developed world. In the process, the nature of resource extraction firms has also changed dramatically, from small-scale operations exploiting easily accessible deposits to large, vertically integrated, capital intensive transnational corporations characterized by oligopolistic competition. In the last ten to fifteen years, coinciding with processes of economic globalization, another (...) major change has been occurring as resource extraction industries have been shifting their operations from developed to developing countries. This shift has greatly impacted the populations of these countries and raises a variety of ethical issues. This article investigates the nature of these changes and the ethical issues that arise, focusing in particular on the development impact of the activities of these industries and the potential adequacy of different policy approaches to regulating them. (shrink)

Th. Dobzhansky played a special role in the reception and development of the “synthetic theory of evolution,” as well as in the establishment of scientific connections between Soviet and U.S. evolutionists, and first and foremost, geneticists. These connections greatly influenced the development of Soviet genetics, of evolutionary theory and evolutionary biology as a whole, and in particular the restoration of Soviet genetics in the late 1960s. A discussion of Dobzhansky’s correspondence and collaboration with colleagues in his native country, moreover, allows (...) for an improved understanding of the complex and dramatic history of Soviet genetics and evolutionary theory. It also provides novel insights into the interactions between scientists and authorities in the Soviet Union (USSR). (shrink)

The task of transforming Durkheim's sociological perspective into an explanation of poverty in rural areas carries a triple handicap: Durkheim was not concerned with material well-being, he did not conceptualize structures of inequality, and his explanation of the division of labor was flawed. His late book on religion, however, contains an explanation of institutional innovation which offers a new starting point for understanding formal dimensions such as differentiation and pluralism, and these in turn as they are related to poverty. When (...) these dimensions are combined with technical organization, differences in welfare can be explained. When the summary formula for this combination of structure and technology is compared with those for Marxist and conventional economic explanations, the result is a dramatic contrast between the two materialist theories and a true sociological position. (shrink)

This essay attempts to counter the claim that there is a significant shift or even a break in the body of Merleau-Ponty’s work, one that dramatically moves from a focus on perception to a focus on language. This break proves to be untenable for the following reasons: The early studies of perception do not disregard the importance of language. The later studies of language do not disregard perception and are purposely taken up to help more fully enlighten the importance of (...) the earlier works. The relatively recent appearance of Merleau-Ponty’s later Nature reveals that the author returns to earlier ontological studies in order to develop them more fully, and that he does so, in part, to more fully understand the emergence of human perception and its connection to language. (shrink)