Hans Morgenthau was a founder of the modern discipline of International Relations, and his Politics among Nations was for decades the dominant textbook in the field. The character of his Realism has frequently been discussed in debates on methodology and the nature of theory in International Relations. Almost all of this discussion has mischaracterized his views. The clues given in his writings, as well as his biography, point directly to Max Weber’s methodological writings. Morgenthau, it is argued, was a sophisticated (...) user of Weber’s views who self-consciously applied them in the sphere of International Relations in such a way that Realism provided an ideal-typical model of the rational and responsible statesman. This interpretation both explains Morgenthau’s views and shows them to be a serious, complex, and compelling response to the issues which have animated the controversies over International Relations theory after Waltz’s presentation of the methodological basis for his neo-Realism. (shrink)

This book addressees a timely and fundamental problematic: the gap between the aims that people attempt to realize democratically and the law and administrative practices that actually result. The chapters explain the realities that administration poses for democratic theory. Topics include the political value of accountability, the antinomic character of political values, the relation between ultimate ends and the intermediate ends that are sought by constitutions, and a reconsideration of the meaning of the rule of law itself. The essays are (...) inspired by the demystifying realism of Max Weber and Hans Kelsen, including explications of their views on law, constitutions, and the rule of law. The book will be of interest to social and political theorists, philosophers of law, and legal theorists, and for discussions of democratic theory, the administrative state, constitutionalism, and justice, as well as to readers of Weber and Kelsen. (shrink)

Peer review is a widely accepted instrument for raising the quality of science. Peer review limits the enormous unstructured influx of information and the sheer amount of dubious data, which in its absence would plunge science into chaos. In particular, peer review offers the benefit of eliminating papers that suffer from poor craftsmanship or methodological shortcomings, especially in the experimental sciences. However, we believe that peer review is not always appropriate for the evaluation of controversial hypothetical science. We argue that (...) the process of peer review can be prone to bias towards ideas that affirm the prior convictions of reviewers and against innovation and radical new ideas. Innovative hypotheses are thus highly vulnerable to being “filtered out” or made to accord with conventional wisdom by the peer review process. Consequently, having introduced peer review, the Elsevier journal Medical Hypotheses may be unable to continue its tradition as a radical journal allowing discussion of improbable or unconventional ideas. Hence we conclude by asking the publisher to consider re-introducing the system of editorial review to Medical Hypotheses. (shrink)

The N ational Assembly held in the Frankfurt Paulskirche in 1848, which opened w ith high hopes for the unification o f Germ any on parliam entary constitutional principles, was left to die a year later, in the telling phrase o f D onoso Cortes, ‘like a street w om an in the gu tter’. In the period o f reaction that followed, during w hich the Paulskirche convention came to be described as the ‘parliam ent o f pro­ fessors’, (...) one o f its m em bers, Georg G ottfried Gervinus, was accused, in a trial for high treason, o f attem pting to prove the historical inevitability o f the supersession o f monarchical forms by republican forms. This was Gervinus’s second experience as a professorial m artyr. In 1837 he had been one o f the professors at the U niversity o f G ottingen, the ‘Gottingen Seven’, w ho protested the revocation o f the H anoverian constitution. For this he had been banished and given three days to leave the kingdom. The lesson he, and m any other liberal thinkers, learned from these experiences was that the Germ an middle classes were incapable o f perform ing the historical role assigned to them; they lacked the political will to establish a republican order. (shrink)

Since its publication almost 150 years ago, The Idea of a University has had an extraordinary influence on the shaping and goals of higher education. The issues that John Henry Newman raised--the place of religion and moral values in the university setting, the competing claims of liberal and professional education, the character of the academic community, the cultural role of literature, the relation of religion and science--have provoked discussion from Newman's time to our own. This edition of The Idea of (...) a University includes the full text of "University Teaching" and four selections from "University Subjects," together with five essays by leading scholars that explore the background and the present day relevance of Newman's themes. In the essays Martha Garland discusses the character and organization of the early nineteenth-century English universities upon which Newman based much of his vision; Frank M. Turner traces the impact of Newman's influence during the vast expansion of higher education since World War II; George Marsden investigates how the decreasing emphasis on religion has affected higher education; Sara Castro Klaren examines the implications of Newman's views on education and literature for current debates between proponents of a curriculum based on western civilization and one based on multiculturalism; and George Landow considers what the advent of electronic communication will mean to university teaching, research, and community. To aid accessibility, the edition also includes an analytical table of contents, a chronology and biographical sketch of Newman's life, questions for discussion, expanded notes, and a glossary of names, all of which will help make this the standard teaching text for Newman's work. (shrink)

The Pittsburgh Survey was part of the survey movement. The movement was characterized in three key documents of self-interpretation: the fi rst, an article by Paul U. Kellogg, Shelby Harrison, and George Palmer in the Proceedings of the Academy of Political Science in 1912; the second, a paper by Kellogg and Neva Deardorff presented to an international social work convention in 1928; and the third, Shelby Harrison’s introductory essay to the catalogue of surveys constructed by Allen Eaton in 1930. (...) Ordinarily, such documents provide the beginning of historical analysis and are critically revised by later historians. However, there has been relatively little written about the surveys and the survey movement since it expired. So these texts give shape to a kind of dim memory of a movement to promote social reform through sociological research, which, for mysterious reasons, disappeared. (shrink)

Now that mankind has created the capability of destroying itself through nuclear technology, is it still possible to think in terms of a "just war"? Johnson argues that it is, and in the context of specific case studies he offers moral guidelines for addressing such major contemporary problems as terrorist activity in a foreign country, an individual’s conscientious objection to military service, and an American defense policy that requires development of weapons that may be morally employed in case of need. (...) "Remarkable.... A thoughtful and even profound book, which can be warmly recommended."—Adam Roberts, _New Society_ __ "[A] wise, prudential, and moral thesis.... A most important book, one that all Americans who can should read."—George Armstrong Kelly, _Political Science Quarterly_ __ "At its heart, _Can Modern War be Just? _Is a challenge to the common assumption that any modern war must be total—an unrestrained, spasmodic release of one’s entire destructive capacity against the whole of the enemy’s population."—Richard Allen, _Journal of Religious Ethics_ __ "Johnson... seriously attempt[s] to balance principles and respect facts. For this he is to be praised."—Gary Jason, _Chronicles of Culture_ __ "Johnson’s application of just war doctrine to the hardest problems of contemporary warfare is both morally sensitive and intellectually bold. Readers will sometimes disagree with his arguments, but they will be forced to think hard, and they will learn what it is to work within a moral tradition."—Michael Walzer. (shrink)

The problem of objectivity has deep roots in the history of sociology, reaching back to the pre-sociological era of social and labor statistics. The admissibility of the section on statistics to the British Association for the Advancement of Science had already raised this issue in the 1840s, and it continued with the labor statistics movement of the later 19th century. The repeated conflicts involved what can be seen as two competing concepts: objectivity as fairness and objectivity as pure factuality. Each (...) was guaranteed by something: fairness by institutional arrangements and purity by methods. The greatest successes of sociology in the face of social conflict occurred when the two coincided, as they did in the study of the 1919 Race Riots in Chicago. More often they did not, leading to the dueling perspectives represented by Robert Lynd in Knowledge for What? and George Lundberg’s Can Science Save Us?, followed by Howard Becker’s “Whose Side Are We On?.” These conflicts continue to the present, and can be illuminated by the work of Miranda Fricker on epistemic injustice and Ted Porter on Trust in Numbers. The conflict, however, is unequal in one respect: what counts as fairness shifts as moral saliences shift, and although concepts of purity and method also shift, they have more continuity and stability. Today, the productive interaction between the two forms has broken down, in multiple settings, notably that of race, threatening the enterprise of sociology as a whole with collapse into ideology. (shrink)

The term ‘Ohm's law’ traditionally denotes the formula of Georg Simon Ohm relating voltage, current, and resistance in metallic conductors. But to students of sensory physiology and its history, ‘Ohm's law’ also denotes another relationship: the fundamental principle of auditory perception that Ohm announced in 1843. This aspect of Ohm's science has attracted very little attention, partly because his galvanic researches so thoroughly eclipsed it in success and importance, and partly because Ohm's work in physiological acoustics had so little immediate (...) impact on the science of his time. On announcing his hypothesis in 1843, Ohm found himself drawn into a bitter dispute with the physicist August Seebeck, who successfully discredited the hypothesis and forced Ohm to withdraw from the field. (shrink)

The publication of John Rawls’ A Theory of Justice in 1971 coincided with a complex set of changes in the political situation of the west, the role of intellectuals, the state of the social sciences and humanities, and in the development of the welfare state itself. These changes provided the conditions for the creation of a body of thought quite different from the one the sixties had produced, and a significant change from the discipline-dominated thinking of the period after the (...) Second World War. The immediately relevant events included the effective demise of Parsons’ systems theory, the waning of the passions of 1968, and an enrollment crisis in universities’ humanities and social science departments as economic fear drove students into professional programs, creating a sharp downturn in demand for faculty. The optimism that had characterized disciplines in these fields during the 1960s quickly faded. The idea that sociology was soon to become a “science,” the source of the positivism dispute of the sixties, faded along with it. Logical Positivism as a coherent movement collapsed under the weight of the problems of the theory-observation distinction. At the same time Political Theory, which had been taught largely as an historical study – a history of error, as Leo Strauss described the standard textbook of the time, George Sabine’s A History of Political Theory, or as a continuation of the mood of Kulturpessimismus, as in the writings of Sabine’s critic, Leo Strauss – revived, partly in response to the stimulus from the success of Rawls, partly in response to new ideas about participatory democracy rooted in the experience of the sixties. Social theory also changed: the role that Parsons had played as a focus of theoretical discussion was replaced; the work of Ju˝rgen Habermas, particularly his Theory of Communicative Action, reassessed and re-appropriated the classical theoretical tradition in social theory to replace Parsons’ synthetic account, and this work coincided with a systematic reconsideration of the classic social theorists, especially Weber. An additional source of new thinking came from the “dependent” periphery, as thinkers such as Ernesto Laclau and Chantal Mouffe, which emancipated Socialist theory from received dogmas about class struggle and recognized the centrality of other antagonisms and the need for open democracy. (shrink)

Are culture driven ethical conflicts apparent in the discourse of the protagonists? A multi-year, multi-cultural study of managers by Trompenaars and Hampden-Turner resulted in two conclusions relevant to business ethics. The first is that intercultural business conflicts can often be traced to a finite set of cultural differences. The second is that enough similarities exist between cultures to provide the grounds for conflict resolution. The research reported here gives credence to their study when applied to an ethical conflict viewed (...) from French and American perspectives. (shrink)

"This book is a sorely needed corrective. Animal Spirits is an important--maybe even a decisive--contribution at a difficult juncture in macroeconomic theory.

Identity Economics provides an important and compelling new way to understand human behavior, revealing how our identities--and not just economic incentives--influence our decisions. In 1995, economist Rachel Kranton wrote future Nobel Prize-winner George Akerlof a letter insisting that his most recent paper was wrong. Identity, she argued, was the missing element that would help to explain why people--facing the same economic circumstances--would make different choices. This was the beginning of a fourteen-year collaboration--and of Identity Economics. The authors explain how (...) our conception of who we are and who we want to be may shape our economic lives more than any other factor, affecting how hard we work, and how we learn, spend, and save. Identity economics is a new way to understand people's decisions--at work, at school, and at home. With it, we can better appreciate why incentives like stock options work or don't; why some schools succeed and others don't; why some cities and towns don't invest in their futures--and much, much more. Identity Economics bridges a critical gap in the social sciences. It brings identity and norms to economics. People's notions of what is proper, and what is forbidden, and for whom, are fundamental to how hard they work, and how they learn, spend, and save. Thus people's identity--their conception of who they are, and of who they choose to be--may be the most important factor affecting their economic lives. And the limits placed by society on people's identity can also be crucial determinants of their economic well-being. (shrink)

Opening a Mountain: Koans of the Zen Masters. Steven Heine. Oxford University Press, New York and Oxford 2001. xiv, 200 pp. £18.99. ISBN 019 513 586 5.

It will be recalled that Aristotle cites two examples of relations of this type: relations of knowledge and of vision, both of which are internal to the knower and seer, but external to the objects seen and known. However, neither of these relations can be the ones which exist between God and world for they are in a sense cul-de-sacs. Action is involved in their establishment, but they do not necessarily lead to further action, and so they cannot account for (...) the eternal movement of the universe. Only when their objects become desiderata do they result in additional activity. (shrink)

This volume explains how Star Trek allows viewers to comprehend significant aspects of Georg Hegel's concept the absolute, the driving force behind history. Gonzalez, with wit and wisdom, explains how Star Trek exhibits central elements of the absolute. He describes how themes and ethos central to the show display the concept beautifully. For instance, the show posits that people must possess the correct attitudes in order to bring about an ideal society: a commitment to social justice; an unyielding commitment to (...) the truth; and a similar commitment to scientific, intellectual discovery. These characteristics serve as perfect embodiments of Hegel's conceptualization, and Gonzalez's analysis is sharp and exacting. George A. Gonzalez is Associate Professor of Political Science at the University of Miami, USA. He specializes in the fields of political theory, popular culture, and environmental politics and policy. In the areas of popular culture and political theory he has published two articles in the journal Foundation: The International Review of Science Fiction, as well as the book The Politics of Star Trek: Justice, War, and the Future. (shrink)

The Absolute, philosophized most saliently about by Georg Hegel, encompasses the entirety of reality. The absolute is composed of five dimensions – height, length, width, time, and justice. The five dimensions operate dialectically, and the normative values of reality inhere within the fifth dimension – hard, soft, moral, ethical, yellow, etc. ad infinitum. The normative values from the fifth dimension, in combination with the brain, comprise the human mind. With the issues of climate change, world-wide biosphere destruction, nuclear weapons, international (...) trade regimes, humanity has created the phenomenon of global politics – thereby changing the fifth dimension. The argument in this volume is that the broadcast iterations of Star Trek allow us to comprehend significant aspects of justice and the politics of globalism – created through the advent of science, technology, engineering, etc. The creators of Star Trek hold that nationalism is a psychological pathology and internationalism is rationality. (shrink)

Joy Gordon has made a major contribution to both the ethical analysis and the policy evaluation of economic sanctions. Her claims against sanctions should be understood as critique rather than condemnation of sanctions on ethical grounds.

In the spring of 1937, the University of Chicago Press mailed hundreds of subscription forms for its latest enterprise – a projected series of twenty short monographs by various philosophers and scientists. Together the monographs were to form the first section of the International Encyclopedia of Unified Science. Included in each mailing was an introductory prospectus which began:Recent years have witnessed a striking growth of interest in the scientific enterprise as a whole and especially in the unity of science. The (...) concern throughout the world for the logic of science, the history of science, and the sociology of science reveals a comprehensive international movement interested in considering science as a whole in terms of the scientific temper itself. A science of science is appearing. The extreme specialization within science demands as its corrective an interest in the scientific edifice in its entirety. This is especially necessary if science is to satisfy its inherent urge for the systematization of its results and methods and if science is to perform adequately its educational role in the modern world. Science is gradually rousing itself for the performance of its total task. (shrink)

So far as his critical employment of the concept is concerned, the thing in itself is not a second object. The thing in itself is given in its appearances; it is the object which appears. In other words, the object is taken in a twofold sense. There is no contradiction, Kant maintained, in supposing that one and the same will is, as an appearance, determined by the laws of nature and yet, as a thing in itself, is free. He never (...) meant to hold that the self of the theoretical reason and the self of the practical reason are two separate and distinct entities. It is one and the same object considered from two perspectives. In this sense the thing in itself is purely a limiting concept. So far as the critical method is concerned, objects are always considered from a particular and limited perspective, e.g. science, morality, art, et cetera. This is the central meaning of his theory of appearances. In this employment of the concept it is completely meaningless to speak of the thing in itself as a cause of appearances. The critical distinction between appearances and things in themselves is not intended to be a distinction between subjective sense data and public objects, but between public objects as given according to two or more modes. This involves no extension of the category of causality beyond appearances. Moreover, it is not open to the charge that an unknown object is given the attribute of existence. The thing in itself is known as an appearance. By definition that is the only way that it could be known. To say that we know only appearances and not things in themselves is to state an obvious tautology, namely that objects are known only as they are known. (shrink)

The term "viewing stones" is primarily associated with two traditions of stone appreciation: Chinese Gongshi and Japanese suiseki. Today, viewing-stone associations around the world take inspiration from these traditions and are creating new ways of displaying stones. Petraphiles, whether ancient or contemporary, are often drawn to express their appreciation of favored stones in writing.The Petraphiles represented in this virtual exhibition are diverse in their expressions of geo-affection. They are, by turns, both scholarly and poetic. In each entry there is a (...) sense of discovery. Thomas Elias finds his Liaoshan Green Stone talking to him about the vicissitudes of life. Kemin Hu's research on a... (shrink)

The question of public aid for non-public schools deserves thorough and objective discussion. Here is a study of policy and practice and a pro-aid evaluation.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Literate Education in the Hellenistic and Roman WorldsGeorge A. KennedyTeresa Morgan. Literate Education in the Hellenistic and Roman Worlds. Cambridge: Cambridge University Press, 1998. xviii + 364 pp. Cloth, $64.95. (Cambridge Classical Studies)This book is a study of the evidence for elementary education found in papyri in comparison with what is found in literary sources, especially in descriptions of teaching reading and writing by Quintilian, Plutarch, and his (...) alter ego, Pseudo-Plutarch. Although H.I. Marrou (A History of Education in Antiquity [New York 1956]) and others have cited exercises on papyri, much of the information is scattered and difficult for the nonspecialist, and Morgan performs a valuable service in reviewing it systematically. About four hundred exercises have been found on papyri, dating from the third century before Christ to the Byzantine period. They provide a record of practice in writing and evidence for what was read at an elementary stage in Greco-Roman Egypt. Morgan classifies them into copies of single letters, alphabets, syllabaries, word lists, gnomic sayings (the largest single group), short nongnomic quotations, scholia, grammatical exercises, rhetorical exercises, and other. The nongnomic quotations come chiefly from the Homeric poems (total 58), Euripides (20), and Menander (7). Rhetorical exercises are limited to rather simple narratives of myths, fables, chrias, and incidents from epic, with a very few historical subjects; there is no example of declamation or exercise in argumentation in the papyri.Morgan argues (pp. 71-72) for a "core" curriculum, consisting of methods of learning to read and write, with reading of gnomic sayings and of parts of the Homeric epics, and a "peripheral" curriculum, in which individual teachers experimented with other texts and other types of exercise. Students in Egyptian towns and villages were on the margins of Greek culture, and in many instances Greek was not their native language. Greco-Roman literate education gave them access, at varying social levels, to a world of culture and a route to power. "We can now begin to see how that culture is imparted," she says (103). "It [the education] begins by reducing the pupil to a reciter of nonsense, before feeding him, bit by bit, fragments of cultural information out of context." This is highly [End Page 331] authoritative: the pupil must accept what the teacher says before thinking or articulating anything originally, and this is repeated at every stage of education short of the schools of rhetoric and philosophy. The reference to "him" is necessary, for the papyri provide no evidence for the education of girls, and references to women in the exercises are almost entirely negative in tone.In a chapter entitled "Grammar and the Power of Language" (152-89) Morgan argues persuasively that formal grammar was not used in antiquity as a way to teach Greek to nonnative speakers; it was, instead, an initiation into a slightly higher level of education and taught the student how to recognize, and to a limited extent how to use, "correct" language. She speculates that it also provided a model of the relationship between the grammar of a sentence and what it represents in the world, "such that the grammatical accuracy of a sentence helps to guarantee the truth of the utterance" (188). However that may be, classicists need to understand how pervasive, all over the world, is the use of separate registers of formal language; to be taken seriously, speakers and writers everywhere have needed to employ the appropriate linguistic register as well as a number of other formal conventions (see my recent discussion in Comparative Rhetoric: An Historical and Cross-Cultural Introduction [Oxford 1997] esp. 64-68, 101-5, 125-27, 228).The following chapter, "Rhetoric: Art and Articulation" (190-239), attempts, as Morgan puts it, "to widen a little what we understand as the aims and effects of learning rhetoric" (197). Elementary rhetorical exercises as found in the papyri would not have produced a civic orator: "They teach pupils, most of whom are likely to use their literacy as bureaucratic middleman in a variety of posts, to read and analyse complicated texts, to articulate and pass on information in clear and concise form. The pupils who had learnt this much... (shrink)

What kind of education do students need to begin to think about who they are and how they can find significance in their lives? Both are essential to enable a life of happiness, freedom, and success. To deal with inevitable change, each individual must have a sense of self and purpose. That is what this book intends to tackle.