In lieu of an abstract, here is a brief excerpt of the content:'0". J.~·VleWS GETTING ONE'S HANDS DIRTY; OR, PRACTISING WHAT YOU TEACH DAVID HARLEY Finlayson House, 40 Dumfries Street Paris, Ont., Canada N3L 2c8 Brian Patrick Hendley.. Dewey, Russell, Whitehead: Philosophers as Educators. Carbondale and Edwardsville: Southern Illinois U. P., 1986. Pp. xxi, 177· US$19.95; paper $9·95· B rian Hendley's book is more than a well-written account of three eminent philosophers who wrote about and participated in educational theory and (...) reform. The author has in fact selected Dewey, Russell and Whitehead as three stallions to draw a chariot. The precise nature of this "chariot" is indicated in the chapter entitled "The Philosopher as Educator Today" appearing at the end of the book: My intention throughout has been to suggest a way out of the current impasse in the philosophy ofeducation by reopening a conversation regarding a more productive role for philosophers to play, rather than merely analyzing concepts and policing arguments. My claim has been that philosophers of education can learn from their past, that we can see in Dewey, Russell and Whitehead instances of a productive approach to educational problems through thought and action. (P. 105) Having said this, the structure and contents of Hendley's book fall squarely into place. Chapter One, entitled "The Reconstruction of the Philosophy of Education", argues that there is a crisis in the current state of educational philosophy. The ensuing three chapters are devoted individually to Dewey, Russell and Whitehead. The concluding chapter, resting upon the strength of the examples given of three constructive contributors to the field, suggests new directions for the philosophy of education. It is clear that Hendley's book is more than an interesting account of the practical and theoretical educational activities of three of the most influential philosophers of the twentieth century. Dewey, Russell and Whitehead are not gathered together between the. same covers in order to explore or present a detailed analysis of their theoretical similarities or who may have influenced Reviews 219 whom. Instead, one gathers that the author has selected them on the basis of his own admiration and preference rather than for any shared theories which connect them. The point is made, however, that the strongest common element, and the most significant one, is that each man had ideas about education, each was a philosopher, and each attempted to exert some practical influence upon the educational institutions and practices of the day. In short, Dewey, Russell and Whitehead were theorists who were prepared to get their hands dirty. Hendley argues that after the death of John Dewey in 1952 educational philosophy was neglected and· philosophers tended to pay less attention to education. The author goes on to suggest some renewed interest in the field on the grounds of contributions made to the fifty-fourth Yearbook of the National Society for the Study of Education in 1955 under the theme "Modern Philosophies and Education", a special issue of the Harvard Education Review published in 1956; the publication of Israel Scheffler's edited collection of readings entitled Philosophy and Education in 1958; and R. S. Peters' Inaugural Address given at London in 1963, and his publication of Ethics and Education in 1966. According to this argument, we witness a general lapse after the death of Dewey, a rekindling in the mid-1950S and a broader resurgence in the 1960s. On the basis of the author's own account, I think that it is very difficult to argue that Dewey's death initiated any period of calm or disinterestedness. Furthermore, it is very problematic to point to various yearbooks or publications as indicators. The point is that with the death of Dewey there were numerous contenders to fill his position as the pre-eminent American philosopher of education. The extent to which anyone has been able to do so is a different matter. What I believe Hendley is really trying to say here is implicit in his argument, namely, that after the death of Dewey, no philosopher of equal stature took his place. The reason why no candidate equal to the task emerged is also suggested by the author. Dewey, Russell and Whitehead are to be admired because they had the... (shrink)

This timely book examines the complex and varied relations between educational institutions and societies at war. Drawn from the pages of the _Harvard Educational Review_, the essays provide multiple perspectives on how educational institutions support and oppose wartime efforts. As the editors of the volume note, the book reveals how people swept up in wars “reconsider and reshape education to reflect or resist the commitments, ideals, structures, and effects of wartime. Constituents use educational institutions to disseminate and reproduce dominant (...) ideologies or to empower and inspire those marginalized.” A wide-ranging volume that addresses issues of vital importance within the United States and throughout the world, _Education and War_ fills a crucial void in our understanding of education and its critical role in society. (shrink)

_Humanizing Education_ offers historic examples of humanizing educational spaces, practices, and movements that embody a spirit of hope and change. From Dayton, Ohio, to Barcelona, Spain, this collection of essays from the _Harvard Educational Review_ carries readers to places where people have first imagined—and then organized—their own educational responses to dehumanizing practices and conditions. Contributors include Montse Sánchez Aroca, William Ayers, Kathy Boudin, Fernando Cardenal, Jeffrey M. R. Duncan-Andrade, Marco Garrido, Jay Gillen, Maxine Greene, Kathe Jervis, Nancy Uhlar Murray, Valerie (...) Miller, Wendy Ormiston, Ana Y. Ramos-Zayas, Vanessa Siddle Walker, Arthur E. Thomas, and Travis Wright. (shrink)

1. In the Fall Issue of the Harvard Educational Review, Choo’s (2017) ‘Globalizing Literature Pedagogy’ makes the case for ‘applying cosmopolitan ethical criticism to the teaching of literature’. S...

_A comprehensive study that is also practical and realistic, _New Directions in Special Education_ outlines principles for decisionmaking about special education at every level—from the family to the classroom, school, and district—and for state and federal policy._ With this volume, leading scholar and disability advocate Thomas Hehir opens a new round of debate on the future of special education. Extending the conceptual framework developed in his seminal 2002 article in the _Harvard Educational Review_, "Eliminating Ableism in Education," (...) Hehir examines the ways that cultural attitudes about disability systematically distort the education of children with special needs and uses this analysis to lay out a fresh approach to special education policy and practice. Hehir traces the roots of "ableism"—the pervasive devaluation of people with disabilities—and shows how negative attitudes continue to shape debates in the field. He assesses recent trends in special education policy, particularly the shift of emphasis from compliance to outcomes, and discusses in depth the successes and limitations of the inclusion movement. He also investigates the impact of standards-based reforms on children with disabilities and critically examines the promise of Universal Design for Learning. (shrink)

"_Minding Women _embraces a generation of scholarship, culminating in major new work by leading scholars who are reconfiguring feminist research. This important collection will again change the way we think about race, history, education, and the lives of girls." —_Sally Schwager_, Director Women's History Institute, Harvard University Research on women and girls has exploded during the past twenty years. Since 1977, when the _Harvard Educational Review_ published Carol Gilligan's now-classic article "In a Different Voice," in which she argued (...) so persuasively that women and girls must be understood on their own terms, researchers have been discovering, uncovering, and recovering women's ways of knowing, being, thinking, teaching, and learning. _Minding Women_ charts the wealth of thought and writing related to women and girls and education that this process of discovery has produced. _Minding Women_ begins with a "Classics" section—articles that call attention to the lack of research on girls and women and describe the effect this has had on knowledge and society. The contributors then discuss feminist pedagogy, and how it has changed and been refined over time. Girls and young women are the focus of the next section. Too often their voices and viewpoints are excluded from these discussions, so some of their own writings are included here. The book then explores women's educational history, showcasing some of the rich work in this area over the past twenty years. Identity issues are addressed in the final section, acknowledging that substantial differences exist among groups of women and girls on how they experience the world and their roles, prospects, and lives. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 42.1 (2004) 104-105 [Access article in PDF] William R. Newman and Lawrence M. Principe. Alchemy Tried in the Fire: Starkey, Boyle, and the Fate of Helmontian Chymistry. Chicago: University of Chicago Press, 2002. Pp. xv + 344. Cloth, $40.00. Newman and Principe have produced a masterful study of intellectual context, primarily by correcting the commonly held belief that there was a radical break (...) in the seventeenth century between late medieval alchemy and early modern chemistry. Although their main focus is on George Starkey (the 'alchemist') and Robert Boyle (the 'chemist'), they also provide copious details on the chemical practices and theories of Van Helmont, Benjamin Worsley, Frederick Clodius, and Kenelm Digby, among others. It is hard to do justice to their complex study in a short review. Following a brief summary, therefore, I will limit my discussion to how the authors' conclusions are significant for a more in-depth and nuanced understanding of philosophy in the seventeenth century.After a helpful introduction, Chapter 1 outlines the differences in the early lives of the English, aristocratic Boyle and the American, Harvard-educated Starkey. Chapter 2's background on late medieval chemistry includes an examination of corpuscular theories within that tradition as well as Van Helmont's arguments concerning the way in which mathematics is useful for explaining "superficial" changes but not the real, internal changes in bodies. Chapters 3 and 4 provide a close study of Starkey's laboratory notebooks. Among the entries, recorded in a style adapted from Scholasticism, there are passages that adopt the secrecy of alchemy, while others show Starkey's effective use of theoretical principles and such experimental quantitative methods as mass balance. Chapter 5 examines Boyle's intellectual context. Newman and Principe argue convincingly for Starkey's role in Boyle's addition of Helmontian elements to the general Baconian program. Chapter 6 looks at the [End Page 104] results of Boyle's eclectic mix of chemistry and mechanism. Although Helmontian chemistry played a significant role in Boyle's natural philosophy, the authors attribute his meager interest in quantitative measures and analyses to his attempts to use chemistry as a support for mechanism and as evidence against Aristotelianism. The concluding chapter draws together elements from previous chapters to provide the full argument against the idea of a radical break between medieval alchemy and modern chemistry.Newman and Principe's reconsideration of traditional categories surrounding the idea of a radical break should provide an impetus for similar reconsideration in the history of philosophy. As they point out, 'the' mechanical philosophy drew from a diverse range of disciplines. Boyle's eclectic and complex attempt to develop a unique version of the mechanical philosophy can be seen in other English philosophers, especially Locke and Newton. This study provides a promising basis for yet more extensive and refined studies of the seventeenth-century milieu. The continuing over-emphasis on the physical principles of Descartes and Gassendi's versions of the mechanical philosophy and the tendency to reduce all mechanism to their view needs revision. Also in need of reconsideration is the currently popular belief that the study of context simply means adding social elements to an uncontroversial intellectual context. As the authors clearly show, much more work on the intellectual context remains to be done.One line of research in the history of philosophy that could be pursued concerns the role of Francis Bacon in this context. Although Newman and Principe mention the general Baconian ethos, a detailed discussion of Bacon was clearly beyond their scope. Yet Bacon's own debts to chemistry, although frequently unrecognized, seem more significant given this study. Also, it would be interesting to see the extent to which Bacon's works influenced Van Helmont or Starkey. Newman and Principe's claims regarding the novelty of Starkey's notebooks, for example, may be a little overstated. Many of the elements from Starkey's notebooks can be found in Bacon's advice in his Natural and Experimental Histories (1622). In that work, Bacon advised writers... (shrink)

A trenchant and wide-ranging look at this alarming national trend, _Disrupting the School-to-Prison Pipeline_ is unsparing in its account of the problem while pointing in the direction of meaningful and much-needed reforms. The “school-to-prison pipeline” has received much attention in the education world over the past few years. A fast-growing and disturbing development, it describes a range of circumstances whereby “children are funneled out of public schools and into the juvenile and criminal justice systems.” Scholars, educators, parents, students, and (...) organizers across the country have pointed to this shocking trend, insisting that it be identified and understood—and that it be addressed as an urgent matter by the larger community. This new volume from the _Harvard Educational Review _features essays from scholars, educators, students, and community activists who are working to disrupt, reverse, and redirect the pipeline. Alongside these authors are contributions from the people most affected: youth and adults who have been incarcerated, or whose lives have been shaped by the school-to-prison pipeline. Through stories, essays, and poems, these individuals add to the book’s comprehensive portrait of how our education and justice systems function—and how they fail to serve the interests of many young people.". (shrink)

In this volume, we have chosen to highlight the importance of education to human rights by reprinting two articles written by Paulo Freire in 1970 for the _Harvard Educational Review_. These articles contain many of Freire's original ideas on human rights and education—issues that are central to his work. Freire was a pioneer in promoting the universal right to education and literacy as part of a commitment to people's struggle against oppression. As Jerome Bruner recognized after Freire's (...) death in May 1997, Freire left as a legacy his commitment to basic human rights: "He was a brave man as well as a far-sighted one. He made us aware of our mindless cruelties, and now the challenge to all of us is to do something about those cruelties.". (shrink)

Francis Allen, The Borderland of Criminal Justice: Essays in Law and Criminology Chicago: The University of Chicago Press, 1964 Francis Allen, The Crimes of Politics: Political Dimensions of Criminal Justice Cambridge: Harvard University Press, 1974 Francis Allen, Law, Intellect, and Education Ann Arbor: University of Michigan Press, 1979 Francis Allen, The Decline of the Rehabilitative Ideal: Penal Policy and Social Purpose New Haven: Yale University Press, 1981.

In the winter of 1969 the Harvard Educational Review published a long article by Professor Arthur Jensen of the University of California at Berkeley. In this article Jensen reviewed the psychological evidence bearing upon the question ‘How Much Can We Boost IQ and Scholastic Achievement?’ The original publication occasioned an enormous coast to coast brouhaha of protest and denunciation; including tyre-slashing, slogan-painting, telephoned abuse and threats, and strident demands to ‘Fire’ or even to ‘Kill Jensen’. The author has (...) now republished this offending article, along with several shorter contributions in the same area, under the title Genetics and Education. He has also supplied, in addition to a full collection of References for the papers included, a Bibliography of the controversy, two Indices, and a 67 page Preface. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Elephants Teach: Creative Writing Since 1880Robert GrudinThe Elephants Teach: Creative Writing Since 1880, by D. G. Myers; 224 pp. Englewood Cliffs, New Jersey: Prentice Hall, 1996, $30.40 paper.D. G. Myers opens his history of creating writing instruction in America with an anecdote: When Vladimir Nabokov was proposed for a chair in literature at Harvard, Roman Jakobson objected. “What’s next?” he said. “Shall we appoint [End Page (...) 529] elephants to teach zoology?” This question not only provides Myers’s book with its title but also suggests a major issue of literary pedagogy: is the teaching of literature the province of philologists and theorists who interpret books, or is it the province of authors who write them? Jakobson the philologist implies that writers, who just produce the stuff, lack knowledge of interpretive method and thus have little business in the classroom. Others—writers and teachers alike—have thought differently and have over the past century fostered the growth of creative writing at American colleges and high schools.The Elephants Teach is a comprehensive and coherent effort to deal with a ponderous mass of history and discourse: the development of writing curricula since 1880 and the ongoing professional dialogue about the proper relationship between writing and teaching. The first four of his seven chapters deal with roots and preliminaries: the rise of literature instruction as philology after the Civil War, the inception of English composition at Harvard (championed by Adams Sherman Hill, Barrett Wendell, Dean Le Baron Briggs, and Charles Townsend Copeland), and the professional, cultural, and financial forces drawing writers to campuses in the early twentieth century. These chapters establish three major forces leading to the rise of the creative writing curriculum: the consensus that writing experience is of value to the individual and society, the reiterated conviction that literary instruction should consider the perspective of the writer, and the broad recognition by “serious” writers, who had little or no access to the mass market, that they could agreeably support themselves in the classroom. These forces would lead to what Myers correctly sees as a massive compromise: a complex of writing programs simultaneously satisfying students’ needs and allowing thousands of writers to pursue, if only by fits and starts, their professional calling.Myers then serves up the main course: a three-chapter narrative, stretching from the 1920s down to the present, of the history of creative writing as a so-named and self-conscious institution in American education. The opening of this section is not only informative but characteristic of the overall lucidity of Myers’s style: “Creative writing was first taught under its own name in the 1920s. It began in junior high school where it was originally conducted as an experiment to replace traditional English—grammar, spelling, penmanship, even literature classes—with something more appealing to young people. As such it was part of a broader movement to reform American education in the first half of the twentieth century. The cry was that subjects should not be taught, students should; the reform movement called itself progressive education. Creative writing was invented to transport progressive methods and materials into a junior-high-school English classroom. The man who invented it was a progressive educator—once well known, now largely forgotten—named Hughes Mearns” (p. 101). William Hughes Mearns (1875–1965) was himself a disciple of John Dewey, whose ideas formed the basis for progressive education in general. Adapting the Deweyan concept of learning as a spur to personal [End Page 530] development, Mearns saw writing “as the efficient cause of an education in which the final cause was personal growth” (pp. 104–11).After Mearns, Myers considers a somewhat more familiar chapter in history: the appearance of creative writing as a self-contained discipline on the college campus. Credit for the original initiative goes to Norman Foerster (1887–1972), who in 1930 took over the newly-founded School of Letters at the University of Iowa. A follower of Irving Babbitt and the “new humanism,” Foerster set out (in his own words) “to give all types of literary students a rigorous and appropriate discipline” (p. 126). Foerster’s “discipline” was a varied curriculum including... (shrink)

_Breaking Free: The Transformative Power of Critical Pedagogy_ was conceptualized with the central purpose of serving as an introduction to the field of critical pedagogy. It offers readers several editorial supports to facilitate their understanding of the complexity of such work._ At its most basic, critical pedagogy provides a lens through which educators are better able to examine and interact with the politics of education. By "politics" we do not mean the "Republican/Democrat" type of politics, but, rather, the real, (...) underlying power relationships that structure our world: for example, how we make meaning of commonplace events, the purpose and goals of public education, how schools are structured, the type of preparation teachers receive, the way students are perceived and treated, the curriculum we use, and so forth. _Breaking Free: The Transformative Power of Critical Pedagogy_, a collection of essays originally published in the _Harvard Educational Review_, was conceptualized with the central purpose of serving as an introduction to the field. It offers readers several editorial supports to facilitate their understanding of the complexity of such work. Chapter One, "Context and Culture: What Is Critical Pedagogy?" provides an explanation of the central concepts and theories that are generally grouped under the term "critical pedagogy." The remainder of the book is divided into two parts. The first part offers various perspectives on the larger social and political context within which educational policies and practices exist. Part Two focuses on the role of teachers and students in the process of learning and teaching. —from the Introduction by Pepi Leistyna_,_ Arlie Woodrum_, and _Stephen A. Sherblom_. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:464 Feminist Studies 44, no. 2. © 2018 by Feminist Studies, Inc. Claire Raymond and Sarah Corse A Distorting Mirror: Educational Trajectory After College Sexual Assault This article focuses on the broad and specific impacts of college sexual assault on student-survivors’ academic performance, academic trajectory, and their sense of self in relation to the university community. We frame this study with, and relate our findings to, the historic and (...) theoretical literatures that provide the context for this essay, including the large and burgeoning literature on the sexual assault of women college students and recent studies analyzing the role of fraternities in sexual assault, students’ fears and perceptions about college assault, bystander intervention training, and survivors’ grade-point averages after assault.1 Our study also builds on the history of feminist resistance to rape, feminist writings about rape, and campus activism against rape, with the 1. Cortney Franklin, Leana Allen Bouffard, and Travis C. Pratt, “Sexual Assault on the College Campus: Fraternity Affiliation, Male Peer Support, and Low Self-Control,” Criminal Justice and Behavior 39, no. 11 (2012): 1457– 80; Christine A. Gidycz, John R. McNamara, and Katie M. Edwards, “Women ’s Risk Perception and Sexual Victimization: A Review of the Literature,” Aggression and Violent Behavior 11, no. 5 (2006): 441–56; Jennifer Katz and Jessica Moore, “Bystander Education Training for Campus Sexual Assault Prevention: An Initial Meta-Analysis,” Violence and Victims 28, no. 6 (2013): 1054–67; Douglas W. Pryor and Marion R. Hughes, “Fear of Rape among College Women: A Social Psychological Analysis,” Violence and Victims 28, no. 3 (2013): 443–65; Carol E. Jordan, Jessica L. Combs, and Gregory T. Smith, “An Exploration of Sexual Victimization and Academic Performance among College Women,” Trauma, Violence, & Abuse 15, no. 3 (2014): 191–200. Claire Raymond and Sarah Corse 465 goal of shedding light on one aspect of the problem. Groundbreaking (and in some cases controversial) works analyzing the cultures of rape, such as Susan Brownmiller’s Against Our Will and Peggy Sanday’s “The Socio-Cultural Context of Rape” (in which Sanday creates the concept of the rape-producing culture—a concept that is central to our argument in this essay), found immediate reception with feminist activists of the 1970s and early 1980s.2 Mary Koss’s work regarding the scope of rape in college settings is also foundational to our study of campus rape.3 Susan Estrich, Catharine MacKinnon, and other feminist theorists in the mid-1980s developed critical apparatuses to shift the understanding of rape, providing a feminist framework wherein rape is interpreted as violence committed against a woman—in opposition to the patriarchal argument that rape is caused by a woman’s actions or is the product of her distortion of events after the fact.4 Angela Davis and bell hooks were deeply influential in framing understandings of the racial and racist aspects of feminist discussions of rape, while legal scholar Sarah Deer has more recently broadened understandings of the racialized discourse of rape, and Lisa Wade has written on twenty-first century hookup culture and the ways that this social landscape promulgates rates of maleon -female rape that are significantly higher on college campuses than in the general population.5 2. Peggy Reeves Sanday, “The Socio-Cultural Context of Rape: A Cross-Cultural Study,” Journal of Social Issues 37, no. 4 (1981): 5–27; Susan Brownmiller, Against Our Will: Men, Women and Rape (New York: Penguin Books, 1976). 3. Mary P. Koss, Christine A. Gidycz, and Nadine Wisniewski, “The Scope of Rape: Incidence and Prevalence of Sexual Aggression and Victimization in a National Sample of Higher Education Students,” Journal of Consulting and Clinical Psychology 55, no. 2 (1987): 162–70. 4. Susan Estrich, Real Rape: How the Legal System Victimizes Women Who Say No (Cambridge, MA: Harvard University Press, 1988); Duncan Chappell, Robley Geis, and Gilbert Geis, eds., Forcible Rape: The Crime, the Victim and the Offender (New York: Columbia University Press, 1977). 5. Angela Davis, “Rape, Racism, and the Myth of the Black Rapist,” in her Women, Race, and Class (New York: Vintage Books, 1983), 172–201; bell hooks, Feminist Theory: From Margin to Center (Boston: South End Press, 1984); Sarah Deer, The Beginning and End... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Josiah Royce in FocusDwayne A. TunstallJosiah Royce in Focus Jacquelyn Ann K. Kegley. Bloomington, IN: Indiana University Press, 2008.Josiah Royce in Focus reads like a sequel to Jacquelyn Ann K. Kegley’s earlier book on Royce’s public philosophy, Genuine Individuals and Genuine Communities. As she did in Genuine Individuals and Genuine Communities, Kegley does a remarkable job of interpreting Royce’s philosophy such that it has [End Page 127] contemporary (...) relevance for academic philosophy, conflict resolution, psychology, and the religion-science dialogue. Yet, unlike with her earlier book, Kegley devotes over two-thirds of this book to the task of weaving together Royce’s life and educational experiences with his thought. This integration of Royce’s life with his thought allows the reader to glimpse just how Royce is “a model philosopher: a scholar and a committed teacher, as well as a philosopher much concerned about public issues and basic human concerns” (xiv). Kegley does this while introducing the reader to many dimensions of Royce, including Royce the son, Royce the father, Royce the first-generation Californian, Royce the first-rate historian of California, Royce the amateur novelist, and Royce the world traveler. Amazingly, she uses Royce’s life to illuminate his philosophical thought without psychologizing Royce and hence avoids the all-too-common urge to reduce people’s philosophical ideas to mere rationalizations of their own preferences and desires. This is to be applauded in the age of Oprah, the proliferation of memoirs, and the apparent glut of self-help books.The first five chapters constitute Kegley’s portrait of Royce the person and Royce the thinker. In chapter 1, “Royce as a Frontier Californian and Intellectual Pioneer: Forging Self and Thought in a New and Developing Land,” she introduces the reader to Royce the first-generation Californian and intellectual pioneer. Here she persuasively links his California frontier upbringing; his early educational experiences in California at the Lincoln School (San Francisco) and the University of California, Berkeley; his studies in Germany; and his graduate studies at Johns Hopkins to his concerns about social conflicts and his lifelong attempt to resolve those conflicts to better the communities in which they occur (7–12).Indeed, she persuasively argues that Royce had already formulated the central insights of his philosophy by the time of his arrival at Harvard University in 1882. Kegley’s interpretation of Royce’s intellectual development owes much to Randall Auxier’s recent work on Royce’s thought. In Auxier’s interpretation of Royce’s thought, Royce had formulated the central intellectual insights of his philosophy—especially his ethics, philosophy or religion, and public philosophy—years before The Religious Aspect of Philosophy was published in 1885. This account of Royce’s intellectual development differs somewhat from Frank M. Oppenheim’s account. Oppenheim’s account depicts Royce’s intellectual development as a series of interrelated yet momentous “maximal intellectual insights.” Each of these insights marks a noticeable shift in his intellectual development. Oppenheim thinks that, of all the maximal intellectual insights Royce had throughout his career, the [End Page 128] most momentous one is the 1912 Peircean insight. This insight leads Royce to convert to Peircean semiotics and clarify his moral philosophy and philosophy of religion with Peirce’s theory of interpretation. In Oppenheim’s account, The Sources of Religious Insight (1912) and The Problem of Christianity (1913) are the glorious fruits of his Peircean insight. What Kegley has done in chapter 1 is to provide an account of Royce’s intellectual development that supersedes Oppenheim’s account. Indeed, her account of Royce’s intellectual development could possibly change how scholars study Royce’s thought, much in the same way that John E. Smith’s Royce’s Social Infinite did from the early 1950s until recently.In chapter 2, “The Self,” Kegley depicts Royce as a late nineteenth- and early twentieth-century psychologist whose ideas are still relevant today. She reminds the reader throughout this chapter that Royce is a pioneer in psychology, given that his book Outlines of Psychology (1903) advances an approach to psychology that sidesteps faculty psychology and that he is one of the first psychologists, along with William James... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 703 thing," and "doing, acting [having.] priority over intellectual understanding and reasoning " (92). But are such "analogies" really the crux of the "religious point of view" in terms of which Wittgenstein said that he could "not help seeing every problem"? When we recall that Wittgenstein's later philosophy was a proibund attack upon what he regarded as the idolatry of science, logic, and mathematics (an idolatry of (...) which he himself, in the Tractatt~,, was partly guilty), and that he was also bent on undermining the accompanying subjectivized and privatized view of the human mind, as well as the scientistic reading of religious beliefs and primitive religions, we may be inclined to see his philosophy as clearing the way for the simple noninstitutionalized Tolstoian faith which he himself accepted. Philosophy and religion were on the same track in his mind (and not merely related by "analogies") when he wrote: "All that philosophy can do is to destroy idols. And that means not creating a new one--for instance, as in the 'absence of an idol' " (MS 213, 89). Peter Winch's Responseor Discussion(both words are used as titles) suggests that the pervasiveness of Wittgenstein's "religious point of view" can be seen in his question to Russell: "How can I be a logician before I am a human being?" (which certainly also extends to "How can I be a philosopher before I am a human being?"). With this goes the realization, expressed in the Preface to the PhilosophicalRemarks, that he will not be able to make his book more free of the "impurities" of vanity than he himself is free of them. We sense the religious point of view of Wittgenstein in his utter seriousness (so often compared to Augustine, Pascal, and Kierkegaard) as well as in his conviction that there is a good lying beyond the world which puts every human being, and above all himself, under an obligation to place it ahead of self. When he said that he could not help seeing every problem this way, he meant that he could not help seeing it as having an importance that went beyond facts and theories and circumstances and even beyond the world itself. And the demonstration that this was indeed his point of view he knew would inevitably be, as indeed it was, in every line he wrote. H. L. FINCH Hunter College,CUNY Johnny Washington. A Journey into the Philosophyof Alain Locke. Contributions in AfroAmerican and African Studies. Westport, CT: Greenwood Press, 1994. Pp. viii + ~2o. Cloth, $59.95. Alain Locke (1886-1954), a secondary figure in American pragmatism, wrote on problems of value in cultural analysis; he is noted for his vigorous relativism. As this century's most distinguished African American philosopher--a Rhodes Scholar educated at Harvard and Oxford--Locke played twin roles, mentoring artists of the Harlem Renaissance and chairing the philosophy department at Howard University. Josiah Royce's influence on his thought is evident, as is that of social scientists W. E. B. Du Bois and Franz Boas. In Locke's most recognized works, such as "Values 704 JOURNAL OF THE HISTORY OF PHILOSOPHY 33:4 OCTOBER 1995 and Imperatives" (1935) and "The New Negro" (19~5), as well as his lesser-read "Pluralism and Intellectual Democracy" (1942), he warrants note for two key contributors to the history of ideas. First, he analyzes "race" and "culture" relativistically, showing how nineteenth-century discussions (say, on "racial uplift") may continue without problematic ontological baggage. Second, by appealing to functionalism, he defends the relative equivalence of elements which characterize cultures. He thus undergirds arguments in social philosophy about the sufficiency of values and norms in social practices. Four decades after his death there exist only two book-length studies of Locke's philosophy, both authored byJohnny Washington. Washington deserves a great deal of credit for his part in initiating a fast-growing critical--and distinctively philosophical-literature on Locke. Indeed, no serious student of Locke's philosophy can proceed without contending with Washington's work. While this study merits praise for its thoroughness and care in treating unpublished essays by Locke, it suffers somewhat from its style of exposition. Washington's "narrate-and... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Culture of LiteracySusan B. BrillThe Culture of Literacy, by Wlad Godzich; 317 pp. Cambridge: Harvard University Press, 1994, $49.95 cloth, $18.95 paper.This is a collection of essays that spans the range of Wlad Godzich’s work in the 1980s, including several pieces on Paul de Man and a number of others that served as introductions to works by Jauss, Maravall, Nerlich, and Certeau. Even though most of (...) the essays in this volume have already seen the light of publication (only one is new), grouping them together in one volume recasts them into an interdiscursive realm. Rather than being narrowed by their initial venues of publication, they are arranged around the subject of The Culture of Literacy, eliciting new and different questions.In the introduction, Godzich emphasizes that literacy programs in American universities, which developed out of the “New Vocationalism” of the seventies and eighties, “evince a profound distrust of interpretation and other critical functions in relation to language, and proclaim mastery and competence as their goals” (p. 14). Within this framework, theory has raised the voice of difference, challenging the established organization of knowledge as displayed in the academic disciplines and sub-disciplines. Writing programs are one example of the extent to which theory’s original hope of destabilizing [End Page 385] hierarchies of power through greater accessibility to university education has been co-opted and transformed into the commodity of the New Vocationalist literacy programs.This discussion poses the larger problem of the entire collection. Godzich perceives an “epochal shift” in concepts and practices of literacy not only in regards to writing programs but in the struggles over theory, in the reception of de Man, and in the challenge offered by emergent literatures whose voices raise new questions about the literary and critical presuppositions within which all university scholars function.Reprinted alongside such essays as “In-Quest of Modernity,” “The Further Possibility of Knowledge,” “The Changing Face of History,” and “After the Storyteller,” Godzich’s earlier essays on de Man are recontextualized beyond the debates concerning de Man’s wartime writings. The question whether it is possible to consider de Man’s later work divorced from his earlier writings is elided. I almost wish that Godzich had simply brought together his already published essays without the inclusion of the one new piece, “Paul de Man and the Perils of Intelligence,” which largely serves as Godzich’s defense of de Man and of Godzich’s own earlier writings on him. A footnote appended to one of the other articles would have been sufficient. Most readers would place Godzich’s articles on de Man in the context of the years when they were written—prior to the public knowledge of de Man’s collaborationist work. But when Godzich writes, “I doubt whether de Man was personally antisemitic—certainly nothing in his postwar life suggests it—but he certainly was culturally antisemitic during the war and probably before as well” (p. 136), he mires his subsequent essays even more deeply in the very difficulties he attempts to set aside. Even if de Man were antisemitic throughout his life, that in no way invalidates his criticism. We might read de Man differently, but we would read him nevertheless. Godzich’s discussions of Blindness and Insight and The Resistance to Theory demonstrate de Man’s contribution to the poststructural “overturning of modernity” and to our linguistic reconceptualizing of our notions of the self and the social. De Man becomes the pivotal focus that frees the reader from the seductive narratives of written history, official or state-sanctioned culture (specifically Spanish literary history), storytelling authority, disciplinary specialization, and the New Vocationalism. As Godzich says, “de Man’s remapping has liberated praxis from the hold that theory has had over it” (p. 169).There is courage in this collection—the courage to republish that which in a new context takes on a significance other than what the original articles bespoke. In this way, The Culture of Literacy itself exemplifies the “further possibility of knowledge” that Godzich’s essays celebrate and describe.Susan B. BrillBradley UniversityCopyright © 1995 The Johns Hopkins University Press... (shrink)

This paper will build on a recent article appearing in the Harvard Business Review that blamed the alleged crisis in management education on the scientific model that has been adopted as the sole means of gaining knowledge about human behavior and organizations. The solution, they argue, is for business schools to realize that business management is not a scientific discipline but a profession, and deal with the things a professional education requires. We will expand on this (...) article and discuss its implications by looking at the scientific model from a philosophical perspective and dealing with the issue of whether management is a profession. Our discussion of these issues has implications for our understanding of business in society and the design of the business school curriculum. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Formless SelfNewman Robert GlassThe Formless Self. By Joan Stambaugh. Albany: State University of New York Press, 1999. 174 pp.For the past seven years I have been deeply involved in a worldwide experiment in global education. Students in the Comparative Religion and Culture (CRC) Program study the world's great religions for ten-week terms in each of East Asia, South Asia, and the Middle East, totaling one academic (...) year in all. Recent programming has taken place in Taiwan, Thailand, India, Nepal, and Turkey, with stops in Rome and Athens. Students have met with Buddhist and Christian teachers in Kyoto, Sojiji, Eiheiji, Taiwan, Bangkok, Chiang Mai, Bylakuppe, Dharmsala, Jerusalem, Rome, Athens, Ankara, and Istanbul. As part of their academic work, students write responses to each encounter and engage in term-end and year-end reflections on their own work. The program brings to light, in a very powerful way, some of the fundamental questions in cross-cultural study and interreligious dialogue. How do we come to understand a religion or culture other than our own? In analyzing their own work, students find themselves using terms from a Jain teacher's talk in Sravanabelagola to frame their response to the Dalai Lama's talk in New Delhi, and terms from the Dalai Lama's talk to understand and respond to the audience with the Pope in Rome. As the students become more sophisticated in understanding issues in interpretation, new questions are posed: How many people (other than ourselves) do we unknowingly bring to understanding an encounter with an other? When we use the Dalai Lama's talk in interpreting the Pope, does this enlarge our understanding of Catholicism, diminish or distort the Pope's message, or create something new altogether? What do we gain and what do we lose?Joan Stambaugh's The Formless Self is "an attempt to present Eastern ideas, or at least oneWestern interpretation of Eastern ideas, toWestern readers in a meaningful way" (p. x). The most referenced names in the index are Heidegger, Nietzsche, Plato, Keirkegaard, Descartes, and Meister Eckhart. These, then, are the key figures Stambaugh brings with her as she enters into conversation with the three Buddhist thinkers Dogen, Hisamatsu, and Nishitani. The latter two figures are themselves well known for their conversations withWestern thinkers. Stambaugh's book is best located within the larger body of work within and about the Kyoto School, that school of Japanese philosophy identified primarily with Nishida Kitaro, Tanabe Hajime, and Nishitani Keiji, and more recently with Abe Masao. In the United States, this school of philosophy reached its zenith of popularity in the late 1980s, culminating in an American Academy of Religion (AAR) award to Abe Masao's Zen and Western Thought and a series of annual AAR dialogues between Abe and John Cobb. Abe's presence hovers over Stambaugh's book as well, from an acknowledgment in the preface (p. x) to a reference in the index that seems to encompass the whole book. The Formless Self is a good short introduction to key beginning texts [End Page 300] in this larger field: Dogen's Genjokoan, the Hisamatsu-Tillich dialogues, and Nishitani's Religion and Nothingness.Stambaugh has in print translations of a substantial number of Heidegger's texts, including a recent translation of Being and Time. As might be expected, she seems to have a special affinity for Dogen's Uji (Being-Time; see especially pp. 31-40), and makes a creative contribution to the different understandings of these difficult concepts. Stambaugh also makes a brave attempt to work with Dogen's discussions of fire turning to ashes, fish in water, and mountains walking/ranging (pp. 39-48) in a productive way. Stambaugh's middle section on Hisamatsu may be the best place to begin, centering as it does on the dialogues with the Protestant theologian Paul Tillich. In 1957, the Zen Buddhist teacher and scholar Shin'inchi Hisamatsu was a visiting professor at Harvard lecturing on his recently published book Zen and the Fine Arts. Though Tillich's aesthetic approach to "ultimacy" made for a fine series of dialogues with Hisamatsu, the numerous difficulties in the dialogue serve as a warning... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 33.3 (2000) 298-302 [Access article in PDF] Book Review Rhetoric Retold: Regendering the Tradition from Antiquity Through the Renaissance Rhetoric Retold: Regendering the Tradition from Antiquity Through the Renaissance. Cheryl Glenn. Carbondale and Edwardsville, IL: Southern Illinois UP, 1997. Pp. xii + 235. $19.95 paperback; $49.95 hardback. The past decade has produced a number of collections on women and rhetoric, women in rhetoric, and feminist (...) approaches to rhetoric. Reviewers of these collections have commended their contributions as pioneering works [End Page 298] in a new field while calling for book-length studies offering sustained appraisals of individual women figures and theoretical bases for approaching individual women and rhetorical issues, which must be approached differently if women and feminist issues are to be incorporated into the study of rhetoric. Ethos and audience, intention and identification, agonistic argumentation and collective narrative modes of argumentation--each of these takes on new shadings and nuances when women's practices are examined, and when various feminist theories are employed to assess those practices.Glenn's study is a welcome newcomer, a sustained analysis of rhetorical issues across periods, an analysis developed by spotlighting a series of women figures. Very deliberately, Glenn includes "heroic" figures such as Aspasia and Elizabeth I alongside their "lesser" sisters: the marginalized, until now unheard, and often uneducated women who developed rhetorics within severe restraints. The exposition illuminates a number of points in current feminist theory that are shaping rhetorical studies. Some may fault the selections in Glenn's study, and the inevitable omissions, and some may object that focusing on women's silence is yet another victim narrative. Careful readers, however, will find that the discussion of silence in women's rhetoric deftly reverses the traditional negative connotations: "Silence is perhaps the most undervalued and under-understood traditionally feminine rhetorical site" (175). Silence need not be read simply as "passivity. Silence may take many forms and serve many functions" (176), including "enlightened presence" (177).In "Cartographies of Silence" (The Dream of the Common Language, New York: Norton, 1978), Adrienne Rich writes, Silence can be a plan rigorously executed the blueprint to a life Do not confuse it with any kind of absence. (17) Rhetoric Retold begins and concludes by "mapping the silences" of women's presence in the history of rhetoric, and in the very conception of rhetoric. Like Rich, Glenn defines the subtle complexities of silence and absence: silence can indeed be a plan, rigorously executed. We should not confuse it with any kind of absence. Until recently, most histories of rhetoric have not given much attention to women as individual figures or as practitioners [End Page 299] of distinct rhetorical genres. Quite to the contrary, many histories have simply asserted, without proof or evidence, that women have always been forbidden to study or practice rhetoric. Strong assertions of absence belie the truth intimated by Democritus's rebuke: "A woman must not practice argument. This is dreadful. To be ruled by a woman is the ultimate outrage for a man" (Ancilla to the PreSocratic Philosophers, trans. Kathleen Freeman, Cambridge, MA: Harvard UP, 1983, 103). Glenn's double starting point is the question, who left them out, and why? Their absence from our histories has been one among many sources of their silence. The historiographical discussion happily avoids simple charges of phallocentrism and misogyny and instead looks at how entire systems of culture, within different periods, constructed women's roles and voices. Deep background detail within each historical section provides a welcome context for thinking through complex questions of what is rhetorical among the many women's discourses presented for consideration.Although Glenn's study does not dwell on this point, some of the fault for the omission of women from histories of rhetoric, and evidence of the rigorous deliberateness of that omission, can be found in the robust maleness of eighteenth- and nineteenth-century classical philology, and the neoclassical educational systems it underwrote. The quip in Pope's "Epistle 2: To a Lady" of The Moral Essay, "Nothing so true as once you [Martha... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Avatars of the Word: From Papyrus to CyberspaceJay David BolterJames J. O'Donnell. Avatars of the Word: From Papyrus to Cyberspace. Cambridge: Harvard University Press, 1998. xiv + 210 pp. 1 ill. Cloth, $24.95.The last chapter of James O'Donnell's thoughtful and highly readable book is entitled "Cassiodorus: Or, The Life of the Mind in Cyberspace." The subtitle made me think of the cyberenthusiast John Perry Barlow's claim that (...) cyberspace is in fact the new home of Mind. In a brief tract published on the Internet a few years ago, "A Declaration of Independence for Cyberspace," Barlow claimed that cyberspace is a new world, freed from the prejudices and traditions of the cultures of our physical world. Barlow is in many ways O'Donnell's opposite number. Where Barlow, like so many other proponents of cyberspace, rejects the relevance of history for our electronic future, O'Donnell anchors every step of his analysis in the history of writing. Where Barlow is frenetic, O'Donnell is calm. O'Donnell considers electronic writing as the latest in a series of technologies of writing, each responding to and shaped by its contemporary culture. The main lines of O'Donnell's argument--his comparison of contemporary literate culture to earlier cultures of the papyrus roll, the codex, and the printed book--are familiar from other sources. But O'Donnell's profound and easy learning enables him to add fresh insights and examples on every issue.O'Donnell's strategy is to explain the meaning of electronic writing today through a series of historical resonances. Early chapters examine the passage from orality to literacy as represented by the contrasting philosophical presences of Socrates and Plato; the changing nature of the library from the Alexandrian through Cassiodorus and the medieval monastic library and on to the hopes for today's "virtual" library; and the techniques of reading and reference [End Page 334] afforded by various technologies from the papyrus roll to the codex to the homepage. In later chapters O'Donnell explores the nature of teaching and of the university today and speculates on their future, as electronic technologies become more important to the curriculum. His specialist's knowledge of late antiquity and the early Middle Ages permits him to concentrate on this crucial period, which witnessed the shift from papyrus roll to codex. The historian of the book Roger Chartier has also argued that this transfer from roll to codex is the most appropriate comparison for the current move from printed book to electronic text. O'Donnell devotes relatively little space to discussing the latest avatar, electronic technology itself; he concentrates instead on establishing the historical parallels.In short, what is usually lacking in discussions of electronic writing, an informed historical sense, is in ample supply in Avatars of the Word. O'Donnell is in general optimistic about the future of literate culture. His optimism seems to come precisely from his long historical view, which mitigates any feeling of panic over the current changes in the forms and practices of literacy. In this respect we might compare his cautious optimism with the less informed pessimism of Sven Birkerts in his Gutenberg Elegies (1994). O'Donnell is also sanguine about the role that electronic technology can play in education--not by replacing teachers, but rather by allowing instruction to become more individual.On the other hand, the historical sophistication of Avatars of the Word both defines and limits its audience. Enthusiasts like John Perry Barlow count their readers in the hundreds of thousands, precisely because they offer a high-energy narrative of the future that does not trouble itself about the past. The leisurely and reflective pace of O'Donnell's book will seem luxurious to most of the new media world. O'Donnell says that his audience are "those who read books and use computers and wonder about the relationship" (ix). But the audience is perhaps narrower: those who, like the readers of this journal, are steeped in literate culture. Even within that group, O'Donnell is really speaking to those who are not intimidated by or disdainful of computer technology.In addition to being a professor of... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Elvira Panaiotidi, “The Nature of Paradigms and Paradigm Shifts in Music Education”Wenyi W. KurkulAt the beginning, I would like to congratulate Elvira Panaiotidi on her interesting paper and on her proposal to move beyond the long-running debates that began in the mid-1990s between Bennett Reimer and David Elliott and their respective supporters. I also applaud her affirmation that, beyond the numerous debates within the music-education (...) philosophy community, the ultimate goal is to put the theories to work in schools or, in other words, to convert theories into operative paradigms.Echoing her affirmation, I shared her article with a class of my graduate students after I received the invitation to respond to this paper. All of my graduate students are current schoolteachers in the greater Washington, DC metropolitan area in the United States. Some of them are young teachers; others have decades [End Page 114] of teaching experience. As a university professor, I have always been thrilled by how much my thoughts are inspired by my students—by their stories, writing, discussions, dialogues, and sometimes very challenging questions in class. Their concern for their daily jobs and their students constantly remind me of our responsibilities to the children in the schools. However, with our schools and students in mind, I have to ask the music education philosophy community a question: Is "producing a unified concept of music," or "searching for a unified approach," or even aiming to "develop a unified approach in music education" as proposed by Panaiotidi what we truly need?In her paper, Panaiotidi discusses the debate over the approaches in music education by Reimer and Elliott in the context of paradigm shifts. The term, "paradigm shift," was introduced by Thomas Kuhn in 1962 in his highly influential book, The Structure of Scientific Revolutions. Kuhn proposes that almost every significant break-through in the field of scientific endeavor is first a break with tradition, with old ways of thinking, with old paradigms. For example, until the germ theory was developed, there was a high percentage of deaths during childbirth and scientists were not sure why. Likewise, in military settings, more people were dying from small wounds and diseases than from the major traumas experienced on the frontlines. But as soon as the germ theory was developed, a whole new paradigm—a better, improved way of understanding what was happening—made dramatic and significant improvements in the practice of medicine possible.The United States today is the setting for another fruitful and powerful example of a dramatic paradigm shift. The traditional concept of government had been monarchical, based on the divine right of kings. It was not until centuries later that a significant break-through paradigm was developed: government of the people, by the people, and for the people. A constitutional democracy was born that unleashed tremendous human energy and ingenuity. This new paradigm, over time, generated personal empowerment, free enterprise, a higher standard of living, freedom and liberty, and influence and hope unequaled in the history of the world.Stephen R. Covey, the author of a popular book in the late 1980s, The Seven Habits of Highly Effective People, cites Kuhn's conception of paradigm shift to illustrate his own ideas. He describes an experiment at the Harvard Business School in which an instructor passed out a picture of a young woman to half of the class and a picture of an old woman to the other half. The students were asked to look briefly at the picture and pass it back. The professor then asked the class to describe the woman as he projected on a screen a picture of a woman that was a combined image of the "old" and "young" women. Needless to say, the students debated the age of the woman. If they had seen the "young" version, [End Page 115] they could see only a young woman now, and vice-versa. Each student was adamant about his or her position. They did not see the image in another way until the lines were pointed out to demonstrate the features of the old and young woman. Covey cites this exercise to prove the powerful conditioning effects of one... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 22 (2002) 222-228 [Access article in PDF] Book Review Buddhism and Ecology: The Interconnection of Dharma and Deeds Buddhism and Ecology: The Interconnection of Dharma and Deeds. Edited by Mary Evelyn Tucker and Duncan Ryuken Williams. Cambridge, Mass: Harvard University Press, 1997. 467 pp. As Mary Evelyn Tucker's foreword explains, this book is part of a series of conferences and publications exploring the relationship between (...) religion and ecology initiated by the Center for the Study of World Religions at Harvard University. The volume is divided into several sections. In the first section, "Overview: Framing the Issues," Lewis Lancaster provides an excellent overview of the important role of religion in relation to ecology in "Buddhism and Ecology: Collective Cultural Perceptions." In addition, he discusses some of the promise and pitfalls of interpreting Buddhism to ascertain its perspectives on nature, the human/nature relationship, and so forth.The first substantive section, "Theravada Buddhism and Ecology," has a focus on Thailand, with essays by Donald Swearer on Thai Buddhist perspectives on nature, and Leslie Sponsel and Poranee Natadecha-Sponsel, entitled "Theoretical Analysis of the Potential Contribution of the Monastic Community in Promoting a Green Society in Thailand." Swearer describes the approaches of two preeminent Thai Buddhist monk scholars and activists, Bhikkhu Buddhadasa and Phra Prayudh Payutto, concluding that these two offer distinct but similarly proenvironmental interpretations of Buddha dharma.The Sponsels' essay is less persuasive. Their thesis is that "the local monastic communities of Thailand have the potential to serve as working models of a green society and that some actually do" (48). The evidence they offer is that "by drawing on the environmental wisdom of the dharma, by serving as a model of a green society, and through the power afforded by their liminal status, local monastic communities have significant potential to contribute to the environmental awareness, information, and ethics of the populace" (Sponsel and Sponsel 53). Since the monastic environment is comprised predominantly of males, however, what contribution do women make to these goals, and how do they become educated into environmental awareness? The authors do acknowledge the gender discrimination of the sangha and recognize both that "one of the concomitants of a green society is gender equity" as well as that the gender bias of the sangha and society in Thailand need to change if a green society is to be realized in Thailand (56). However, assuming that women are equal contributors to environmental destruction as well as the potential for rehabilitation, it would seem to be important to use vehicles for environmental education that provide access to females as well as males, rather than monastic institutions composed exclusively of males (at least the formally recognized ones).However, the Sponsels see the greatest obstacle to the attainment of a green society in Thailand to be "the disparity between Buddhist ideals and teachings, on the one hand, and the actual practices of Buddhists, on the other" (56). The authors note that in reality, Thailand is increasingly becoming an environmental disaster rather [End Page 222] than an ecotopia. Although the authors contend that Buddhism is one of the most important resources for resolving environmental problems in Thailand because of its ability to "penetrate to the very roots of the problems and to find lasting solutions rather than merely treat superficial symptoms and single issues," they have failed to describe what these principles are in any detail other than the doctrine of interdependent origination and care for all sentient beings, as well as failing to demonstrate specifically how monks actually provide an example of a green society. Thus, their "hypotheses" remain largely unproven and unsupported.The third section of the volume, "Mahayana Buddhism and Ecology," focuses on Japan. Paul O. Ingram's essay, "The Jeweled Net of Nature," supports the thesis that Shingon (esoteric) Buddhism, especially that of the Japanese monk and scholar Kukai, offer resources for resolving the environmental crisis (as Graham Parkes also does in a later essay in this section). Beginning from the premise that the dualistic, hierarchical, atomizing, androcentric, and sexist characteristics of Western monotheistic religion and... (shrink)

By any measure, Oliver Wendell Holmes, Jr., led a full and remarkable life. He was tall and exceptionally attractive, especially as he aged, with piercing eyes, a shock of white hair, and prominent moustache. He was the son of a famous father, a thrice-wounded veteran of the Civil War, a Harvard-educated member of Brahmin Boston, the acquaintance of Longfellow, Lowell, and Emerson, and for a time a close friend of William James. He wrote one of the classic works of (...) American legal scholarship, The Common Law, and he served with distinction on the Supreme Court of the United States. He was actively involved in the Court's work into his nineties. In Justice Oliver Wendell Holmes, G. Edward White, the acclaimed biographer of Earl Warren and one of America's most esteemed legal scholars, provides a rounded portrait of this remarkable jurist. We see Holmes's early life in Boston and at Harvard, his ambivalent relationship with his father, and his harrowing service during the Civil War. White examines Holmes's curious, childless marriage and he includes new information on Holmes's relationship with Clare Castletown. White not only provides a vivid portrait of Holmes's life, but examines in depth the inner life and thought of this preeminent legal figure. There is a full chapter devoted to The Common Law, for instance, and throughout the book, there is astute commentary on Holmes's legal writings. Indeed, White reveals that some of the themes that have dominated 20th-century American jurisprudence--including protection for free speech and the belief that "judges make the law"--originated in Holmes's work. Perhaps most important, White suggests that understanding Holmes's life is crucial to understanding his work, and he continually stresses the connections between Holmes's legal career and his personal life. For instance, his desire to distinguish himself from his father and from the "soft" literary culture of his father's generation drove him to legal scholarship of a particularly demanding kind. White's biography of Earl Warren was hailed by Anthony Lewis on the cover of The New York Times Book Review as "serious and fascinating," and The Los Angeles Times noted that "White has gone beyond the labels and given us the man." In Justice Oliver Wendell Holmes, White has produced an equally serious and fascinating biography, one that again goes beyond the labels and gives us the man himself. (shrink)

The Brown vs. Board of Education decision of 1954 mandated school integration. The decision also to recognize that inequalities outside the schools, of both a class- and race-based nature, prevent equality in education. Today, the most prominent argument for integration is that disadvantaged students benefit from the financial, social, and cultural “capital” of middle class families when the children attend the same schools. This argument fails to recognize that disadvantaged students contribute to advantaged students’ educational growth, and sends (...) demeaning messages to the disadvantaged students and messages of unwarranted superiority to the advantaged. Parents, teachers, and schools can adopt a justice perspective that avoids these deleterious aspects of the capital argument, and helps create a community of equals inside the integrated school. Struggles for educational justice must remain closely linked with struggles of both a class- and race-based nature for other forms of justice in the wider society. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:738 BOOK REVIEWS tical ruin, for what is required is a proper legal response to their illegal acts and a properly political response to their political acts. Burtchaell is usually close to the truth in his ethical judgments, hut one is often uneasy with these judgments either because of some glaring inconsistencies or because they do not seem grounded on a solid theoretical basis. He is possessed of some (...) remarkably clear insights and a powerful rhetorical style, hut these suffer from his inability to string these insights into a consistent outlook on these critical biomedical issues. University of Illinois Champaign-Urbana, Illinois ROBERT BARRY, O.P. Image and Spirit in Sacred and Secular Art. By JANE DILLENBERGER. New York: Crossroad, 1990. Pp. 217. $29.95. In the quarter century since the close of Vatican II, it is surprising how few Catholic seminaries in this country have followed the Council mandate that called for the study of sacred art by candidates preparing for ordination. On the contrary, the preconciliar ambivalence toward the arts in general, and the visual arts in particular, has been superseded by an incipient iconoclasm that has flourished hand in hand with the liturgical renewal. In the exuberance of throwing out the vestiges of preconciliar culture, hasty reformers have unwittingly embraced new art forms that are all too often lacking in aesthetic or spiritual value. Their untrained eyes predictably gravitate toward the insipid, the garish, and the gaudy. Much of what has been lauded as Catholic art in the past two decades finds itself as hopelessly outdated as the burlap banner. Catholic culture has devolved into Catholic kitsch. It is ironic that the most eloquent voice for the study of art in American seminaries today belongs not to any priest or prelate, hut to a Protestant woman, Jane Dillenherger, who has established a long and distinguished career teaching in theological seminaries. These include: Drew Theological Seminary, San Francisco Theological Seminary, the Pacific School of Religion, and the Jesuit School of Theology in Berkeley. The Harvard-educated Dillenherger is the author of numerous hooks and articles dealing with art and religion. That she foresaw a career dedicated to rebuilding bridges between these two long-estranged fields of study was evidenced early on when she sought an inter-disciplinary doctoral degree with a dissertation committee that would include the theologian Paul Tillich alongside the eminent art historian Erwin Panofsky. The innovative proposal was denied. Undaunted, Dillen· BOOK REVIEWS 739 berger later went on to establish at the Graduate Theological Union in Berkeley a doctoral program of studies in the Arts and Religion, the only one of its kind in the United States, where theologians, artists, and art historians collaborate in the education of future church leaders. Jane Dillenberger's latest book, Image and Spirit in Sacred and Secular Art, is fitting testimony to a career that has stretched over five decades. The hook is a compendium of essays and lectures addressed to "the inquiring, intelligent adult who has little or no formal background in the visual arts." The offerings include such diverse subjects as "The Image of Evil in Nineteenth- and Twentieth-Century Art" (what would have been her dissertation topic under Tillich and Panof· sky), "Picasso's Transformations of Sacred Art," "The Appearance and Disappearance of God in Western Art,"" Lucas Cranach, Reformation Picture-Maker," and "Images of Women in American Art." Al· together, ten essays have been included in this Crossroad publication which is generously filled with 133 reproductions of works discussed in the text. The overarching theme of this hook is to look at visual images and analyze how they have changed through successive cultural eras. In doing so the author makes every attempt to connect art and religion with everyday life. In her introductory essay, "Looking for Style and Content in Christian Art," Dillenberger calls on all viewers to discard their private prejudices as they gaze upon artworks: "Nothing less than a kind of self-abdication is demanded of us by a great work of art. It asks us to see it, if only for a few moments, in terms of the vision that it represents and expresses." Only by placing biases in check can the... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Nursing Ethics:A Selected Bibliography, 1987 to PresentDoris Mueller Goldstein (bio)The ethics of nursing is emerging as a discipline distinct from bioethics or medical ethics. Although these areas have many concerns in common, nurses are demonstrating that their perspective can make a unique contribution to ethical debate.An especially dynamic area of discussion within nursing ethics is the philosophy of caring. The work on moral development by Harvard educator Carol (...) Gilligan in her book, In a Different Voice, is pivotal in this discussion (IV B, Cooper 1989). Jean Watson, a nurse at the University of Colorado Center for Human Caring, also has written extensively on the philosophy of caring. She states that "an ethic of caring has a distinct moral position: caring is attending and relating to a person in such a way that the person is protected from being reduced to the moral status of objects...." (I, Watson 1988).Even as the philosophy of caring becomes more predominant, however, nurses today are often drawn away from the caring role by forces prevalent in the modern hospital. First, modern technology can divert the nurse's attention away from the patient and toward the operation of complex equipment, and second, large hospitals are often managed as bureaucracies (I, Fitzpatrick 1988).A recent study examined the frequency and seriousness of ethical issues encountered in nursing practice (IV A, Berger 1991). A survey instrument that included 32 potential ethical issues was developed by the authors. Respondents were asked to identify what kinds of issues concerned them and with what frequency, and to indicate what resources were used to cope with these dilemmas. The study found that nurses were frequently faced with inadequate staffing, heroic measures for prolonging life, inappropriate resource allocation, situations where patients are being discussed inappropriately, and coping with irresponsible activity of colleagues.The variety of ethical dilemmas encountered on a daily basis by nurses and their expressed interest in developing a moral grounding for the profession of [End Page 177] nursing, along with increased attention to ethical issues in nursing education have led to an explosion in the literature on these topics. In the preparation of this bibliography over 1,000 citations were retrieved in computer searches of various databases: BIOETHICSLINE, MEDLINE and CATLINE (National Library of Medicine), CINAHL (Current Index to Nursing and Allied Health Literature), BOOKS IN PRINT PLUS, and ETHX (the online public access catalog for articles at the National Reference Center for Bioethics Literature). What is offered here is a small sampling of that literature. Books and special issues of periodicals are briefly annotated, but citations to articles are simply arranged by broad subject, and within that, alphabetically by author. The subcategories reflect the topics receiving the most discussion in current literature.This bibliography updates "The Ethics of Nursing: A Selected Bibliography," by Doris Mueller Goldstein, which covered the earlier literature and was published as an appendix to Ethical Decision Making in Nursing Administration (I, Silva 1990).I. BooksAustralian Nursing Federation. Ethics: Nursing Perspectives, vol. 2. North Fitzroy, Victoria: The Federation, 1989. 102 p. (Publisher's address: 373-375 St. Georges Road, postal code 3068.) The National Professional Development Committee of Australia fostered the publication of a second volume of papers on nursing ethics. Articles cover patients' rights, ethical theory in decisionmaking behaviors, the nurse and the DNR order, and whistleblowing. Several appendices represent difficult-to-obtain documents, such as the RANF (Royal Australian Nursing Federation) position statements on terminal care, AIDS and occupational health, professional practice problems, and conscientious objection.Bandman, Elsie L., and Bandman, Bertram. Nursing Ethics Through the Life Span. 2nd ed. Norwalk, CT: Appleton & Lange, 1990. 288 p. Following an extensive review of the moral foundations of decision making in nursing, the authors take the reader through a chronology of nursing ethics issues as they occur in the human life span, beginning with the procreative family period and concluding with the end of life. Each chapter contains discussion questions—an aid to educators using this as a textbook.Benjamin, Martin, and Curtis, Joy. Ethics in Nursing. 2nd ed. New York: Oxford University Press, 1986. 206 p. An overview of the nature of ethical inquiry and theory is followed by... (shrink)

Throughout the Covid-19 pandemic, people have been eager to learn what factors, and especially what public health policies, cause infection rates to wax and wane. But figuring out conclusively what causes what is difficult in complex systems with nonlinear dynamics, such as pandemics. We review some of the challenges that scientists have faced in answering quantitative causal questions during the Covid-19 pandemic, and suggest that these challenges are a reason to augment the moral dimension of conversations about causal inference. (...) We take a lesson from Martha Nussbaum—who cautions us not to think we have just one question on our hands when we have at least two—and apply it to modeling for causal inference in the context of cost-benefit analysis. (shrink)

Educational Theory, Volume 72, Issue 1, Page 103-108, February 2022.

Despite his ceaseless efforts to purge his fellow citizens of their unfounded opinions and to bring them to care for what he believes to be the most important things, Plato's Socrates rarely succeeds in his pedagogical project with the characters he encounters. This is in striking contrast to the historical Socrates, who spawned the careers of Plato, Xenophon, and other authors of Socratic dialogues. Through an examination of Socratic pedagogy under its most propitious conditions, focusing on a narrow class of (...) dialogues featuring Lysis and Alcibiades, this book answers the question: "why does Plato portray his divinely appointed gadfly as such a dramatic failure?". (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Coleridge, Schiller, and Aesthetic EducationGary PetersColeridge, Schiller, and Aesthetic Education, by Michael John Kooy. New York: Palgrave, 2002, 241 pp.Who reads Friedrich Schiller today? With the Aesthetic Education of Man struggling to remain in print in the English-speaking world (at least in the UK, from where I am writing this) it would seem fewer and fewer readers are prepared to engage with (or be educated by) (...) this once influential aestheticization of the world; and as for Marcuse on Schiller, or the young(er) Frederic Jameson on Schiller and Marcuse, they, too, seem to be speaking from another era, an ancient time when the humanist utopian promise could still be taken seriously. Promises are made to be broken, of course, especially the promesse de bonheur, but are we right to feel betrayed by the assorted Schillerians who so passionately raised our hopes, only to fall silent when they were so comprehensively dashed? Perhaps betrayal is putting it too strongly, but the fact remains that we seem to have ended up with a notion of aesthetic education that educates nobody, not even those within art education who need it more than most. But then perhaps the whole notion of aesthetic education as a promise is itself fundamentally flawed, the product of a political reading—the politicization of the aestheticization of the world—that casts the lessons of the aesthetic into the future rather than engaging with the event of the artwork as it erupts in a "now," which is aporetic in the extreme, and thus ill-equipped [End Page 119] to radicalize the unradic1al mind or mobilize the immobile.Clearly, Michael John Kooy reads Schiller today, but, having said that, it is never made entirely clear who he is writing for. Indeed, we may ask, does he have much of an audience at all or is he speaking too long and too late into the vacuum left by the collapse of humanist optimism? His own position is an interesting one, as both a literary theorist and a philosopher; one of the real strengths of the book is Kooy's pursuit of philosophical ideas in the body of Schiller's and Coleridge's dramatic and poetic work, often to good effect, but, to ask the question again, who is listening? Philosophers? Writers? Professional academics or the nonacademic audience that one would assume was always the intended beneficiary of the concept of aesthetic education?To attempt to think around some of these questions, without necessarily trying to answer them, we might start by considering who the philosophical audience for this book might be. My guess is that the philosophy of education, the subgenre of philosophy that might benefit from an aesthetic education itself, will be largely deaf to the message running through these pages. Long dominated by an ethical, religious, and liberal political agenda, the philosophy of education in its hegemonic Anglo-American guise has never made much room for the aesthetic, particularly in its "continental" radical incarnation—far too woolly, idealist, utopian, far too "arty." So, not much of an outlet here, but, having said that, the recent Anglo-American fascination with the very "continental" notion of Bildung might prove to be a fruitful point of contact, and Kooy does devote some useful pages and a substantial epilogue to a discussion of this thorny subject. There is a problem here, however, in that while Kooy is excellent when thinking through the dissonance between the teleological purposiveness of Schiller's and Coleridge's conceptions of universal history, so important to their notion of aesthetic education as a cultural model, and the very different self-substantiating autonomy of Bildung, he is much less engaged with the more fundamental pedagogical issues that arise within the particularity of the teaching encounter: How is the necessary autonomy of aesthetic education to be taught without thereby jeopardizing that very autonomy? It is at this point that a philosophical audience (one engaged in continental philosophy, that is) might have expected a more thorough account of the deeply problematical relationship between the Schillerian notion of aesthetic education and the aesthetics to be found in Kant's Critique of Judgement, its acknowledged source. This is not... (shrink)

Michael Peters, Sonja Arndt & Marek TesarThis is a collective writing experiment of PESA members, including its Executive Committee, asking questions of the Philosophy of Education in a New Key. Co...

In lieu of an abstract, here is a brief excerpt of the content:258 HISTORY OF PHILOSOPHY and diversity"-- ("it is useless to deny or even minimize the incongruities and the contradictions" in Rousseau's statements, as Burgelin says in another book). Instead he puts the finger on the one trait that sets this piece of rationalism (or anti-rationalism, as some would say) apart from all others: not sentiment verging on the mystical, but egocentrism, existentially founded and unique. Rousseau, taking a stand (...) outside the battling parties, outside his own religion, becomes more and more "une existence solitaire en face d'une autre existence, qui le regarde," that "other existence" which he calls God. Alas, the descent from such existential heights is swift. Soon the solitary thinker will be enmeshed again in unsolitary speculations about those very issues he had left behind in his flight into the self. Where will this strange pilgrim's progress end? In 1769, seven years before his death and feeling the cold breath of old age upon him, Jean-Jacques wrote: "In my childhood I believed by authority, in my youth by feeling, in my mature age by reason; now I believe because I have always believed." Burgelin cites this as proof that Rousseau never ceased to believe. Maybe so. But is this the point? What the passage defines is the pilgrim's irreversible religious itinerary. On cannot but ask what the next inevitable stop on the road would have been. Waiting for Godot? "Whoever makes an effort to find in Rousseau's work an explicit philosophy... runs into a very peculiar difficulty, for a philosophy is defined above all by its coherence, and [Rousseau] himself warns us against his own methods." With these words Pierre Burgelin opened his monumental work, La philosophic de l'existence de ].-]. Rousseau (1952). It is in the several pertinent chapters of this earlier work that the reader will find what the present book withholds: a philosophical analysis as rigorous as it is profound and comprehensive, the best analysis we have to Rousseau's religious thought. Professor Burgelin's new book merely proves that not even he can do justice to Jean-Jacques without explaining him. GREGORSEBBA Emory University l~mile ou de l'dducation. Par Jean-Jacques Rousseau. Introduction, bibliographic, notes, et index analytique par Francois et Pierre Richard. gdition illustr~e. (Paris: ~ditions Garnier Fr~res, 1962. Pp. 1 + 664 [1].) While the new Pldiade edition of Rousseau, a model of contemporary French scholarship, makes its slow, stately way towards completion, the well-known yellow Classiques Garnier keep coming out in new editions or simply in new dress. This 12mile is a handsomely produced, very readable BOOK REVIEWS 259 reissue of the 1939 Garnier edition, with reproductions of eighteenthcentury engravings on themes of Rousseau. They add rich period flavor to this strange work in which a hypermodern intelligence talks the language of three centuries ago. There are useful notes, the detailed subject index is exceptionally well laid out, the spacious bibliography is ample for Rousseau 's sources and influence, but its meager twentieth-century section should have been reworked and brought up to date. The Introduction, too, can still be read with much profit, even though its critical standpoint is now antiquated, eloquent proof of the effectiveness of Rousseau scholarship in the last two decades. For its price this is a very handy, serviceable edition to have until the Biblioth~que de la PMiade catches up with Garnier Fr~res. Emory University GREGOR SEBBA Kant's Theory o[ Knowledge. By Graham Bird. (New York: The Humanities Press, 1962. Pp. x + 210. ~5.50.) In the Preface the author states that he has two main objectives in his book: To pursue one central argument through the Critique of Pure Reason and to discuss Kant's views in terms of a modern philosophical idiom. Bird follows this programme out through most of the book, departing from it on only one occasion, in Chapter 11 (pp. 181-188) in which he discusses and criticizes Strawson's theory of personality (as presented in his book Individuals, chap. 3). The space given to Strawson does not, however, constitute a serious digression from the main argument because it comes at the end of a chapter devoted... (shrink)