After the three families divided up the state of Jin and the Tian family took over Qi, the political situation in the fourth century B.C.E. appeared even more chaotic. Wei conquered Chu's Luyang and Qin's Xihe, Qin defeated Wei at Shimen , and again at Shaoliang , and Wei moved its capital to Daliang. During the mid-Warring States period, Qin became dominant in the west, Qi in the east, Chu in the south, and Wei in the center. Rapid changes occurred (...) one after another; trickery and conflict were rampant. However, the shi , the intelligentsia, actually managed to expand their spheres of existence and activity accordingly in this state of tension between countries, states, and men. A few major states assembled quite a number of literati; and those men of the villages, who had in earlier times merely waited passively for opportunities to fall into their laps, crisscrossed the various feudal states; literati who previously had no cause to use military force became, one by one, the honored guests of the feudal lords. With the breakdown of the previously simple and obvious order, the gradually dismantling of the common body of the ancestral clan of the past, and the increasing complexities of social relationships after the dissolution of blood ties, social order became a matter of concern. Or, to reword this most practical issue: How could this universally chaotic society go from disorder to order? (shrink)

EDITOR’S ABSTRACTThe popular Chinese portrayal of the victory of Confucianism, or in Chinese terms “dismiss the hundred schools of thought and revere only the Confucian arts,” has been challenged by some scholars in the past decades. Ding’s essay illustrates not only how it has been challenged but also how the catch phrase influences the scholarly discussion. As he indicates, recent Chinese studies that attempt to subvert the traditional theory share the same “flow.” They fail to note that the (...) expression “dismiss the hundred schools of thought and revere only the Confucian arts” has had very negative connotations since it was invoked by Yi Baisha 易白沙 to harshly denounce Confucianism for being responsible for the centuries-long Chinese autocracy. (shrink)

In agreement with Comrade Hu Qiaomu's talk on the problem of social science philosophy planning, let me also offer a few suggestions. I shall speak on the topic, "Development Plan of Social Science Philosophy and the Policy of Let a Hundred Flowers Bloom and a Hundred Schools Contend.".

제자백가의 사상 지형을 이해하는 프레임으로는 ‘사승 관계’ 또는 ‘학파’가 있다. 그 가운데 유가의 순자와 법가의 한비자는 양자의 관계에 관한 사료 또는 사상적 유사성에 입각하여, 학파적으로는 구분되지만 상호 영향 관계를 맺은 것으로 이해되곤 한다. 본문에서는 이를 탈피한 시각에서, 한대 이후 확증된 양자의 관계 및 사상적 유사성은 특정한 가치 판단을 지지하는 의도로 정형화된 신념에 불과할 뿐 사상적으로 완연한 차이를 보이며, 나아가 그들의 유사성은 전국 말기 정치 체제의 전환과 더불어 발생한 인성론·천도관의 연속적 변화 추세 가운데 발생한 필연적 융합의 일환에 불과함을 지적한다. 결론적으로 제자백가 (...) 사상의 변화흐름은 후대에 정위된 ‘학파’ 또는 ‘사승’이 아니라 당시 지식인들의 정치적 신념을 목표로 두고 외재적 정치 수요와 연대하여 조성된 것이기에, 그 유사성 저변에는 ‘융합’이라는 역동적 양태가 본질로 자리하고 있음을 주장한다. (shrink)

본 논문은 제자백가의 성립과 분류에 대한 캉유웨이(康有爲)의 기본적인 관점과 접근법을 밝힌 글이다. 캉유웨이는 『공자개제고(孔子改制考)』 속에서 제자백가들이 새로운 학파를 창립하여 탁고개제를 실시한 것은 당시의 일반적인 추세라고 주장한다. 따라서 그는 제자백가를 비슷한 유형별로 분류한 기존의 방법과는 달리, ‘탁고개제’라는 기준, 즉 각 학파가 내세운 일종의 독창적인 제도와 가탁한 대상을 기준으로 제자백가의 분류를 시도하였다. 춘추전국시대의 제자백가들은 교설창립→제도개혁→탁고개제의 순서로 진행되는 학파의 확립 과정에서, 주장과 이론의 정밀성과 체계성을 점진적으로 강화하였고, 다른 학파와의 투쟁과 조화를 통해 상호 영향을 주고받으면서 점차 하나의 독립된 학파로서의 위치를 구축하였다. 결국 세 단계의 (...) 과정을 거치면서 제자백가를 대표하는 몇몇 학파가 두각을 나타나면서 사상계를 지배하게 된 것이다. 이와 같은 접근 방법은 기존의 제자백가 연구에서는 시도되지 않았던 독특한 방법으로, 제자백가에 대한 이해의 지평을 넓혀줄 뿐만 아니라, 고대 중국사상사에 대한 새로운 해석과 접근의 가능성을 제공해준다. (shrink)

선진 제가는 춘추시대 이전의 역사적 사건과 인물에 대한 서술에서 내용상 대체로 유사하며 공통적으로 상고주의적 경향을 갖고 있다. 그러나 그들 각자가 견지한 정치 윤리적 관점에 따라 차이가 난다. 한비는 피상적으로는 시대 구분론을 견지한 것 같지만, 내용상에서 보면 그것은 옛 것과 지금 것을 구분하는 이분법적 경향이 뚜렷하다. 구체적으로 보면, 그는 法治를 표준으로 삼아 상고의 인물과 사례 가운데 본받을 만한 것과 경계해야 할 것을 양분하여 모두 당대 법치의 귀감으로 삼고자 하였다. 역사의 변천에 있어서 한비는 지속적 발전 과정이라고 하기보다는 ‘一治一亂’의 교체 과정으로 보고 있다. (...) 비록 시대의 변천에 따라서 성인이 출현하면서 사람의 생존 환경의 개선을 이루고 기술적 측면에서 발전하는 것은 분명하지만, 법치의 각도에서 보면 民智의 개화는 오히려 바람직하지 못한 것으로 파악한다. 역사 변천에 있어서 군주의 역할이 강조되고 있지만, 한비의 법치에서 보면 立法과 治國의 대리자일 뿐이며, 人民은 그것의 적용대상일 뿐이다. 이상에서 보면, 한비의 역사관은 법치적 역사관이라 할 만하다. 그런데 한비가 개괄적으로 유가와 묵가를 비판하였지만, 구체적으로 그들의 역사관에 대한 비판적 내용이 없는 것은 특이한 일이다. 요컨대 제가의 역사적 사실에 대한 해석은 관점에 따라 달라지며, 그것은 당대의 정치 사회적 정당성 확보를 위한 것이다. 또한 당대의 역사관은 해석자의 기반에 근거할 수밖에 없고 따라서 역사 해석의 다양성은 필연적이다. 문제는 다양성을 확보하면서 역사 발전은 어떠한 방향으로 진행되어야 하는가이다. 오늘날의 관점에서 본다면 역사는 민주주의적 가치의 확대 과정이며 따라서 다양성과 아울러 이에 대한 사회구성원 다수의 共感을 얻어야 마땅한 것이다. 이러한 점에서 보면 한비의 법치적 역사관에 반영된 제반 사상은 당시 역사적 조건하에서 秦나라의 통일 이념의 근거로 유용할 수 있었지만 오늘날의 관점에서 보면 분명한 한계점이 드러난다. (shrink)

본고에서는 한국사상사에 있어서 선진 제자학을 위상을 검토하고 아울러 순자사상의 한국적 수용과 전개 양상을 살펴보았다. 나아가 여말선초부터 18-19세기에 이르는 지식인들의 문집을 통하여 순자에 대한 이해양상과 시대별 흐름을 다음과 같이 요약할 수 있다. 즉 삼국시대부터 고려 중엽까지는 지식인들이 선진 제자학 가운데 다른 학파나 사상가를 이단으로 간주하여 비판하는 일은 거의 없었다. 그런데 여말선초 이래 『맹자』가 유가의 정통 경전으로 확립되면서부터 순자를 비롯한 선진 제가를 이단으로 간주하여 비판하기 시작하였다. 고려부터 선초에 이르는 지식인들의 순자의 성악설에 대한 평가는 엇갈리고 있으며, 다만 순자에 대한 이해의 심도가 점차 깊어짐을 (...) 알 수 있다. 성리학 전성기에 이르면 선초에 비해 순자에 대한 지식인들의 비판 강도가 오히려 줄어드는 경향을 엿볼 수 있는데, 이것은 맹자의 성선설을 토대로 한 성리학적 세계관이 이미 확립되었음을 반증하는 것이다. 또한 성악설을 비판하는 지식인들도 대체로 순자의 다른 사상에 대해서는 적극적으로 원용하는 태도를 취하고 있다. 17세기에 이르면 순자를 법가로 귀결시키는 논의도 일부 보이지만, 주자학의 권위에 도전하거나 실학적 토대 위에서 제자학을 적극 수용하는 경향이 대세를 이루게 된다. 18세기에 이르면 순자에 대한 이해 범위가 보다 확산되고 있음을 확인할 수 있으며, 특히 글자 고증에 있어서 순자의 원문 및 주석이 널리 활용되고 있다. 요컨대 조선조 지식인들의 순자 비판은 시종일관 그의 성악설에 근거하며 나아가 분서갱유를 주도한 李斯 등의 법가와 연계시키는 데 집중되어 있다. 반면에 이를 제외한 순자의 기타 사상에 대해서는 대체로 긍정적으로 수용했다고 해도 좋을 것이다. 그런데 이처럼 순자를 비판하고 있는 지식인들은 제자서를 쉽게 접하거나 상대적으로 개방적인 학문태도를 지녔었다는 점은 주목할 필요가 있다. (shrink)

본고에서는 陰陽家의 등장 과정과 아울러 墨家의 陰陽五行論을 諸家와의 비교를 통해서 살펴보았다. 司馬遷이 列傳에서 시사한 바대로 鄒衍으로 대표되는 음양가는 당시 儒家와도 일정한 관련이 있었던 것으로 보인다. 음양 관념은 본래 햇빛과 관련이 있었지만 전국 중기 이후 氣, 혹은 道 관념과 연계되면서 점점 추상화되었다. 오행 관념 또한 본래 일상생활에 필수적인 五材 관념에서 출발하여 인간과 자연의 모든 것을 포괄하는 분류 기준으로 발전하였다. 五德終始說로 대표되는 추연을 비롯한 음양가 혹은 음양오행가의 사상은 근본적으로 왕조 교체의 법칙성을 도출하기 위한 것이었다. 그러나 이러한 관점은 전국말에 이르기까지 백가쟁명의 주제로서 부각되지 (...) 못하였다. 비록 제가에서 공통적으로 음양오행론에 대한 기본적인 이해를 전제로 그것을 활용하고 있는 것은 사실이지만 각각의 사상체계에 연계되지 못하였다. 묵가 또한 음양오행 관념을 수용하고 군사학 방면에 활용하면서도 일관되게 합리적인 관점을 유지하고 있다. 이것은 제가의 현실인식과 역사관의 차이에서 근본적인 원인을 찾을 수 있을 것이다. (shrink)

이 글은 『의례』에 보이는 상례 관련 내용을 선진 제자서의 내용과 비교한 것이다. 고대 상례에 관련된 가장 직접적이고 체계적인 문헌은 『의례』이다. 이것은 내용상에서 『좌씨전』, 『묵자』, 『순자』 등의 선진 제자서에 반영된 것도 있고 반면에 상호 어긋나는 내용도 있다. 이러한 상황이 발생한 이유는 고대의 『의례』를 비롯한 예경(禮經)이 성립되는 과정에서 일부 내용이 이미 제자서에 반영되기도 하고, 반대로 제자서의 내용이 후대 유가에 의해 예경에 편입되었기 때문이라고 생각된다. 우선 『의례』 상복 편의 기본 내용은 선진 제자서에 대체로 반영되어 있고 공통적인 내용이 많다. 대표적으로 부모와 군주를 위한 삼년상은 (...) 유가에서 공통적으로 선양한 것이다. 비록 묵가에서 유가의 후장구상(厚葬久喪)에 대해 반대하지만, 『의례』의 상복제도는 적어도 춘추시기에 이르기까지 사람들의 보편적 인식이었다고 할 수 있다. 또한 『의례』와 제자서에 반영된 내용에서 공통적으로 복상(服喪) 대상이 성인인가의 여부에 따라 상복에 차이를 두고 있음을 확인할 수 있다. 한편 선진 제자서에 반영된 상례 관련 내용은 『의례』의 규정과 다른 주장도 많다. 특히 제자서에 반영된 부모를 위한 상복은 『의례』의 규정과는 달리 사회적 지위의 다름에 따라 차이가 있음을 보여준다. 또한 부모와 군주를 위한 상복제도와는 달리 아내와 첩을 위한 제도는 『의례』의 규정과 다른 내용이 많이 보인다. 현행본 『의례』 「상복」 편에 나열된 규정은 복상 주체와 대상의 신분에 따라 상복과 상기를 달리하기 때문에 당시에는 물론 역사적으로도 엄밀하게 시행되기 어려웠을 것으로 생각된다. 특히 “친친”의 부자관계에 기초해서 자식을 위한 상례는 비교적 분명하고, 군주와 부모를 위한 상례는 명확히 규정되고 강조된 반면에 신하와 아내를 위한 상례는 규정이 없거나 모호한 경우가 많다. 따라서 “삼강”(三綱)이라는 용어가 한대(漢代) 정치윤리 이념을 반영한 동중서(董仲舒)의 『춘추번로』(春秋繁露)에 처음 보이는 것이지만, 내용상으로는 이미 『의례』에 반영된 것이라 보아도 무방할 것이다. (shrink)

Originally published in 1971,this volume is much more than a history of the Girls’ Public Day School Trust; it examines the growth of educational opportunities for girls and is set against a background of changing social attitudes and ideas. The book is mainly concerned with a small group of schools which pioneered girls’ education in the nineteenth century; schools which to this day, whether maintained, direct grant or independent are all concerned to provide the best possible educational opportunities (...) for development and fulfilment to their pupils. (shrink)

_One Hundred Twentieth-Century Philosophers_ offers biographical information and critical analysis of the life, work and impact of some of the most significant figures in philosophy this century. Taken from the acclaimed _Biographical Dictionary of Twentieth-Century Philosophers_, the 100 entries are alphabetically organised, from Adorno to Zhang Binglin, and cover individuals from both continental and analytic philosophy. The entries have an identical four-part structure making it easy to compare and contrast information, comprising: * biographical details * a bibliography of major (...) works * a listing of relevant secondary and critical literature * an appraisal of the philosopher's thoughts and achievements. A separate glossary provides an introduction to the origins, development and main features of major philosophical schools and movements and offers select bibliographies to guide the reader to further research. (shrink)

__Schooling for Critical Consciousness_ addresses how schools can help Black and Latinx youth resist the negative effects of racial injustice and challenge its root causes._ Scott Seider and Daren Graves draw on a four-year longitudinal study examining how five different mission-driven urban high schools foster critical consciousness among their students. The book presents vivid portraits of the schools as they implement various programs and practices, and traces the impact of these approaches on the students themselves. The authors (...) make a unique contribution to the existing scholarship on critical consciousness and culturally responsive teaching by comparing the roles of different schooling models in fostering various dimensions of critical consciousness and identifying specific programming and practices that contributed to this work. Through their research with more than 300 hundred students of color, Seider and Graves aim to help educators strengthen their capacity to support young people in learning to analyze, navigate, and challenge racial injustice. _Schooling for Critical Consciousness_ provides school leaders and educators with specific programming and practices they can incorporate into their own school contexts to support the critical consciousness development of the youth they serve. (shrink)

The Guan Zhong school of thought was formed by the people of the state of Qi during the Warring States period in inheriting and developing the legacy of Guan Zhong's ideas. This school, on the basis of the concrete conditions and the cultural tradition of the state of Qi, and in summing up the experience of social reform in that state, provided the feudal rulers with a complete system of political philosophy. It was distinctly apart from the Meng-Xun school, which (...) had historic connections with the civilization of the state of Lu and the Shang -Han school, which originated in the three Jin states . Generally speaking, the primary distinctions between the three schools reside in their different attitudes toward the patriarchal rule system. The Lu school, i.e., the Confucian school, adopted the attitude of wholesale acceptance of the patriarchal rule system. It advocated the establishment of a feudalists hierarchical system of patriarchal government molded after the rule-by-rites order of the Zhou dynasty. The Three Jins school, i.e., the Legalist school, stood on the exact opposite end to this and adopted the attitude of totally rejecting the rule-by-patriarchal system, but advocating the establishment of a monarchical regime which was absolutely despotic. It believed that the code of morality based on patriarchal rule was disadvantageous to the monarchical regime, that standards of good and bad ought to be replaced by standards of merit, and that law should replace morals. The Qi school, i.e., the Guan Zhong school, stood in between the other two. It adopted an attitude of accepting the patriarchal system in part while also rejecting it in part. It advocated that the patriarchal rule system and the system of centralized authority must be organically integrated, that rule by rites and rule by law must also be integrated. In this way it emphasized strengthening the monarchical power through the means of law while at the same time it also emphasized using the patriarchal and clan-oriented morals to consolidate feudalistic government. Thus, on the premise of their different attitudes toward the patriarchal system, each of these three schools created and established a completed system of social-political and philosophical thought. They engaged each other in polemics, and each propagandized its ideas broadly and played very major roles on the stage of the contention of the hundred schools of scholarship and thought during the Warring States period. (shrink)

This study investigated school psychology doctoral students' beliefs concerning their preparation for, and concern about, dealing with 12 ethical issues based on year in graduate school and whether they had taken an ethics course. Two hundred thirty-three doctoral students from 18 of the 44 American Psychological Association accredited programs in school psychology listed in the December 1996 issue of the American Psychologist completed ethical issues surveys. Results showed that students who had taken an ethics course and those with more (...) years of graduate education said they felt more prepared to deal with ethical issues than students who had not taken an ethics course and who had fewer years of graduate education. Participants believed they were least prepared to deal with ethical issues involving child custody cases, possible ethical violations by colleagues, and potentially violent clients. Participants' concern about dealing with ethical issues was negatively related to their number of internship hours. (shrink)

The aim of this paper is to contribute to an understanding of the school strikes for climate, initiated in August 2018 by the Swedish student Greta Thunberg, soon to become a global social movement involving hundreds of thousands of students. I examine 10 speeches of Thunberg as recontextualizations of environmental ethical values that have been formulated within the context of United Nations. With this approach, guided by an ethical and educational interest grounded in moral education, and informed by conceptions of (...) Seyla Benhabib, this paper demonstrates how students become democratic citizens appropriating the concern for future generations as a cosmopolitan claim in a resistance to exclusions from current politics. (shrink)

The classical Chinese philosophical tradition (ca. 6th to 3rd centuries BCE) contains rich discussion of skill and expertise. Various texts exalt skilled exemplars (whether historical persons or fictional figures) who guide and inspire those seeking virtuosity within a particular dao (guiding teaching or way of life). These texts share a preoccupation with flourishing, or uncovering and articulating the constituents of an exemplary life. Some core features thought requisite to leading such a life included spontaneity, naturalness, and effortless ease. However, there (...) was also significant disagreement during this ‘Warring States’ or ‘Hundred Schools’ period on which skills were valuable, how one should cultivate them, and who exactly ought to serve as exemplars. In this chapter, I discuss two prominent types of expertise and their attendant skills. The first is expertise at a particular craft, occupation, or dao, which finds its most poignant celebration in the early Daoist anthology Zhuangzi. Interest in crafts or skilled occupations was likely motivated by a perceived (or implied) analogy with living a good life more generally. The second concerns ethical expertise, a prominent and widely held ideal within the Ruist (Confucian) and Mohist schools. Both maintain that ethical expertise consists of an ability to apply past models or precedents to current cases, though they diverge on what those models are and how to properly apply them. The aim is to provide non-specialists an overview of this literature in Daoism, Confucianism, and Mohism, while also providing suggestions about further research. (shrink)

Whether enough highly qualified STEM workers are being educated and trained in the UK is an important question. The answer has implications not only for educators, employers and policymakers but also for individuals who are currently engaged in, or are considering entering, education or training in this area. Set against a policy backdrop that prioritises students studying more science for longer, this paper considers long-term patterns of participation in STEM education – from school science through to graduate entry into the (...) highly skilled STEM labour market. Using a unique dataset that extends across seven decades and comprises many hundreds of thousands of students, the paper finds that patterns of participation in most STEM subjects have varied little over the period considered; suggesting that efforts to increase the numbers of students studying science in school has had limited impact on the throughput of students who study STEM, including the pure sciences, at university level and, subsequently, on the number of graduates who would be available to undertake highly skilled work in areas for which degree-level skills are a pre-requisite. (shrink)

This article outlines the history of logic in China from 1949 to 2019. Firstly, it presents a rough picture of Chinese logic before 1949 using broad brushstrokes. Secondly, it divides the whole process of development into two stages. In the first 30 years from 1949 to 1979, Chinese logic made some achievements, but also went along some detours, and its overall situation was unsatisfactory. In the latter 40 years from 1979 to 2019, due to Deng Xiaoping’s reform and opening up, (...) many Chinese logicians went abroad for academic visits or to study degrees in foreign universities or research institutes, gradually became familiar with and even integrated into the international mainstream of logic teaching and research, and ushered in the great flourishing of logic in China we see today. Finally, it draws four lessons from this process of development, as follows. 1) Let politics and academia live in peace, by respecting and adhering to the idea of academic freedom. 2) Academic advances cannot be achieved in isolation from the world, so we should fully embrace the international academic community, while insisting on our own independent thinking. 3) We should always adhere to the policy of “letting a hundred flowers blossom and a hundred schools of thought contend”, so that different academic viewpoints and tendencies can be improved and developed in their mutual collision. 4) We should culti- vate academic self-confidence, gradually make the change from pure follow-up learning to original work in some fields of logic. (shrink)

Excerpt from Heredity, Correlation and Sex Differences in School Abilities: Studies From the Department of Educational Psychology at Teachers College, Columbia University The Relationships between the Different Abilities Involved in the Study of Arithmetic. By W. A. Fox and E. L. Thorndike. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving (...) the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Rymarz, Richard A significant challenge facing the Catholic Church today is the breakdown in traditional catechetical structures such as the close connection between parish, school and family. A consequence of this is a decline in the number of pathways open to Catholics who wish to strengthen their religious commitment. In light of this a pertinent question is: How can new structures support catechesis? This paper explores the role that New Ecclesial Communities can play in catechesis in a changed cultural milieu. (...) A number of features of these groups are discussed in relation to supporting plausibility. Some of these features include the establishment of reinforcing boundaries and providing an ongoing sense of involvement in a supportive moral community. (shrink)

Two hundred and five 14-16 year olds from two Anglophone Canadian schools were given the Canadian Test of Cognitive Skills and the Cognitive Styles Analysis and their grade 9 scores in the subjects of French, English, mathematics, geography and science were obtained. The study first looked at the relationship between cognitive skills and cognitive style. The correlation between cognitive skills and cognitive style approached zero suggesting their independence. Having confirmed the independence of cognitive skills and cognitive style, their (...) interactive effect, including gender, on subject performance was investigated by means of analysis of variance. There was a significant interaction between sex and subject; females were superior to males in all five subjects, but particularly so in French and English. There was also a significant interaction between skill, style and subject in their effect on performance. This was discussed in terms of the role of style in learning and the effect of skill/intelligence on strategy development. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE DOMINICAN SCHOOL OF SALAMANCA AND THE SPANISH CONQUEST OF AMERICA: SOME BIBLIOGRAPHICAL NOTES THOMAS F. O'MEARA. O.P. University of Notre Dame Notre Dame, Indiana SALAMANCA, northwest of Madrid and Avila and not far from Spain's border with Portugal, preserves the atmosphere of a medieval, Renaissance, and Baroque university even as it develops the schools and clinics of a contemporary center of studies. There are associations with Teresa (...) of Avila, who spent the night there just after her reform was approved by Rome, with the young Cervantes, with Luis de Leon and Ignatius Loyola, and with John of the Cross, who was a student there. A bridge from the time of Trajan spans the river Tormes, and the Romanesque cathedral still reserves a chapel for the Mozarabic rite. The University of Salamanca The city brings to mind sixteenth century Dominicans like Francisco de Vitoria, often called the founder of international law, and Domingo Bafiez, confessor to Teresa of Avila. The Order of Friars Preachers, however, came to Salamanca in 1222 at the same time that Dominic's missions were taking root in·Paris and Bologna; the friars founded a priory and soon a school under the patronage of St. Stephen (San Esteban). The " Dominican School of Salamanca " means formally the line of great theologians reaching from Diego de Deza at the end of the fifteenth century to Tomas de Lemos, a main protagonist in Rome in 1607 in the controversy over grace entitled De Auxiliis. Today, after seven and a half centuries of existence, the Salamancan SSS 556 THOMAS F. o'MEARA, O.P. Dominicans remain a vital community, active m teaching, research and publishing. My attention was directed to the Dominicans at Salamanca by two volumes of essays reporting on congresses concerning the "Dominicans and the Discovery of the New World." My interest was not church history but the history of theologies of how grace might exist outside of explicit faith and sacramental baptism. The following report is a bibliographical survey of recent research on a theological era and school. Focusing on the thought of the theologians stimulated by the experiences of the missionaries in the Indies, it treats the Dominicans during the first decades after the voyages of Columbus. In the 1480s, as it entered its golden age, the University of Salamanca had a hundred professors and almost 7000 students. University records begin late, but they show that in 1546/47, one hundred thirty-four Dominicans were studying at the university, and in 1598/99, eighty. J. L. Espinel has written. a historical guide to the Dominican buildings and institutions.1 The great period of the Dominican school at the University began with Diego de Deza ( 1480-1486), professor and archbishop of Seville, and Matias de Paz (1518-1519), a professor of Scripture. Francisco de Vitoria (1526-1546) and Domingo de Soto (15321549 ) were its most gifted thinkers, but the school's achievements continued with Melchior Cano (1546-1552), Juan de la Pefia (1561-1565) and Domingo Banez (1581-1604). These t San Esteban de Salamanca, Historia y Gufa, Siglos, XIII-XX (Salamanca: Editorial San Esteban, 1978); see also R. Hernandez, "Convento y estudio de San Esteban," La Universidad de Salamanca (Salamanca: Universidad, 1989), pp. 369ff.; A. Martin Melquiades, "La Escuela de teologia de Salamanca," Atti del Congresso internazionale, Tommaso d'Aquino nel suo settimo centenario, Tommaso d'Aquino nella storia del pensiero, 1 :2 (Naples: Edizione Domenicane Italiane, 1975), pp. 242ff. A Salamancan Dominican of the 1930s, Vicente Beltran de Heredia, pioneered research in the history of the university and in the writings of the Dominican speculative masters. His writings can be found in past issues of Ciencia Tomista (CT), and some of his books and several recent collections of his most important essays are available from Editorial San Esteban. Similarly initial research in the United States can be found in the writings of Lewis Hanke. SALAMANCA AND THE SPANISH CONQUEST 557 are joined by lesser figures like Pedro de Sotomayor (15601564 ), Mancia de Corpus Christi (1564-1576), and Bartolome de Medina (1576-1581). The occupants of the chair in theology of the liturgical hour of prime from Vitoria in 1526 to Bafiez's... (shrink)

Excerpt from Right Living: Lessons in Ethics for Schools Human experience has shown the value of right living, also, the disaster that follows wrong living. It has been clearly demonstrated, again and again, that the basis of symmetrical life is character, first, last, and always, and good character comes only from a right use of life, and a correct understanding of its duties. Emerson says Character is the most valuable pos session and acquisition of life. Higher than intellect, and (...) a great soul will be strong to live, as well as to think. Moral stature is acquired by an inward growth or development of character. Aided by such precepts and examples as we have been fortunate enough. To obtain, through the ministrations of others, and by our own efforts and observations. The value accorded to an acknowledged weight of exemplary character is illustrated in a letter from President Adams to George Washington, then a private citizen in retirement at Mount Vernon, when in 1798 war was imminent with France We must have your name if you will permit us to use it. There will be more efficacy in it than in many an army. Good citizenship is the aim and object of public school teaching, and is a positive demand of the State. It is the endeavor to do something toward meeting thisdemand by bringing to the young people in our public schools the incentives to high character and noble living by kindly advice and admonition, strengthened by numerous examples and anecdotes from the lives of those whom the world has delighted to honor, that this book has been prepared. If it shall have served this purpose in any degree, the author's object will have been attained. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

The objective of this article is to critically examine a school reform effort that has taken hold in New York City over the past seven years. A largely privately funded venture, the New Century Schools Initiative (NCSI), opened hundreds of new small high schools in poor urban communities in New York City starting in 2002. The theory behind opening small schools on a such a large scale has come from market principles of competition and consumer choice. By (...) flooding the market with hundreds of schools, competition for students would, in turn, drive up the quality of the schools. Although support appears to be ubiquitous for the market-based reforms in New York City, this article argues that we need to look critically at reforms like NCSI, especially with the recent failure of market-driven policies to deliver on their promises. Using neoliberalism as a conceptual framework, this article asks two main questions: (a) How do neoliberal school reform policies play out in individual schools? and (b) To what extent do neoliberal policies contribute or detract from educational equity? (shrink)

Administrators, faculty, and parents have been weighing the pros and cons of year-round schooling for a long time. They cite a variety of reasons for this scheduling change: growing school enrollments, working parents, and shrinking budgets. Hundreds of school districts in the USA and Canada have adopted year-round school schedules and many more are considering the option. This volume provides a comprehensive, research-based explanation of the concept and practice of year-round school scheduling. It reviews a variety of alternative school schedules (...) and contrasts them with the traditional schedules by showing the effects of year-round schooling on the students, staff, and facilities. (shrink)

Jesuit colleges and universities located in the United States in recent years have undergone profound changes. They have expanded their mission to embrace many nonCatholic students and faculty and in doing so they find themselves competing for these students with hundreds of other institutions. In seeking to appeal to this wider group of students these Jesuit schools in many cases have abandoned not merely the formal specifics of the curriculum outlined in the Ratio Studiorum but have also decreased the (...) emphasis on spiritual formation that is the reason for the existence of the Ratio. This essay does not argue for a literal return to the Ratio but for an open dialogue centering on questions of inculturation to the larger secularized academic community. It also raises the question of how faculty who have little knowledge of the Ratio can be brought into a conversation about its values. /// Os colégios e universidades dos jesuitas nos Estados Unidos sofreram em anos recentes profundas transformações. Expandiram a sua missão até abrangerem muitos estudantes e professores não Católicos e, ao procederem assim. encontraram-se a competir por estes estudantes com centenas de outras instituições. Em muitos casos. ao procurarem atrair um mais vasto numero de estudantes, estas escolas jesuiticas não apenas abandonaram os aspectos formais do curriculo contido na Ratio Studiorum. como também reduziram a importância da formação espiritual. a qual constitui a razão de ser da própria Ratio. O presente estudo não preconiza um regresso literal á Ratio, mas sim um diálogo aberto centrado em questões relacionadas com a inculturação numa mais alargada comunidade academica secularizada. Levanta-se igualmente a questão de como os docentes que mal conhecem a Ratio poderão vir a ser convertidos aos seus valores. (shrink)

A longitudinal study was conducted to examine the developmental trend of creative potential in Chinese junior high school students and the within-person and between-person effects of student–student support and need for cognition. Two hundred and fourteen Chinese junior high school students participated in the present study (mean age = 13.29 years, SD = 0.49 years, 116 boys). Student–student support, need for cognition, and creative potential were measured once per year for 3 years. Longitudinal multilevel models indicated that (1) Chinese (...) junior high school students’ creative potential showed a downward trend from grades 7 to 9; (2) at the within-person level, time-varying student–student support positively predicted time-varying creative potential; (3) at the within-person level, time-varying need for cognition moderated the positive link between time-varying student–student support and time-varying creative potential; and (4) at the between-person level, no support was found for the links between student–student support, need for cognition, and creative potential. Specifically, average levels of student–student support neither significantly predicted initial levels and developmental rates of creative potential nor moderated the links between average levels of student–student and initial levels and developmental rates of creative potential. The findings highlight that at the within-person and between-person levels, student–student support and need for cognition have differential influences on Chinese junior school students’ creative potential. (shrink)

In this book, Phillips gives an overview of the contribution of Nyaya--the classical Indian school that defends an externalist position about knowledge as well as an internalist position about justification. Nyaya literature extends almost two thousand years and comprises hundreds of texts, and in this book, Phillips presents a useful overview of the under-studied system of thought. For the philosopher rather than the scholar of Sanskrit, the book makes a whole range of Nyaya positions and arguments accessible to students of (...) epistemology who are unfamiliar with classical Indian systems. (shrink)

This special issue grew out of a small conference The Known & the Unknown: Exploring Twelfth-Century Philosophy, which was funded by the Carlsberg Foundation, hosted by the Saxo Institute, and held at the University of Copenhagen in April 2018. Its central topic was the many, mostly unexplored, commentaries on Aristotle, Boethius, and Porphyry that constitute the key textual evidence for a fascinating phenomenon that, although it played a pivotal role in the philosophical revival of Western Europe, remains frustratingly underexplored to (...) this day: the logical schools of the twelfth century. The present introduction has two parts. In the first part, John Marenbon lays out the background to this special issue of Vivarium as a whole, explaining both what the philosophical project pursued by twelfth-century logicians was and how, and how far, the historical project of understanding it has progressed over the last two hundred years. In the second part, Heine Hansen briefly presents the issue and its contents. (shrink)

Compare with other professions, teachers are reported to have a higher risk of poor mental health. This study examined the relationships between emotional intelligence, perceived organizational justice, and mental health among Chinese high school teachers. Three hundred and eighty-one high school teachers, with their age range between 21 and 50 years, were administered the Emotional Intelligence Scale, Perceived Organizational Justice Scale, and Mental Health Scale. The result found that emotional intelligence and perceived organizational justice directly influence the mental health (...) of high school teachers. In addition, perceived organizational justice mediated the association between emotional intelligence and mental health. Moreover, the present study analyzes the different role of subtypes of perceived organizational justice on the relationships between emotional intelligence and mental health, and the results showed that the mediating effects of perceived distributive justice and interactive justice on emotional intelligence and mental health are not significant, only the perceived procedural justice mediated the relationships between emotional intelligence and teachers’ mental health. The results are discussed in a conceptual context. (shrink)

Three-quarters of children in Myanmar face developmental barriers and risk-increasing conditions such as poverty, broken families, and difficulty accessing basic requirements. These children rely heavily on institutionalization. Given the adverse effects of institutional systems, knowing the differing impacts of sociodemographic and cultural factors is foundational to aiding healthy personal outcomes. Thus, this study focused primarily on enhancing the resilience of children in a monastic school through a dhamma-based school intervention. A three-phase mixed quantitative-qualitative research design was applied: a descriptive survey, (...) an experimental research method, and an interview session. Three-hundred sixty-nine middle school students from five monastic schools completed the Connor-Davidson Resilience Scale and personal information forms. Regarding the sociodemographic group, hierarchical multiple regression revealed a significant predictive role of positive relationship with caregivers and community support in resilience. Furthermore, we experimentally examined the effectiveness of the program on resilience and related themes in a mixed factorial design. A paired-sample t-test, and two-way repeated-measures analysis of variance (ANOVA) revealed that the intervention significantly improved resilience. Interview results evidenced the current conditions and the beneficial impact of the intervention in enhancing personal strengths. This study not only provides empirical evidence for the instant, follow-up, and transfer effects of the program but also holds implications for authorities and stakeholders in the context of social welfare for needy children regarding contributions to advance culturally well-suited programs and, consequently, the population’s mental health. (shrink)

Excerpt from A Study in the Ethics of the Early Romantic School in Germany It is very probable that any writer or group of writers will be subjected to the pen of the critic, whether they abound in deficiencies or not. But, should the ethics of the individual or group diverge somewhat from the line drawn by society, there is no limit to the untold severity of merciless criticism, no element of defense in the many comments. Still it must be (...) remembered that no one can calculate the depth of a body of water by merely scanning the surface: nor can anyone fully realize the profundity of any situation by viewing it superficially. In other words, it is absolutely necessary that the critic resort to detailed investigation. He must go below the surface to solve the complicated problems which may be presented. Thereby he will acquaint himself with the factors that mould the pattern for the times. Then again, the average human being does or says as he or she sees fit, and can very often furnish justifiable reasons therefor. Everyone reserves for oneself the privileged right of personal opinion and belief. But herein lies a decisive difference. Some people are lovers of the truth, and therefore speak candidly and act openly; others are prone to lose courage and try to hide behind a transparent veil of false modesty. Those, who can be included within this latter category, are only reticent and untrue to themselves, simply because they are in the majority. If the proportion be reversed, they would be more than glad to feel the relief from the pressure removed. But those poor unfortunates, who are forced by their nature and spurred on by their immediate environment to be outspoken, become down-trodden social outcasts. If we ask ourselves why this is so, the answer is: primarily because they are in the minority, as all persecuted classes are. No credit or encouragement is given them for their originality. Yet they are as determined as ever in their aim, and proceed with the innovations that are criteria for their own development. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Excerpt from A Primer of Right and Wrong: For Young People in Schools and Families But we can be puppet-like Self-mastery never impossible Habits, and their power Habit-making in childhood Habit-cultivation. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged (...) copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

This study investigated challenges, counselling needs and coping strategies of students with visual impairment in regular secondary schools in Nigeria. The descriptive survey of cross-sectional design was employed for the study. Five hundred and twenty-seven students with visual impairment in regular secondary schools were included in the survey by using purposive and captive sampling techniques. The findings of the study revealed that the challenges of students with visual impairment in regular secondary schools include inability to access (...) modern technologies,, inappropriate teaching methods, non availability of special curriculum. It is therefore recommended that teachers and school authorities should ensure that students with visual impairment are taught to develop effective study habits and techniques of self-activity. (shrink)

Prenatal exposure to high levels of testosterone may lead to increased probability of left-handedness. Extrapolating from arguments by Mazur & Booth leads to a prediction of increased incidence of antisocial behavior among left-handers. Six hundred ninety-four males were tested for seven indicators of delinquency in high school. Left-handers were more likely to display such behaviors, providing indirect evidence for the hypothesized behavioral effects of testosterone.

This study investigates the effectiveness of a preparatory programme on the acceptance of students with physical disabilities by their peers in inclusive schools in Tehran. The classrooms which had students with physical disabilities were included in this study. Two hundred and twenty?one third? to fifth?grade students (116 girls and 105 boys) were selected randomly and were placed in experimental and control groups. The Acceptance Scale (Form B) established by Voeltz was used to measure peer acceptance. Data were collected (...) from two groups before and after applying the preparatory programme. The data were analysed by t?test for independent groups and two?way ANOVA. The results showed increase of acceptance in experimental group. Also in comparing the level of acceptance in girls and boys, the results indicated that the acceptance in girls were more than boys. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Rethinking Social Action through Music: The Search for Coexistence and Citizenship in Medellín’s Music Schools by Geoffrey BakerKim BoeskovGeoffrey Baker: Rethinking Social Action through Music: The Search for Coexistence and Citizenship in Medellín’s Music Schools (Cambridge, UK: Open Book Publishers, 2021)If indeed there exists, as Geir Johansen has proposed,1 a self-critical movement within the field of music education, Geoffrey Baker is undoubtedly one of its leading (...) figures. According to Johansen, the self-critical turn is characterized by an increasing number of music educators directing criticism toward music education itself by denouncing overly romantic visions of “the power of music” and scrutinizing how music educational practices are implicated in the propulsion of problematic social forces of inequality, oppression, and injustice. Baker’s widely read book from 2014, El Sistema: Orchestrating Venezuela’s Youth,2 thoroughly denounced the globally acclaimed Venezuelan ‘musical miracle’ as a myth. Based on extensive field work in Venezuela, Baker painstakingly dissected El Sistema as an archaic, morally, and pedagogically flawed model of music education veiled in the empty rhetoric of music as a tool of social redemption and documented how such models are ripe with opportunities for abuse, in every sad sense of the word.The continuation of Baker’s critical project is published in the form of a four-hundred-page book, entitled Rethinking Social Action Through Music. Baker presents the text as “a ‘post-El Sistema’ project”3 as it constitutes a departure [End Page 92] from his preoccupation with ‘The System’ toward potential alternatives to the Venezuelan model. He finds such an alternative in the Red (Red de Escuelas de Música de Medellín), a network of music schools in the Colombian city of Medellín, which figures as the center of attention in Baker’s institutional ethnography. However, even as the Colombian institution is invoked as a counterexample to its Venezuelan sibling, the Red is not held up for its ability to enact social change or display of innovative pedagogical principles. What Baker finds exemplary and worthy of investigation is the willingness he locates within the administrative layer of the Red to continuously engage in reflective work with regards to the tensions, conflicts, and pitfalls, as well as potentials of musical-social work. Particularly, Baker’s attention is directed to the decision-making processes and discussions among the leaders of the institution; how senior staff members adopt self-critical stances, how needs for institutional change are recognized, the recurring frictions between musical staff and members of the institution’s social team, and tensions between public statements expressing confidence in the program’s efficacy and internal conversations full of ambivalence and doubt.It is with reference to the reflexive processes of the Red that Baker conducts insightful and well-informed discussions of a range of themes relevant to music educators and scholars. Baker situates his analysis within the wider landscape of SATM (Social Action Through Music), which can roughly be understood as the field of musical practice emanating from the large socio-musical orchestral programs conceived in Latin America in the last decades of the 20th century and subsequently spread as ‘Sistema-inspired’ offspring throughout the globe in the beginning of the 21st century. Yet, the discussions found in this book are easily connected to pertinent themes of the philosophy and sociology of music education, such as the notion of artistic citizenship, decolonization, the political nature of music education, ‘the social’ in music education, to name a few. One of the striking qualities of this book is its ability to identify important issues in the local context of Medellín, extract the underlying mechanisms and through empirical examples unfold a much broader discussion of what social justice and social change might mean in the field of music education. Baker, originally educated as an ethnomusicologist, reflects on these topics with depth and nuance, underscoring the relevance of approaching these complex issues through ethnographic work, rather than basing such discussions solely on conceptual exploration.Appearing as a red line throughout the book is Baker’s insistence on foregrounding the ambiguity and ambivalence of musical-social work. In fact, his critical encounter with the field... (shrink)

The present study explores Greek parents? views on parental educational involvement and its impact on adolescent scholastic and social development. Specifically, aspects of parental involvement such as the achieved objectives of current parent?school communication, the psychological climate dominating teacher?parent interactions and parents? suggestions for improvement of current policies and practices are examined. Four hundred and seventy?five parents participated in the study. Findings showed that family?school communication is believed to be insufficient in Greece, despite the fact that parents tend to: (...) (1) regard their cooperation with teachers as determinative of adolescent academic and psychosocial development; (2) consider teachers to be friendly and caring; and (3) believe that secondary school provides some opportunities for constructive parental involvement. These paradoxes are discussed and explained as a result of radical changes in current social and educational values, principles and objectives. (shrink)

Over two hundred years ago, Thomas Jefferson suggested the need for a broader legal curriculum. As the twenty-first century begins, the practice of law will increasingly demand interdisciplinary knowledge and collaboration — between those trained in law and a broad range of scientific and technical fields, including engineering, biology, genetics, ethics, and the social sciences. The practice of public health law provides a model for both the substantive integration of law with science, and for the way its practitioners work. (...) In addition, public health law also provides a model for interdisciphuy and integrative teaching. (shrink)

The paper explicates the stages of the author’s philosophical evolution in the light of Kopnin’s ideas and heritage. Starting from Kopnin’s understanding of dialectical materialism, the author has stated that category transformations of physics has opened from conceptualization of immutability to mutability and then to interaction, evolvement and emergence. He has connected the problem of physical cognition universals with an elaboration of the specific system of tools and methods of identifying, individuating and distinguishing objects from a scientific theory domain. The (...) role of vacuum conception and the idea of existence (actual and potential, observable and nonobservable, virtual and hidden) types were analyzed. In collaboration with S.Crymski heuristic and regulative functions of categories of substance, world as a whole as well as postulates of relativity and absoluteness, and anthropic and self-development principles were singled out. Elaborating Kopnin’s view of scientific theories as a practically effective and relatively true mapping of their domains, the author in collaboration with M. Burgin have originated the unified structure-nominative reconstruction (model) of scientific theory as a knowledge system. According to it, every scientific knowledge system includes hierarchically organized and complex subsystems that partially and separately have been studied by standard, structuralist, operationalist, problem-solving, axiological and other directions of the current philosophy of science. 1) The logico-linguistic subsystem represents and normalizes by means of different, including mathematical, languages and normalizes and logical calculi the knowledge available on objects under study. 2) The model-representing subsystem comprises peculiar to the knowledge system ways of their modeling and understanding. 3) The pragmatic-procedural subsystem contains general and unique to the knowledge system operations, methods, procedures, algorithms and programs. 4) From the viewpoint of the problem-heuristic subsystem, the knowledge system is a unique way of setting and resolving questions, problems, puzzles and tasks of cognition of objects into question. It also includes various heuristics and estimations (truth, consistency, beauty, efficacy, adequacy, heuristicity etc) of components and structures of the knowledge system. 5) The subsystem of links fixes interrelations between above-mentioned components, structures and subsystems of the knowledge system. The structure-nominative reconstruction has been used in the philosophical and comparative case-studies of mathematical, physical, economic, legal, political, pedagogical, social, and sociological theories. It has enlarged the collection of knowledge structures, connected, for instance, with a multitude of theoreticity levels and with an application of numerous mathematical languages. It has deepened the comprehension of relations between the main directions of current philosophy of science. They are interpreted as dealing mainly with isolated subsystems of scientific theory. This reconstruction has disclosed a variety of undetected knowledge structures, associated also, for instance, with principles of symmetry and supersymmetry and with laws of various levels and degrees. In cooperation with the physicist Olexander Gabovich the modified structure-nominative reconstruction is in the processes of development and justification. Ideas and concepts were also in the center of Kopnin’s cognitive activity. The author has suggested and elaborated the triplet model of concepts. According to it, any scientific concept is a dependent on cognitive situation, dynamical, multifunctional state of scientist’s thinking, and available knowledge system. A concept is modeled as being consisted from three interrelated structures. 1) The concept base characterizes objects falling under a concept as well as their properties and relations. In terms of volume and content the logical modeling reveals partially only the concept base. 2) The concept representing part includes structures and means (names, statements, abstract properties, quantitative values of object properties and relations, mathematical equations and their systems, theoretical models etc.) of object representation in the appropriate knowledge system. 3) The linkage unites a structures and procedures that connect components from the abovementioned structures. The partial cases of the triplet model are logical, information, two-tired, standard, exemplar, prototype, knowledge-dependent and other concept models. It has introduced the triplet classification that comprises several hundreds of concept types. Different kinds of fuzziness are distinguished. Even the most precise and exact concepts are fuzzy in some triplet aspect. The notions of relations between real scientific concepts are essentially extended. For example, the definition and strict analysis of such relations between concepts as formalization, quantification, mathematization, generalization, fuzzification, and various kinds of identity are proposed. The concepts «PLANET» and «ELEMENTARY PARTICLE» and some of their metamorphoses were analyzed in triplet terms. The Kopnin’s methodology and epistemology of cognition was being used for creating conception of the philosophy of law as elaborating of understanding, justification, estimating and criticizing legal system. The basic information on the major directions in current Western philosophy of law (legal realism, feminism, criticism, postmodernism, economical analysis of law etc.) is firstly introduced to the Ukrainian audience. The classification of more than fifty directions in modern legal philosophy is suggested. Some results of historical, linguistic, scientometric and philosophic-legal studies of the present state of Ukrainian academic science are given. (shrink)

I have not been able to locate any critique of Hume on substance by a Schoolman, at least in English, dating from Hume's period or shortly thereafter. I have, therefore, constructed my own critique as an exercise in ‘post facto history’. This is what a late eighteenth-century/early nineteenth-century Scholastic could, would, and should have said in response to Hume's attack on substance should they have been minded to do so. That no one did is somewhat mysterious. My critique is precisely (...) in the language of the period, using solely the conceptual resources available to a Schoolman at that time. The arguments, however, are as sound now as they were then, and in this sense the paper performs a dual role—contributing to the defence of substance contra Hume, and filling, albeit two hundred years or so too late, a gap in the historical record. (shrink)

Andrew Abbott's Department and Discipline calls to mind an exchange I once had with an economist—prompted by my characterization of a recent work of urban sociology as part of the “Chicago‐school tradition”—who reminded me that in his profession “Chicago school” was associated with Milton Friedman, free market ideology, and a world made up of rational, self‐interest‐maximizing actors. What I had in mind could hardly be further from that: the highly contextual, neighborhood‐based mode of analysis that became a hallmark of the (...) University of Chicago Department of Sociology from the late 1910s through the 1930s and that explained such phenomena as juvenile delinquency, race relations, poverty, and urban ennui as the products of complex, historically rooted social processes, ecologies, and group interactions.The essays that make up Department and Discipline ask that we rethink “conventional” notions of “Chicago‐school” sociology as a body of work produced by a particular group of faculty and students in a bygone era. Instead, in an engaging, unapologetically polemical, and ultimately prescriptive blend of historical analysis and disciplinary critique, Abbott conceptualizes the Chicago school as a tradition that was invented and reinvented over time, and within the ever‐changing relationship between the department and the broader discipline over the first half of the twentieth century. With this as his central theme, Abbott contemplates the—highly contested—meaning of the Chicago school in historiography and departmental history; the historical transformation of the Chicago‐based American Journal of Sociology from early, shaping influence to a mere organ of an increasingly narrow, professionalized discipline; and the capacity of the discipline to transcend what Abbott believes to be its contemporary state of professional and intellectual exhaustion.Even within sociology, “Chicago school” has had varying connotations over the years. Some associate it with Robert Park and his cyclical, assimilationist vision of race relations; others with the organic, ecological view of urban growth and mobility patterns captured in such still‐ubiquitous concepts as ethnic “succession”; still others with symbolic interactionism, the social psychological study of how people engage with, give meaning to, and ultimately act within the object world around them. More recently there has been talk of a “second Chicago school,” a post–World War II generation of qualitative and interactionist scholars who kept those traditions alive even as the discipline was headed in more quantitative, grand theoretical directions. Complicating matters still further, members of the initial, now‐legendary founding generation did not think of themselves as engaged in a single intellectual project or “school” of thought. Indeed, Abbott tells us that it was not until the 1970s, decades after Chicago lost its dominance in the discipline, that “the loose tangle of maxims and practices that had sustained the department in its glory years” was actually presented as “the Chicago school” .So does it make sense to talk about a or the Chicago school of sociology? Abbott argues that it does, albeit not as something that exists in the ideas, the body of research, or the considerable institutional apparatus that characterized the department during its interwar “glory years.” Rather, it existed in the interactions among a methodologically diverse, often deeply conflicted department faculty, out of which emerged an eclectic tradition of inquiry dedicated to understanding social processes in the context of time and place. Ironically, it took a moment of crisis—a year‐long self‐study in 1951–1952 prompted by administrative pressure and foundation efforts to define sociology as a bona fide science—to bring this vision of the Chicago‐school tradition into full view. By then, the tradition was on the way out: its practitioners retiring or moving elsewhere; its sensibilities displaced by a type of analysis C. Wright Mills would scornfully refer to as abstracted empiricism, dedicated to the construction and manipulation of variables outside of time and place.Though not a book for the uninitiated—Abbott's detailed rendering of behind‐the‐scenes personalities and squabbles requires some knowledge of the department and its landmark works—Department and Discipline makes an important contribution to social science history as well as to the literature on the Chicago school. Informed by extensive archival research, the book is animated by a powerful argument that is likely to resonate with historians, if not with the AJS editors who declined to publish the essay they had commissioned from Abbott for the journal's centenary: that sociology must reconnect with and reinvigorate the tradition of contextual analysis. While intriguing, Abbott's argument that the Chicago “school” exists in departmental processes and faculty relationships is less fully realized—occasional references to the Chicago‐school tradition in its 1920–1930s “heyday” sound awfully like the conventional view. It also makes for a book that gives short shrift to the actual ideas and body of research associated with Chicago sociology—and to their extraordinarily enduring influence among social practitioners and analysts alike. Still, when Abbott does turn to the work, the discussion is, like the rest of the book, original, thought provoking, and rewarding to read. (shrink)

It has been a popular theory in English, Japanese, and Chinese scholarship that a “victory of Confucianism” occurred during the Han dynasty. Some members of these academic communities challenge this theory. However, it has long been overlooked that they do so by adopting different terminology and research frameworks. English scholarship uses the expression “victory/triumph of Confucianism” to refer to the dominance or growth of Confucianism during that period, while the Japanese use “the establishment of Confucian doctrine/religion as the state doctrine/religion” (...) and the Chinese use “dismissing the hundred schools and revering only the Confucian arts”. The expressions, as the current issue illustrates, exemplify three different ways of studying the history of Han Confucianism. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing (...) in Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

Recently a number of periodicals have published articles discussing again the 1964 "debate" on the question of "one divides into two" and "two combine into one," the great majority of which clearly affirm that "two combine into one" is also material dialecticalism. I still have some differing views concerning this scholarly question of the theory of "two combine into one." In 1964, those "authorities on theory" such as Guan Feng devised a strategy of schemes which turned the proper scholarly discussion (...) of the problem of "one divides into two" and "two combine into one" into a "political movement." The so-called criticism of "two combine into one," which politically damaged those comrades who advocated the "two combine into one" viewpoint, destroyed the thorough implementation of the Party directive "Let a hundred flowers bloom, let a hundred schools of thought contend," undermined our socialist intellectual democracy and created theoretical confusion, the ill effects of which were very serious. These problems should be exposed and criticized, and the lesson of this experience really must be correctly summed up. In addition, during the Great Cultural Revolution, those "authorities on theory" furthermore consciously attempted to suggest that the "Tang emperor Xiaowen,"* under the auspices of the "Revolutionary Great Criticism Writers Guild of the Institute of the Central Committee of the Communist Party," had written a number of articles "criticizing" the so-called "Three Great Debates," including "two combine into one." Using all kinds of devices and lines of attack, including a great deal of false slander and lies, they even dubbed comrades such as Yang Xianzhen* as "counterrevolutionaries." This too should be exposed and criticized, and firmly overturned. However, can "two combine into one" ultimately be used to describe scientifically the law of the unity of opposites, is it ultimately, like "one divides into two," part of the materialist dialectic? This question still needs to be clarified by continuing discussion. Comrades with differing points of view must be allowed to express their various opinions on an equal basis, and free debate must be encouraged. Only in this way will scholarly theory profitably develop in our nation. In this spirit, I would now like to talk about some of my own views concerning the question of "one divides into two" and "two combine into one," in the hope that Comrade Yang Xianzhen and others will offer their advice or corrections. (shrink)

Mo Tzu was active in ancient China's academic world during the late Spring and Autumn period and the early Warring States period when the slave system collapsed and the feudal system was gradually established. During this time of radical social change, class antagonism and struggle were acute, and ideological and theoretical struggles were fierce. According to the social classes to which they belonged, thinkers from different social classes and strata gave different answers for the existing social problems. As a result, (...) many schools of thought emerged, and "a hundred schools of thought contended." Among these schools of thought, advocates of Confucianism and followers of Mo Tzu were the most influential. Mutual repudiations developed between the advocates of Confucianism and the followers of Mo Tzu and between the followers of Mo Tzu and the advocates of Yang Tzu. Therefore, criteria for correct opinions became an important question in society. On this question, Mo Tzu voiced his views and conducted a thorough investigation. (shrink)