In lieu of an abstract, here is a brief excerpt of the content:Philosophy of Music Education Review 15.2 (2007) 177-179MuseSearchJournalsThis JournalContents[Access article in PDF]Reviewed byLise Vaugeois University of TorontoHildegard C. Froehlich, Sociology for Music Teachers:Perspectives for Practice (Upper Saddle River, NJ: Pearson Prentice Hall, 2007)Hildegard Froehlich's book, Sociology for Music Teachers, provides an important and much needed resource for undergraduate and advanced music education programs. Music students tend to see their interests and goals within a narrow framework, one that (...) is reinforced by the intensely personal nature of music-making as well as the material and psychological separation that inheres from our location in physically detached faculties of music. Froehlich's book provides a resource that directly addresses this tendency towards narrowness by inviting students to engage with sociological questions as they affect us personally, professionally, and in the context of questions much larger than ourselves.The book is organized into eight chapters, each of which explores a particular set of questions and introduces related studies and resources. She recommends that students actively engage with the material and provides suggestions for group discussion throughout the book. Each chapter introduces a comprehensive survey of related questions and the body of literature that investigates these questions. Thus, it can be used as the basis to structure an undergraduate course as well as a literature guide for graduate students.Undergraduate students are often resistant to exploring ideas beyond their [End Page 177] immediate conceptions of themselves as musicians and Froehlich addresses this resistance by discussing concepts about identity formation in the first chapter. Students are thus asked to consider a series of questions they can easily recognize as relevant to their own lives. She begins with the personal and the familiar and then brings in ideas that broaden the range of inquiry, gradually introducing concepts that challenge many of our assumptions about the meaning of music in different people's lives; the range of meanings possible within sounds and musical practices; the role of public education and various ways that music education functions within this larger system, and important questions about how we might conceive of ourselves as transmitters of extant cultural values or transformers of values and social relations.The chapter headings give an indication of the range of material introduced in her text: "The Performer and Teacher in You: A Matter of Identity"; "Teaching as Work: What Educational Sociologists Tell Us"; "Music Learning and Teaching as Socially Situated Acts"; "Music and Social Context: Macro, Micro, and Interactive Perspectives in Selected Texts on the Sociology of Music"; "Musical Meaning and Social Context: Thoughts by Selected Ethnomusicologists and Cultural Theorists"; "Sociology of Education: Major Theories and Their Connection to School Practice"; "Application of Sociological Constructs in Education to Music Schooling"; "Conclusion: You and the Big Picture." Each chapter gives a historical survey of the literature pertaining to the area of inquiry plus an introduction to contemporary writing. Competing discourses are introduced throughout.Froehlich's survey of disciplines that intersect with sociology is quite comprehensive. Amongst other disciplines, she includes foundational literature from musicology, philosophy of music education, sociology of education, and social psychology. The book is thus valuable as a resource for its bibliography alone. She also includes a glossary of terms, another feature that makes the book particularly helpful to undergraduate students. One writer I was surprised not to see included is Jacques Attali. His theoretical arguments on the relations of musical culture to economy provide a significant lens for considering the influence of music on social development and would have been an appropriate addition to the chapter on "Music and Social Context." I also missed work by musicologists and human geographers who have explored the role of race in music and music education.Related to these missing discourses, I have a major concern that is less a critique of Froehlich than an acknowledgement that this position has not yet been given sufficient consideration in our field, and to which Deborah Bradley refers as the "normative centering of whiteness."1 Froehlich bases her work on the assumption that her audience consists of a... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Future of Environmental PhilosophyEugene Hargrove (bio)In my 1989 book Foundations of Environmental Ethics, I predicted that environmental philosophy would eventually come to an end because it would be adequately taken care of in mainstream philosophy. That is, it would become part of philosophy of science, ethics, aesthetics, social, and political philosophy, everything except perhaps logic, which could still use it as examples.Whether there will still be a need (...) for environmental philosophy outside of philosophy is another matter. A good deal of progress has been made in the biological sciences. Students frequently take courses in environmental philosophy these days, and those courses even have an effect on their general reasoning ability, making them better future scientists. There has not been, as far as I know, a similar willingness of departments and schools in the social sciences to provide their students the opportunity to take environmental philosophy, and most students still move into policy jobs without knowing that environmental philosophy even exists. I suppose that the school at Georgia Tech where Bryan Norton works might be an exception, perhaps providing some hope.The problem with the social sciences, as I see it, is that these fields are based on an economic view that claims to have gone beyond philosophy even though it is really only a simplistic mix of utilitarianism, logical positivism, and pragmatism. Introducing environmental philosophy into these social sciences would likely undermine the self-conception of these [End Page 130] social scientists, causing them to have to reevaluate their approaches, which they are reluctant to do.A work-around approach might be simply to create policy approaches in environmental philosophy that are so wonderful that the social scientists teaching economics, public administration, and other social sciences will be hypnotically drawn to them. This is apparently the preferred approach today among environmental philosophers who call for an emphasis on policy in environmental philosophy. They generally hold that the original contributors to the field of environmental philosophy did not realize the importance of policy and therefore wasted their time on useless distinctions. In reality, they did know policy was important but they didn't know how to do it generally without the assistance of their disinterested counterparts in the social sciences. The development of the new policy-oriented approaches depends on whether the advocates can transition from "call-for" papers to actual results. Whether they can do so without active involvement from the social scientists controlling the policy graduate school curriculum remains to be seen. Medical ethics has been effective in large part because of the interaction between medical professionals and philosophers. A similar relationship between biologists and philosophers is now developing with good results in many cases, though the road is bumpy. The development of such relationships with social scientists is still on the horizon.An area that I would like to see developed is both easier and more difficult: the introduction of value education into elementary schools. Environmental education at that level is generally done subversively. As one educator explained it to me, the idea is to teach values but in a way that neither the children nor their parents know that it is being taught. The object is to make children care about the environment emotionally. However, in order to avoid attack by conservatives and the religious right, no value words are used. The result in my view is emotivism. It can be seen in graduate students in the sciences who take a course in environmental philosophy. They have no vocabulary to understand what is being taught. Thinking about values makes their heads spin. If much of the things that have to be said to get them to relate could be introduced in elementary school, it would be commonplace when they arrived in graduate school. Doing so would be easy if the problem of the Culture War could be overcome.Eugene Hargrove Eugene C. Hargrove is the founding editor of the journal Environmental Ethic and the author of Foundations of Environmental Ethics (Prentice Hall, 1986). As chair of the philosophy department at the University of North Texas, he was instrumental in creating the first environmental philosophy M.A. and Ph.D. programs in the United... (shrink)

Being a healthcare professional in both paediatric and adult hospitals will mean being exposed to human tragedies and stressful events involving conflict, misunderstanding, and moral distress. There are a number of different structured approaches to reflection and discussion designed to support healthcare professionals process and make sense of their feelings and experiences and to mitigate against direct and vicarious trauma. In this paper, we draw from our experience in a large children’s hospital and more broadly from the literature to identify (...) and analyse four established approaches to facilitated reflective discussions. Each of the four approaches seeks to acknowledge the stressful nature of health professional work and to support clinicians from all healthcare professions to develop sustainable skills so they continue to grow and thrive as health professionals. Each approach also has the potential to open up feelings of uncertainty, frustration, sorrow, anguish, and moral distress for participants. We argue, therefore, that in order to avoid unintentionally causing harm, a facilitator should have specific skills required to safely lead the discussion and be able to explain the nature, scope, safe application, and limits of each approach. With reference to a hypothetical but realistic clinical case scenario, we discuss the application and key features of each approach, including the goals, underpinning theory, and methods of facilitation. (shrink)

Moral distress is prevalent within the neonatal intensive care unit (NICU) and can negatively affect clinicians. Studies have evaluated the causes of moral distress and interventions to mitigate it...

The people and the value of their experience, by N. T. Pratt.--From kingship to democracy, by J. P. Harland.--Democracy at Athens, by G. M. Harper.--Athens and the Delian League, by B. D. Meritt.--Socialism at Sparta, by P. R. Coleman-Norton.--Tyranny, by M. Mac Laren.--Federal unions, by C. A. Robinson.--Alexander and the world state, by O. W. Reinmuth.--The Antigonids, by J. V. A. Fine.--Ptolemaic Egypt: a planned economy, by S. L. Wallace.--The Seleucids: the theory of monarchy, by G. Downey.--The political status of (...) the independent cities of Asia Minor in the Hellenistic period, by D. Magie.--The ideal states of Plato and Aristotle, by W. J. Oates.--Epilogue, by A. C. Johnson.--Bibliography (p. 225-233).--Index, by H. V. M. Dennis, III. (shrink)

Feeling out of place because he is the only elephant who sings, Little Elephant sets off a journey to find a home where he belongs.

Complex Systems Biology approaches are here considered from the viewpoint of Robert Rosen’s (M,R)-systems, Relational Biology and Quantum theory, as well as from the standpoint of computer modeling. Realizability and Entailment of (M,R)-systems are two key aspects that relate the abstract, mathematical world of organizational structure introduced by Rosen to the various physicochemical structures of complex biological systems. Their importance for understanding biological function and life itself, as well as for designing new strategies for treating diseases such as cancers, is (...) pointed out. The roles played by multiple metastable states in the “continuous uphill flow of Life” supported through internal bioenergetic processes that are coupled to essential inflows are also discussed in relation to dynamic realizations of (M,R)-systems. Furthermore, the roles played by the underlying, many-valued, quantum logics and symbolic computations for ultra-complex biological systems are also briefly discussed. (shrink)

A categorical, higher dimensional algebra and generalized topos framework for Łukasiewicz–Moisil Algebraic–Logic models of non-linear dynamics in complex functional genomes and cell interactomes is proposed. Łukasiewicz–Moisil Algebraic–Logic models of neural, genetic and neoplastic cell networks, as well as signaling pathways in cells are formulated in terms of non-linear dynamic systems with n-state components that allow for the generalization of previous logical models of both genetic activities and neural networks. An algebraic formulation of variable ‘next-state functions’ is extended to a Łukasiewicz–Moisil (...) Topos with an n-valued Łukasiewicz–Moisil Algebraic Logic subobject classifier description that represents non-random and non-linear network activities as well as their transformations in developmental processes and carcinogenesis. The unification of the theories of organismic sets, molecular sets and Robert Rosen’s (M,R)-systems is also considered here in terms of natural transformations of organismal structures which generate higher dimensional algebras based on consistent axioms, thus avoiding well known logical paradoxes occurring with sets. Quantum bionetworks, such as quantum neural nets and quantum genetic networks, are also discussed and their underlying, non-commutative quantum logics are considered in the context of an emerging Quantum Relational Biology. (shrink)

Feeling out of place because he is the only elephant who sings, Little Elephant sets off a journey to find a home where he belongs.

Polanyi's and Popper's defenses of the status quo in science are explored and criticized. According to Polanyi, science resembles a hierarchical and tradition-oriented republic and is necessarily conservative; according to Popper's political philosophy the best republic is social democratic and reformist. By either philosopher's lights science is not a model republic; yet each claims it to be so. Both authors are inconsistent in failing to apply their own ideals. Both underplay the extent to which science depends upon the wider society; (...) and neither makes sufficient allowance for the ways it can disrupt the social order. Polanyi even demands extraterritorial exemption for science from the scrutiny of incompetent outsiders. In their different ways, each minimizes the problems of institutionalized science and fails to consider the value, even the long-term necessity, for science of democratic criticism and control. Transnational control of science is an open challenge for democratic polities. (shrink)

Popper holds to the unity of scientific method: any differences between natural and social science are a product of theory, not a pretheoretical premise. Distin guishing instead pure and applied generalizing sciences, Popper focuses on the different role of laws in each. In generalizing social science, our tools are the logic of the situation, including the rationality principle, and unintended conse quences. Situations contain individuals, but also social entities not reducible to individuals: conspiracy theory is the extreme form of individualism. (...) Action in situations has unintended consequences. Both social and natural laws may be required to explain outcomes. The fate of Popper's ideas is a case study in the logic of the situation. Professional philosophers of social science lean toward individualism and a priorism (either intuitionist or rational choice). There are social and political explanations of this outcome, but little critical engagement with Popper's ideas. (shrink)

Wall, G. Locke's attack on innate knowledge.--Harris, J. Leibniz and Locke on innate ideas.--Greenlee, D. Locke's idea of idea.--Aspelin, G. Idea and perception in Locke's essay.--Greenlee, D. Idea and object in the essay.--Mathews, H. E. Locke, Malebranche and the representative theory.--Alexander, P. Boyle and Locke on primary and secondary qualities.--Ayers, M. R. The ideas of power and substance in Locke's philosophy.--Allison, H. E. Locke's theory of personal identity.--Kretzmann, N. The main thesis of Locke's semantic theory.--Woozley, A. D. Some remarks on (...) Locke's account of knowledge.--Laudan, L. The nature and sources of Locke's views on hypotheses. (shrink)

The purpose of this paper is to describe briefly the institutional arrangements which condition the activities of accountants in the United States; to heighten an awareness of the values which are embodied in the existing structures of accountability; to appraise the consistency with which the established ideals of society have been actualised in financial reporting, and to discern the shape of the emerging history of financial reporting in the light of new values and possibilities. I suggest that the tradition of (...) fair presentation in financial reporting is in danger of being eliminated by a purely political response to previous abuses. Mandatory accounting standards do have a role in preventing these abuses, but they can also be seen as instruments of distributive justice. To promote an awareness and discussion of the issues, I point out some of the goals and values underlying a few of the major structures designed for the distribution of economic costs and benefits. (shrink)

The following intellectual as opposed to practical reasons for all anthropologists doing fieldwork are examined: fieldwork: (1) records dying societies, (2) corrects ethnocentric bias, (3) helps put customs in their true context, (4) helps get the "feel" of a place, (5) helps to get to understand a society from the inside, (6) enables appreciation of what translating one culture into terms of another involves, (7) makes one a changed man, (8) provides the observational, factual basis for generalizations. None of these (...) is found sufficient to make fieldwork imperative for all anthropologists, although they are quite sufficient to allow that it is imperative for anthropology as a whole that fieldwork in some form by some people continue. In place of the view of fieldwork as an essential preparation for doing anthropology, an alternative role for it is explored: namely as a testing procedure. The implications of this--that the study of problems and the articulation of theories can usefully proceed prior to or even independently of fieldwork--are drawn out, and a new institution of selective fieldwork is proposed. (shrink)

EVOLUTIONARY EPISTEMOLOGY, THEORY OF RATIONALITY, AND THE SOCIOLOGY OF KNOWLEDGE by Gerard Radnitzky and W. W. Bartley, III La Salle, Ill.: Open Court, 1987. 475 pp., $39.95, $14.95 (paper).

Anthropology, the science of human culture, includes in its scope the anthropology of scientific cultures. Anthropological accounts of these scientific cultures -- which also happen to be the cultures to which most anthropologists belong -- are scarcely adequate. All too often science is assimilated to the practices and thought systems of non-scientific cultures; some anthropologists espousing the anti-scientific methods of symbol analysis and relativism. Arguments of M. Douglas, C. Geertz and F. Hanson are used as critical illustrations.

In his lucid paper “The Objectivity of History” Professor Pass more poses the problem of history's objectivity and seeks to find out in what the objectivity of history might consist. In this note I wish only to criticize his presentation of Popper's views . I think Pass more's failure to report Popper's views correctly causes him to overlook the striking similarity between Popper's conclusion and his own.

In the sixth mime of Herodas is described a visit by a woman called Metro to her friend Coritto. After an introduction largely taken up with abuse of Coritto's slave, Metro comes to the point: she asks, . Coritto is furious that knowledge of this precious possession has spread so far, and without answering the question asks where Coritto saw it: the reply is, . Coritto laments the faithlessness of those she thought her friends, but is consoled by Metro, who (...) repeats her question. Coritto now reveals that the craftsman was Cerdon, and describes him and his works: and she was prevented from this last only by the presence of a neighbour's slave. Metro now asks how Coritto got to know Cerdon, and on hearing that it was through Artemeis, she declares her intention of going to see her, to learn more of Cerdon, and departs . The poem ends with Coritto giving orders for the door to be closed and the hens counted. (shrink)

A categorical ontology of space and time is presented for emergent biosystems, super-complex dynamics, evolution and human consciousness. Relational structures of organisms and the human mind are naturally represented in non-abelian categories and higher dimensional algebra. The ascent of man and other organisms through adaptation, evolution and social co-evolution is viewed in categorical terms as variable biogroupoid representations of evolving species. The unifying theme of local-to-global approaches to organismic development, evolution and human consciousness leads to novel patterns of relations that (...) emerge in super- and ultra- complex systems in terms of colimits of biogroupoids, and more generally, as compositions of local procedures to be defined in terms of locally Lie groupoids. Solutions to such local-to-global problems in highly complex systems with ‘broken symmetry’ may be found with the help of generalized van Kampen theorems in algebraic topology such as the Higher Homotopy van Kampen theorem (HHvKT). Primordial organism structures are predicted from the simplest metabolic-repair systems extended to self-replication through autocatalytic reactions. The intrinsic dynamic ‘asymmetry’ of genetic networks in organismic development and evolution is investigated in terms of categories of many-valued, Łukasiewicz–Moisil logic algebras and then compared with those obtained for (non-commutative) quantum logics. The claim is defended in this essay that human consciousness is unique and should be viewed as an ultra-complex, global process of processes. The emergence of consciousness and its existence seem dependent upon an extremely complex structural and functional unit with an asymmetric network topology and connectivities—the human brain—that developed through societal co-evolution, elaborate language/symbolic communication and ‘virtual’, higher dimensional, non-commutative processes involving separate space and time perceptions. Philosophical theories of the mind are approached from the theory of levels and ultra-complexity viewpoints which throw new light on previous representational hypotheses and proposed semantic models in cognitive science. Anticipatory systems and complex causality at the top levels of reality are also discussed in the context of the ontological theory of levels with its complex/entangled/intertwined ramifications in psychology, sociology and ecology. The presence of strange attractors in modern society dynamics gives rise to very serious concerns for the future of mankind and the continued persistence of a multi-stable biosphere. A paradigm shift towards non-commutative, or non-Abelian, theories of highly complex dynamics is suggested to unfold now in physics, mathematics, life and cognitive sciences, thus leading to the realizations of higher dimensional algebras in neurosciences and psychology, as well as in human genomics, bioinformatics and interactomics. (shrink)

The fourth of Herodas is entitled in the papyrus —a title which very well describes the beginning and end of the poem, but disregards the middle, the most important part. The poem divides naturally into sections as follows: 1–20a; 20b–38, 39–563, 56b–78; 79–95. In we hear one of the women of the title carrying out the offering to the god. This section has been examined in detail by R. Wünsch, ‘Ein Dankopfer an Asklepios’, Arch. Rel. Wiss. vii , 95 ff., (...) who shows that it corresponds closely to the form of prayer used in real life, starting with the invocatio of the god, comprising greeting () and mention of his dwelling-places , family (parents, Koronis and Apollo. (shrink)